INGLÉS III
ELECTIVA 3
PROGRAMA ADMINISTRACIÓN PÚBLICA TERRITORIAL
CARLOS JULIO RODRÍGUEZ MORALES
ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA
2
ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA
Director
HONORIO MIGUEL HENRIQUEZ PINEDO
Subdirector académico
CARLOS ROBERTO CUBIDES OLARTE
Decano de pregrado
JAIME ANTONIO QUICENO GUERRERO
Coordinador Nacional de A.P.T
JOSE PLACIDO SILVA RUIZ
ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA
CARLOS JULIO RODRÍGUEZ MORALES
Bogotá D.C., Noviembre de 2008
3
Index
Module 3 English III
1. Introduction…………………………………………………………………..…...…...4
2. General objectives……….. ………………………….………………………....…...4
3. Specific objectives…………………………………………………………………...5
4. Key ideas………………………………………………………………………………5
5. Mind map……………………………………………………………….….…….….…6
5.1 General….......................................................................................................6
5.2 Academic unit 1………………………………………………………………..…7
5.3 Academic unit 2…………………………………………………………….…….8
5.4 Academic unit 3…………………………………………………………………..9
6. Communicative competences ………………………….………………………...10
6.1 Linguistic competence ……………………………………………………..…10
6.2 Pragmatic competence …………………………………………………….….10
7. Descriptors ………………………………………………………………….…….....10
7.1 Reading ……………………………………………………………………….….10
7.2 Speaking…………………………………………………………………….……10
7.3 Writing ……………………………………………………………………………10
7.4 Listening …………………………………………………………………………11
8. Scope and sequence…………………………………………………………….....12
9. Contents ………………………………………………..…………………………….14
9.1 Academic unit 1 Conditionals ………………………………………………14
9.1.1 General objective …………………………..………………………......14
9.1.2 Specific objectives …………………………..…………………………14
9.1.3 Contents ………………………………………..………………………..14
9.1.3.1 Communicative function …………………………………….14
9.1.3.2 Grammatical reference ……………………………………....14
9.1.3.3 Reading ………………………………………………………… 14
9.1.3.4 Speaking………………………………………………………...14
9.1.3.5 Writing ……………………………………………………..........14
9.1.3.6 Listening ………………………………………………………..14
9.2 Academic unit 2 Past perfect ………………………………………………..31
9.2.1 General objective …………………………..……………………..........31
9.2.2 Specific objectives ……………………………………………………..3|
9.2.3 Contents ………………………………….………………………………3|
9.2.3.1 Communicative function……………………………………..3|
9.2.3.2 Grammatical reference………………………………….…… 3|
9.2.3.3 Reading………………………………………………………….3|
9.2.3.4 Speaking………………………………….…………………......3|
9.2.3.5 Writing...................................................................................3|
9.2.3.6 Listening……………………………………………………….. 3|
9.3 Academic unit 3 Indirect speech and Question tags …………………...45
9.3.1 General objective …………………………..…………………………..45
9.3.2 Specific objectives ……………………………………………………..45
9.3.3 Contents …………………………………….…………………….….......45
4
9.3.3.1 Comunicative function………………………………..………45
9.3.3.2 Grammatical reference ……………………………………… 45
9.3.3.3 Reading………………………………………………………….45
9.3.3.4 Speaking……………………………………….………………..45
9.3.3.5 Writing………………………………………..………………….45
9.3.3.6 Listening………………………………………………………...45
10. Evaluation development …………………………………………………………78
11. Portfolio ……………………………………………………………….………..…..99
12. Summary ………………………………………….……………………………….105
13. Content development – Answer key …………………………………………106
14. Evaluation development – Answer key……………..…….….....……………127
15. Teacher´s guidelines and listening scripts……………..…….….....……….138
Bibliografía ……………………………………………………………………....……155
5
EL TRABAJO DEL TUTOR
El tutor tendrá libertad de cátedra en cuanto a su posición teórica o ideológica frente a los
contenidos del módulo, pero el desarrollo de los contenidos de los módulos son de
obligatorio cumplimiento por parte de los tutores. Los Tutores podrán complementar los
módulos con lecturas adicionales, pero lo obligatorio para el estudiante frente a la
evaluación del aprendizaje son los contenidos de los módulos; es decir, la evaluación del
aprendizaje deberá contemplar únicamente los contenidos de los módulos. Así mismo, la
evaluación del Tutor deberá diseñarse para dar cuenta del cubrimiento de los contenidos del
módulo.
El Tutor debe diseñar, planear y programar con suficiente anticipación las actividades de
aprendizaje y los contenidos a desarrollar en cada sesión de tutoría (incluyendo la primera),
y diseñar las actividades para todas las sesiones (una sesión es de cuatro horas tutoriales).
También debe diseñar las estrategias de evaluación del trabajo estudiante que le permita
hacer seguimiento del proceso de autoaprendizaje del estudiante. Los módulos (asignaturas)
de APT son de dos créditos (16 horas de tutoría grupal presencial por crédito para un total
de 32 horas), tres créditos (48 horas de tutoría grupal presencial) y de 4 créditos (64 horas
de tutoría grupal presencial, distribuidas así:
MÓDULO DE INGLÉS III (2 créditos)
No.
Créditos
Horas por
crédito
2
3
4
16
16
16
Total
horas
Tutoría
Grupal
32
48
64
No. de
sesiones
Horas por
sesión
8
12
16
4
4
4
No. mínimo
de
encuentros
tutoriales*
2
3
4
No. max.
sesiones
por
encuentro
8
12
16
* El número de encuentros se programara de acuerdo con las distancias y costos de transporte de la Sede
Territorial al CETAP, por ejemplo para los casos de los CETAP de Leticia, San Andrés, Mitú, Puerto Inírida
y Puerto Carreño, se podrán programar un mínimo de dos encuentros para un módulo de 2 Créditos (16 horas
por encuentro), tres encuentros para un módulo de 3 créditos y cuatro encuentros para un módulo de 4
créditos.
Encuentro: número de veces que se desplaza un Tutor a un CETAP para desarrollar un módulo.
Sesión: número de horas por cada actividad tutorial, por ejemplo: 8-12 a.m., 2-6 p.m., 6-10 p.m.
6
MÓDULO 3
INGLÉS APLICADO III
ADMINISTRACIÓN PÚBLICA TERRITORIAL
ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA
CARLOS JULIO RODRÍGUEZ MORALES
DOCENTE CATEDRÁTICO INGLÉS E.S.A.P.
LICENCIADO EN ESPAÑOL E INGLÉS
UNIVERSIDAD PEDAGÓGICA NACIONAL
MAGISTER EN EDUCACIÓN UNIVERSIDAD DE LA SABANA
Asesor de investigación
María Esther Maldonado
Licenciada en Español e Inglés
Universidad Pedagógica Nacional
Master in TESOL
Saint Michael´s College, Vermont
7
1. INTRODUCTION
This module will allow students continue their English language learning as a
foreing language as part of their integral process in the programs established by
the FACULTAD DE ADMINISTRACIÓN PÚBLICA TERRITORIAL CONTABLE Y
FINANCIERA de la E.S.A.P.
The main goal of this module is to give the tools to students so they would be able
to handle written material in English that is connected to their field of study keeping
in mind their inmediate needs in Administración Pública Territorial. Therefore,
students would benefit when dealing with subjects such as public administration,
public economy, fundamentals of economy, economical thinking, and public law,
among others.
This module has been designed for students who have accomplished the two
previous modules and are capable of handling basic grammar structures (present,
past, future). The time allotment is 32 hours, 16 hours of class under the teacher’s
supervision, 8 hours of autonomous work, and 8 hours of follow up to solve
problems, clarify doubts, or move on topics based on the students’ needs and
following the teacher’s advice. Students will reach a pre-intermediate level of
English once they finish the third module and establish the connection with
modules 1 and 2.
The transversalization of this module is given in a spiral way since the listening,
speaking, reading, and writing skills have been seen in the previous and present
modules and units allowing students to use more complex structures such as first
and second conditionals, past perfect, indirect speech, and question tags. It is
important to point out that there is a common structural back bone in the three
modules that is given sequencially and progressively.
The work done with the teacher will be guided throughout this module. There are
three working units in which written material is included as well as their
corresponding evaluations of the four basic language skills (listening, speaking,
reading, and writing).
2. GENERAL OBJECTIVES
• Recognize and use oraly and in a written way conditionals, the past perfect,
indirect speech, and question tags.
• Identify and develop each one of the language skills (listening, speaking,
reading, and writing) by means of the application of the proposed topics in
each of the units through activities that lead to their practice and usage.
• Reach a pre-intermediate level in English by applying previous knowledge of
the language.
8
3. SPECIFIC OBJECTIVES
•
•
•
•
Recognize and use oraly and in a written way conditionals to express
hypothetical or real events in daily situations.
Take part in real formal or informal conversations by using writings of past
actions that happen at a specific point in time.
Identify and apply the elements of indirect speech to report what others
have said or done.
Express opinions in a critical way having as a support the readings or
listening exercises worked in the module.
4. KEY IDEAS
•
•
•
The learning of the English language has to be conducive to the students’
reaching a pre-intermediate English level.
The English language has to be a tool to express hypothesis, mention
previous facts that happened in a specific moment in the past, report actions
done by others, and make question tags.
The English language is an instrument for the students to project not only in
an academic level but also in a social one.
9
5. MIND MAP
5.1 GENERAL
English Module III
General objectives
Specific objectives
Language
competencies
Linguistics
Pragmatics
Descriptors
Speaking
Listening
Reading
Writing
Contents and evaluation
Academic unit 1
Academic unit 2
Vocabulary
Academic unit 3
Functions and grammar
words
Bibliography
10
5.2 Academic unit 1
Academic unit 1
Specific objectives
Linguistics
Pragmatics
Descriptors
Listening
Speaking
Reading
Contents and evaluation
First conditional
Second conditional
Communicative function
Grammatical reference
Reading
Speaking
Writing
Listening
Content development
Evaluation
Self-evaluation
Vocabulary
Writing
11
5.3 Academic unit 2
Academic unit 2
Specific objectives
Linguistics
Pragmatics
Descriptors
Listening
Speaking
Reading
Contents and evaluation
Past perfect
Communicative function
Grammatical reference
Reading
Speaking
Writing
Listening
Content development
Evaluation
Self-evaluation
Vocabulary
Writing
12
5.4 Academic unit 3
Academic unit 3
Specific objectives
Linguistics
Pragmatics
Descriptors
Listening
Speaking
Reading
Contents and evaluation
Indirect speech
Question tags
Communicative function
Grammatical reference
Reading
Speaking
Writing
Listening
Content development
Evaluation
Self-evaluation
Vocabulary
Writing
13
6. COMMUNICATIVE COMPETENCES
6.1 Linguistic competence
The students will develop an intermediate range of the language to express
meaningful life experiences. They will get the ability to describe predictable and
unpredictable situations, explain the main ideas on a certain topic, express their
future plans; describe, ask, or answer to past actions, report what others have said,
and ask questions to confirm or expand information in order to start or keep a
conversation going.
6. 2 Pragmatic competence
Students will be ready to interact in familiar or social contexts to start, keep on,
and/or end a conversation in which coherence and correction are required in order
to communicate orally or in a written way.
7. DESCRIPTORS
7. 1 READING
7.1.1 Understand texts about familiar topics (my own or general) as well as those
on public administration.
7.1.2 Look for and find general or specific information in a read passage.
7.1.3 Identify meaningful parts in a text or newspaper articles about familiar
environments and public administration.
7.1.4 Identify a heading in a text or news.
7.1.5 Recognize the main and secondary ideas in a text.
7. 2 SPEAKING
7.2.1 Report orally what has been read, listened, or written.
7.2.2 Take part in conversations about personal or academic topics, specifically
related to public administration by using standard English.
7.2.3 Talk about the main issues from a report, news, or other written discourse.
7.3 WRITING
7.3.1 Write short reports about personal or academic topics.
7.3.2 Write personal opinions about topics related to daily life or work, describing
experiences, feelings and events in a detailed way.
7.3.3 Fill out formats and requests
7.3.4 Report what others have said, asked, and/or answered.
14
7.4 LISTENING
7.4.1 Infer, deduce, or even guess the meaning of unknown words through context
clues and understand the meaning of ideas and sentences in a listened or
written topic previously discussed.
7.4.2 Follow the core points in discussions about personal, social, and academic
topics keeping in mind that the language discourse used is clear and
standardized.
7.4.3 Understand the main parts of discussions on public adminstration topics.
7.4.4 Take part in conversations, reports, or oral presentations getting their general
or specific information
15
8. SCOPE AND SEQUENCE
UNITS
LinguistIc
Competence
Reading / Writing
Competence
Listening / Speaking Portfolio
Competence
First and
Second
Conditionals
Identify the
opportunities of a
professional in
Public
Administation
The bank
Get details and
specific information
1
Text 1 - My
future plans
Text 2 - How
I’d like to
spend my
birthday
Project yourself as
a candidate to
become the mayor
of a city
Answer general
and specific
questions
Language
passport
Give advice to
someone on how to
spend/save money
It’s Terrible!
Get details and
specific information
Language
Biography
Personalize a
birthday
celebration by
writing a
composition on
your own
preferences
2
Text 3 – What’s Past Perfect
Public
Administration?
Ask and/or answer
general questions
Complete
diagrams
Analyze a table
What a waste!
Analyze drawings
Exchange personal
information on
luxurious items
Language
Biography
16
3
Text – 4 - An
Immigrant’s
Silent Struggle
Text 5 – The
History of
Public
Administration
Reported
Speech
Question Tags
Answer general
questions
Complete
diagrams
Make inferences
Use reading links
to find definitions
and restate them
Evaluation Development
9. CONTENTS
9.1 ACADEMIC UNIT 1 CONDITIONALS
I hate my Job!
Answer questions
about specific
information
Travel and tourism
Talk about holidays
and favorite places in
Colombia
Language
Biography
Dossier
17
9.1.1 GENERAL OBJECTIVE
•
Identify and use orally and in a written way conditionals to express hypothetical and
real daily life or academic events.
9.1.2 SPECIFIC OBJECTIVES
•
•
•
Recognize situations in English about public administration.
Establish hypothetical situations by making projections in the working area.
Identify points of view given by others on how to invest or save money.
9.1.3 CONTENTS
Describe hypothetical situations.
9.1.3.1 Communicative function
Talk about what can be done if something happens or what would be done if something
happened.
9.1.3.2 Grammatical reference
Conditionals
Cero conditional
First conditional
Second conditional
Affirmative and negative sentences
Information and yes/ no questions
Short and long answers
Vocabulary
9.1.3.3 Reading
Students will answer specific questions based on the readings and take them as a starting
point to make compositions about “My future plans” and “How I’d like to spend my
birthday”.
9.1.3.4 Speaking
After analyzing a drawing, students will categorize the banking system in their area.and
start a discusison about it.
9.1.3.5 Writing
Students will take as referents the plans for the future and banking to write down
compositions that summarize their points of view.
9.1.3.6 Listening
students will listen for specific facts, get details,categorize information,and take notes to
vomplete the charts.
CONDITIONALS
FIRST CONDITIONAL - If future
18
The first conditional helps you express a hypothetical action that might be possible
to happen.
Keep in mind:
Most tenses are possible in sentences with if.
Examples:
If you're happy, I’m happy.
He won't come tomorrow if he came yesterday.
If you've been to Paris, you’ve seen the Eiffel Tower.
Keep in mind:
But after if, we normally use a coma to talk about the future.
Examples:
If it is sunny tomorrow, we'll eat in the garden.
I'll phone you if I hear from Alice.
I'll be sorry if I fail this exam.
You have 5 to 10 minutes to answer each of the following exercises.
Then, report your answers to the class.
Exercise # 1
* Make sentences using the first conditional.
Example:
get to work late again / lose my job
If I get to work late again, I’ll lose my job.
1. not find another job / lose my flat
_______________________________________________________________.
2. move back to my parents’ house / get very bored
_______________________________________________________________.
3. go swimming every day / look very good
_______________________________________________________________.
4. meet interesting people / go to lots of parties
_______________________________________________________________.
Exercise # 2
* Write down the correct forms of the verbs in parenthesis.
19
Example: I will be happy if I pass my exam. (be / pass)
1. If you ………………………… now, you ……………………………the train. (leave / catch)
2. John says he ……………………. as a taxi-driver if he ……………………….money.
(work / need)
3. If I ………………………..free tomorrow evening, I …………………………….you on
Friday. (not be / see)
4. Mary ……………………………Chinese next year if she ………………………………….
time. (study / have)
5. I ………………………………...you to the station if I …………………………. my car keys.
(drive / can find)
6. If he ………………………………….her, he ………………………………..a happy life.
(marry / not have)
7. ………you ……………..smoking if the doctor ……………………………you that you must?
(stop / tell)
8. If we ………………………….to the boss very politely, …………..…he …………………..to
us? (talk / listen)
Exercise # 3
* Names of languages
Anna is going to work in another country next year. See if you can make sentences with the
correct language names. Use a dictionary if necessary.
Arabic
English
Dutch
Greek
Portuguese
Swahili
Example: (China) If she goes to China, she has to learn Chinese.
1. (Egypt) ………………………………………………………………………………….…..………
2. (Brazil) ……………………………………………………………………..………………………
3. (Holland) ………………………………………………………………………..…………………
4. (Kenya) ……………………………………………………………………………………..………
5. (Greece) …………………………………………………………………………………………..…
6. (Austria) ……………………………………………………………………………..…….………
SECOND CONDITIONAL - Not real / not probable
20
The second conditional enables you to refer to situations that will not become real
or probable
Keep in mind:
It is used to talk about things that are not real or not probable now.
If … + past tense WOULD/COULD + SIMPLE FORM OF THE VERB
Examples:
If dogs talked, they could tell some interesting stories.
If I had a million dollars, I would build a big swimming pool.
If you were the President, what would you do?
If he didn’t travel so much, he’d have more money.
You have 5 to 10 minutes to answer each of the following exercises.
Then, report your answers to the class.
Exercise # 1
* Write down the correct forms of the verbs in parenthesis.
Example:
If people had four arms, life could be easier. (have / be)
1. If my cat …………………. the fridge, it …………………....all my food.
(open / eat)
2. If Ann and Bill ……………………. here, they …………………………….…what to do.
(be / know)
3. If I ………………………. the answer, I …………………………………..you.
(know / tell)
4. If your boss …………………..you to work on Sunday, ……………... you
…………..…it? (ask / do)
5. If you ……………………..….. people's thoughts, what ………....you …………..….?
(read / do)
Exercise # 2
* Complete each sentence with the correct verb and its form.
21
Example: I would buy a car if had enough money. (have / buy)
1. If I …………………... you to marry me, what ………….…. you ………………?
(ask / say)
2. Alex ……………………..… his work on time if he …………………………so much.
(finish / not talk)
3. I ……………………..…..Chinese if I ……………………………….more time.
(have / study)
4. If the programmes………………... better, I …………………………………more TV.
(be / watch)
5. This…………………….. a nice country if it …………………….. so much.
(not rain / be)
6. I ………………………….. Carola better if she ………………………………… about herself
all the time. (not talk / like)
Exercise # 3
* Make the possible combinations with the two sentences.
Example:
My parents don't live near here, so I don't see them on weekends.
If my parents lived near here, I would see them on weekends.
I would see my parents on weekends if they lived near here.
1. We won't play cards because Jane and Peter aren't here.
If ______________________________________________________________.
We ____________________________________________________________.
2. We haven’t got enough money, so we won’t buy a new car.
_________________________________________________________________.
_________________________________________________________________.
3. Fred doesn't answer letters, so I don't write to him.
_________________________________________________________________.
_________________________________________________________________.
4. I won't take your photo because I can't find my camera.
_________________________________________________________________.
_________________________________________________________________.
5. I don't enjoy opera because I can't understand the words.
________________________________________________________________.
________________________________________________________________.
Exercise # 4
* WHAT WOULD YOU DO IF? Choose the option that best fits the question. Then write a
complete sentence. Use a dictionary if necessary.
22
Example:
If you heard a strange noise in your house at night, would you:
A. go and look? B. phone the police? C. hide under the bedclothes?
If I heard a strange noise in my house at night, I would go and look.
1. If you found a Iot of money on the street, would you:
A. keep it? B. try to find the person
C. take it to the
who had lost it?
police?
_________________________________________________________________.
2. If you saw a child stealing from a shop, would you:
A. tell the child to stop? B. tell a shop assistant? C. do nothing?
_________________________________________________________________.
3. If a shop assistant gave you too much change, would you:
A. tell hirn/her? B. take the money and say nothing?
_________________________________________________________________.
4. If you found a dead mouse in your kitchen, would you:
A. throw it out? B. ask somebody to throw it out? C. Cry?
_________________________________________________________________.
5. If you found a suitcase on the pavement outside a bank, would you:
A. take it into the bank? B. take it to the pólice? C. take it home? D. leave it?
_________________________________________________________________.
Exercise # 5
* What would you do if you had a free year and a lot of money?
Write three or more sentences. These are some ideas:
• travel round the world
• study
• go to
1. If I ____________________________________________________________.
2. If I ____________________________________________________________.
3. If I ____________________________________________________________.
4. If I ____________________________________________________________.
Writing
Pre-stage
23
Answer the following questions:
1. What do you have in mind doing after finishing your undergraduate studies?
2. What kind of work would you like to have?
3. What area of expertise would you like to focus on?
My future plans
I’m studying at a University in Bogota, Colombia. I'm a Public Administration student and
now, I'm thinking about my future as a public administrator. Well, if I pass all my subjects,
I will graduate next Christmas. But if I fail this semester, I will graduate next year in June, I
guess. Let's be very positive and think that if I graduate next X-mas I will look for a job at
the Council of Bogota, where there is a friend of mine working there. If I get the job, I will
work very hard helping the mayor in the health, food, subway, transportation, housing, and
education projects and all the programs that he is running now.
If I have the opportunity, one day I'll be a candidate for the Mayor's office position in
Bogota, and if I become the Mayor of the city, I will build more public schools and
24
universities. I will offer free transportation to all the students. And I will lower the costs of
private schools and universities, so more students will get benefitted with this project. I will
also create more free restaurants for the poor people of my city. Well, these are my
dreams for the future and meanwhile I have to return to the English exam and I will see if I
pass the exams.
Glossary
Mayor: City manager
Lower: decrease; lessen; minify
Meanwhile: meantime, in the meantime
You have 20 minutes to develop exercises A and B. Then, share your
answers with your partner.
While-stage
A. Imagine that you are the person of the story. Answer the questions based on the
story.
1. What are you studying?
___________________________________________________________________.
2. What will you do if you pass all the subjects?
___________________________________________________________________.
3. What will happen if you fail this semester?
___________________________________________________________________.
4. What will you do if you become the mayor of the city?
___________________________________________________________________.
5. What will you offer?
___________________________________________________________________.
6. What do you have to do meanwhile?
___________________________________________________________________.
Post-stage
B. Based on your experience, what will you offer to become the mayor of your city?
25
Write a composition about it, keeping in mind the organization, grammar, and
vocabulary to do your task.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reading
Pre-stage
26
Answer the following questions:
1. Are birthdays important for you?
2. Whose birthday is the most special in your family?
3. How do you usually celebrate your birthday?
You have 15 minutes to do the reading and answer the questions given.
Then, report your answers to the class.
HOW I WOULD LIKE TO SPEND MY BIRTHDAY
My birthday falls on February 23, in the middle of winter. On that day, I generally go out
to dinner and to the theater with a few friends and, I usually receive some thoughtful
presents from them.
If I could spend my birthday as I like, I would invite about ten friends to a birthday party at
my house in the evening. I would serve champagne and we would toast each other on
the ocassion. We would talk about happy things, dance, play amusing games, and
entertain each other. At about eleven o'clock I would serve a light supper. Then I would
cut the birthday cake and give each of my guests a piece while they sang "Happy
Birthday." After supper, I would play the guitar for them and we would all sing together.
When it was time to leave, I would give each of my friends a gift of something I knew he
wanted, a book, a record, or tickets to a play. This way I would try to express how much
pleasure their friendship gives me.
Glossary
Thoughtful: attentive
Toast: a drink in honour of a person or event
Entertain: amuse; divert
While-stage
Based on the text, answer the following questions.
27
1. When is your birthday?
________________________________________________________________.
2. What do you generally do on that day?
________________________________________________________________.
3. How many friends would you invite to your house if you could?
________________________________________________________________.
4. What else would you do at the birthday party?
_________________________________________________________________.
5. What might you do after dinner?
_________________________________________________________________.
Post-stage
Discuss how you would plan an exceptional celebration. Mention the things that you
would arrange ( food, guests, music, invitation cards, presents, etc.).
28
THE BANK
THE BANK
Vocabulary
29
To pay
To receive
To lend
To borrow
To open an
account
To deposit
To withdraw
To cash
To earn
To spend
To fill out
To invent
To form a
line
To line up
To sign
To function
To operate
to work
To forget
To think
To intend
To lose
To rob
To sit down
To be
seated
To rain
To go home
Bank
Bank book
Bank
employee
Banker
Banking
hours
Bill
Billfold
Cash
Center
Check
Checkbook
Checking
account
Customer
Deposit
Deposit slip
Desk
Guard
How
recently?
Interest
Ledge
Loan
Money
Speaking
The Bank
Mortgage
Neighbor
Neighborho
od
Nowadays
Passbook
Purse
Rain
Safe
Safe-deposit
box
safetydeposit box
Savings
account
Share of
stock
Shortly
Sign
Son
Stock
market
Teller
Teller’s
window
Thought
Today
Traveler’s
check
Umbrella
Vault
Wallet
Waste
basket
Withdrawal
sleep
Writing table
30
You have 15 minutes to discuss the following questions.
You have 10 minutes to select a topic and write down a composition on it.
Pre-stage
Analysis of the drawing.
1. Approximately how many people can be seen in the bank?
2. How many of them are customers?
3. Do you think that the bank employees will be going home soon? Why or why not?
4. Who thinks it is going to rain?
5. What does the 6% on the sign mean?
6. Why is a guard necessary in a bank?
While-stage
Points of departure
7. How much money do you have in your wallet today and for what do you intend to spend
it?
8. How is money deposited and withdrawn from a bank?
9. What is the advantage of a checking account?
10. How recently did you go to the bank and why?
11. What are typical banking hours?
12. What is interest? How do you receive interest?
13. How does one cash a check?
Post-stage
Composition
31
Select one of these topics about banks. Write a composition about it including your point
of view. Think about the organization, grammar, and vocabulary to do your task.
1. The bank in my neighborhood.
2. The advantages and disadvantages of being a bank employee.
3. How a bank functions.
4. Investing money nowadays.
5. The stock markets.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Listening
It’s terrible
32
Listening
33
You have 20 to 25 minutes to answer each of the following exercises.
Then, discuss your answers with the other groups.
It’s terrible
Pre-stage
In groups, make a list of the things you spend money on each month, for example, food,
clothes, music, and so on. Report to the whole class and include how much money you pay
out monthly.
While-stage
1. Listen to a conversation between two students. One of the students, Brian, is talking about
his monthly expenses. Listen and mention how many categories (food, clothes, etc.) he
mentions.
2. Get in pairs and take a picture card. You have to identify each category - for example, the
shopping trolley represents Food. Listen again and put the categories in the order they appear
on the recording.
3. Listen again and note down (in the box provided in each picture) how much Brian spends on
each category every month. Compare answers.
4. Add up how much Brian spends every month. Do you spend more or less than Brian?
Compare your expenses and Brian's.
Post-stage
In groups give Brian some advice on how he can save money.
For example, He shouldn't buy books. He should use a library.
Finally, tell your mates to give each other advice on how to save money.
The following web pages will help you practice and reinforce the grammar on conditionals:
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_1_statements.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_1_negation.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/mix2.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_negation.htm
9.2 ACADEMIC UNIT 2 PAST PERFECT
9.2.1 GENERAL OBJECTIVE
34
•
Identify and use orally and in a written way the past perfect to relate to events that
happened at a specific point in time.
9.2.2 SPECIFIC OBJECTIVES
•
•
•
•
Talk about events that happened at a specific point in time.
Read texts about public administration.
Understand tables and extract information from them.
Define and paraphrase unknown words by means of links.
9.2.3 CONTENTS
Describe what has been done in a previous point in time.
9.2.3.1 Communicative function
Describe actions done in a previous point in time.
9.2.3.2 Grammatical reference
Past perfect
Affirmative and negative sentences
Information and yes/no questions
Short and long answers
Vocabulary
9.2.3.3 Reading
Students will ask and answer general questions, complete a diagram, and analyze a table
on “What is public administration?”
9.2.3.4 Speaking
After analyzing a drawing, students will describe the ways to advertise, the purpose to do
so, start a discusison about it, and report to the whole class.
9.2.3.5 Writing
Students will write down a composition that expresses their experiences on advertising.
9.2.3.6 Listening
students will listen for specific pieces of information, get details, answer questions and
take notes to complete the drawings.
PAST PERFECT
The past perfect enables you to talk about events that happened in a specific moment in
the past.
35
+ I had seen
- Had I seen?
? You had not seen
you had seen
Had you seen?
You had not seen
he/she/it had seen
Had he/she/it seen?
He/she/it had not seen
Contractions: l'd, you'd, hadn't, etc.
Keep in mind:
To get the past perfect: had + past participle
Examples:
It had already begun when we arrived.
She didn't phone Alan because she'd lost his number.
It was a film that I hadn't seen before.
You have 10 to 15 minutes to answer each of the following exercises.
Then, report your answers to the class.
Exercise # 1
* Make past perfect sentences.
Example:
I couldn't get in because I had forgotten my keys. (forget)
1. Ann wasn't home. Where ____________ she _______________? (go)
2. The telephone wasn't working because we ______________________ the bill. (pay)
3. The woman told me that she ___________________in China a few years before. (work)
4. Everything in the garden was brown because it______________________. (rain)
5. The bathroom was full of water. What _____________________? (happen)
6. I knew I ___________________ that man somewhere before. (see)
7. We were surprised to see Mark because we______________________his letter. (get)
8. After three days the dogs came back home. Where__________they___________? (be)
9. They gave me some money back because I ____________________too much. (pay)
10. There was nothing in the fridge. I could see that Peter _________________ the
shopping. (do)
Keep in mind:
We use the past perfect tense when we are already talking
about the past and want to talk about an earlier past time.
36
Example:
Our train was late, and we ran to the cinema. But the film had already begun.
I got out of the car and went into the school. It was empty. Everybody had
gone home.
Exercise # 2
* Underline the corret answers.
Example: I didn't recognise/ hadn't recognised Helen, because she cut /had cut her
hair very short.
1. No one understood/had understood how the cat got/had got into the car.
2. Joe didn't play/hadn't played the game on Saturday because he hurt / had hurt his
arm.
3. When I looked/had looked in all my pockets for my keys, I started/had started to get
very worried.
4. Liz never travelled/had never travelled by train before she went /had gone to Europe.
5. I arrived/had arrived at the shop at 5:30, but it already closed/had already closed.
6. I didn't have/hadn't had much money after I paid/had paid all my bills last week.
Exercise # 3
* Write down the simple past or the past perfect of the verbs given in
parenthesis.
Examples: Bill didn’t tell anybody how he had got into the house. (not tell / get)
Emma went to France last week. Before that, she had never gone outside
Ireland. (go / be)
1. When their mother ____________ home, the children ______________ all
the sweets. (get / eat)
2. Yesterday I ____________ a man who ____________ at school with my
grandmother. (meet / be)
3. It ____________ to rain, and I ____________ that I ____________ my
window. (start / remember / not close)
4. I ____________ a letter on my desk that I ____________ never
____________. (find / open)
5. I ____________ Bob I couldn't go to the theatre, but he ____________
already ____________ the tickets. (tell / buy)
Keep in mind:
We use the past perfect after when to show that something
is completely finished.
37
Examples:
When I had watered all the flowers, I sat down and had a cool drink.
When Susan had done her shopping, she went to visit her sister.
Exercise # 4
* Make sentences using the past perfect after when.
Examples:
Jan finished her dinner. Then she sat down to watch TV.
When Jane had finished her dinner, she sat down and watched TV.
1. David phoned his girlfriend. Before that, he did his piano practice.
____________________________________________________________________________________________________
2. George ate all the chocolate biscuits. Then, he started eating the lemon ones.
_______________________________________________________________________________________________________________________
3. I turned off the lights in the office. Then, I locked the door and left.
______________________________________________________________
4. I borrowed Karen's newspaper. Before that, she read it.
_______________________________________________________________
5. Mark had a long hot shower. Before that, he did his exercises.
_______________________________________________________________
6. Barry phoned his mother with good news. Then, he went to bed.
_____________________________________________________________________
38
Reading
You have 25 minutes to do the reading and complete the exercises.
Then, check your answers with the class.
Pre-stage
Answer the following questions:
1. Mention specific facts you know about your carreer?
2. What might you do if you weren’t a public administrator?
What Is Public Administration?
In 1990, some 16.5 million people in the United States were public administrators.
The jobs they held ranged from accountant to zoologist, and included (among many
others) art specialist, biologist, cartographer, dental officer, food technologist,
geneticist, nurse, petroleum engineer, sociologist, teacher, and welding engineer.
The label public administrator can be applied to individuals as diverse as Hyman
Rickover, the father of the nuclear submarine; former New York City public works
commissioner Robert Moses, who was responsible for the building of New York's
net-work of bridges and tunnels; and J. Edgar Hoover, director of the Federal
Bureau of Investigation for more than thirty years.
The faceless federal bureaucrat, so often criticized by politicians looking for an
issue or a scapegoat, may be stereotypical but is hardly typical. For one thing, the
vast majority of public administrators work not for the federal government but for
state and local governments (see Table 1.1). For another, public administrators are
a diverse lot who do many different tasks.
Public administration is not confined to what public employees do. Millions of people
working for private agencies, both profit and nonprofit, also administer or
implement public policy; they contract with or receive grants or insurance reimbursemembers from government agencies. Physicians take care of medicare or medicaid
patients; bankers decide about federally guaranteed loans for students or farmers;
social workers and psychologists work for or are consulted by social service
39
agencies; halfway house employees look after offenders sentenced to community
corrections programs, recovering drug addicts, and semi-independent individuals
with a variety of disabilities. Although not directly employed by government
agencies, such individuals are indirectly paid by government agencies—and
therefore by taxpayers-—and since they administer public programs, they can be
called public administrators.
Glossary
Bureau: agency, federal agency, government agency
Scapegoat: unfortunate person
Profit: gain
Halfway: at a point midway between two extremes
While-stage
Reading comprehension
Read the text and answer the following questions.
1. How many people were public administrators in 1990?
________________________________________________________________
2. What jobs does the category Public Administrator can be applied to?
________________________________________________________________
3. Where do the vast majority of public administrators work?
________________________________________________________________
4. Who was the former New York’s public works commissioner?
________________________________________________________________
5. Who was the director of the Federal Bureau of Investigation?
________________________________________________________________
6. Can the public employees be included in the category public administrator?
________________________________________________________________
7. Was Robert Moses responsible of New York’s net work of bridges and tunnels?
________________________________________________________________
40
Word Map
Read the article and complete the diagram with the information required.
TITLE
____________________________
YEAR
__________
PLACE
________
NUMBER
__________
JOBS
41
Look at the table 1.1. and answer the following questions.
TABLE 1.1. Federal, State and Local Paid Government Employees, ICP0-1985
(Thousands)
1969
1970
1975
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
Total
8,808
13,028
14,973
15,459
15,628
15,971
16,213
15,968
15,841
16,034
16,436
16,690
16,933
Federal
2,421
2,881
2,690
2,848
2,885
2,869
2,898
2,865
2,848
2,875
2,942
3,021
3,019
Síaíe &
5,307
10,147
12,084
12,611
12,743
13,102
13,315
13,103
12,993
13,160
13,493
13,669
13,914
81.5
82.0
Loca!
Percent
77.9
80.7
82.1
82.1
Síaíe
1,527
72.5
2,755
3,271
3,491
81. 6
3,539
3,699
3,753
3,726
82.
0
3,744
3,816
82.1
3,398
3,984
4,058
Local
4,860
7,302
8,813
9,120
9,204
9,403
9,562
9,377
9,249
9 344
9,595
9,G35
9,846
1. According to the table 1.1., the salary was increased for the total in to a
a) 20%
b) 150%
c) 220%
d) 250%
2. The highest percentage was obtained in:
a) 1975
b) 1979
c) 1975
3. Comparing the years 1975 and 1977, we conclude that:
a) The federal increase was lower in 1975
b) The federal increase was equal to both years.
c) The federal increase was higher in 1975 .
4. What range is the (total federal debt) increasing?
a) 50 points each year
b) Between 50 and 100 points
c) There is not regularity from year to year.
Post-stage
Point out some advantages of being a public administrator.
82.1
81.9
82.2
42
ADVERTISING
43
ADVERTISING
Vocabulary
To advertise
To spend
money
To spend time
To translate
To qualify
To have the
qualifications
To be
To pay
To place
To send
To create
To sell
According to
Ad
Advertisement
Advertising
Announcement
Announcer
Appropriate
Attendant
Billboard
Brief
Bus
Commercial
Current/common
Direction
Effective
Full-page
Full-time
Highway
Hotel
Magazine
Newspaper
P .O. Box (post
office box)
Ph. (phone)
Position/job
Product
Propaganda
Radio
Rest
Resume
Salary
Script
Service station
Shorthand
Sign
Slogan
Television
Television set
Traffic
Want ad
Way
Well known
Worthwhile
44
Speaking
You have 20 minutes to answer each of the following exercises. Then,
select a topic and write a composition about it.
Advertising
Pre-stage
Analysis of the drawing
1. Why is (or is not) the highway an appropriate place for a billboard like the one
in this drawing?
2. What do you think the advertisement on this billboard might be?
3. Why is the billboard not well placed according to the direction of the traffic on
the highway?
4. For which of the positions in the want ad would you be (or not be) qualified?
Why?
5. Describe the advertisement in the magazine.
6. According to what you see on the television set, create a commercial.
7. Complete the rest of the advertisement on the bus.
While-stage
Points of departure
8. What is a want ad?
9. Create an ad for something difficult to sell.
10. "It pays to advertise." Explain this concept.
11. Name some ways of advertising a product.
12. What kinds of products are advertised most frequently on radio or television?
13. Describe a product you would like to advertise on radio or television and the
kind of advertisement you would use.
14. Why are buses good places for advertisements?
15. How is it known when an advertisement has or has not been effective?
16. One way to advertise something is to use a slogan. Translate into English one
or two well known slogans used in your country.
17. Create a want ad describing a position for which you would be qualified.
18. What is a script?
19. Why does it seem to be more difficult to be a television announcer than a radio
announcer?
45
Post-stage
Composition
Select one of these topics and write a composition about it. Mention your
experiences on advertising having in mind the organization, grammar, and
vocabulary to complete the exercise.
1. The importance of advertising
2. Where to advertise
3. How to get a job
4. Five want ads for a newspaper
5. A full-page advertisement for a magazine
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
46
Listening
You have 5 to 10 minutes to answer each of the following exercises.
Then, report your answers to the class.
Pre-stage
1. When was the last time you bought something quite expensive but never
really used it?
2. Was it a waste of money? Explain your answer.
While-stage
WHAT A WASTE!
Listen to two couples arguing about wasting money.
Listen and complete each person's name and what and when they wasted their
money on.
Bought by_________
When? ___________
Why? ____________
Bought by_________
When? ___________
Why? ____________
Bought by_________
When? ___________
Why? ____________
Bought by_________
When? ___________
Why? ____________
47
Post -stage
In groups of four, share your story about wasting money.
Choose the one anecdote that was the most remarkable in your group and report it
to the entire class.
The following web pages will help you practice and reinforce the grammar on past
perfect tense:
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?03
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?04
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?05
http://www.ego4u.com/en/cram-up/gramma/past-perfect-simple/exercises
48
9.3 ACADEMIC UNIT 3
9.3.1 GENERAL OBJECTIVE
•
Identify and use orally and in a written way the reported speech to report
what others have said, asked, or answered as well as question tags to look
for agreement or confirmation.
9.3.2 SPECIFIC OBJECTIVES
•
•
•
Take part in conversations about personal or general topics.
Read and report what others have said.
Describe in a written way what others have asked, or answered.
9.3.3 CONTENTS
Report what others have said, asked, or answered in a previous point in time.
9.3.3.1 Communicative function
Report what others have said, asked, or answered.
9.3.3.2 Grammatical reference
Indirect speech
Affirmative and negative sentences
Information and yes/no questions
Short and long answers
Vocabulary
9.3.3.3 Reading
Students will ask and answer general questions, complete diagrams, and read
between lines to grasp the author's intention.
9.3.3.4 Speaking
Students will bring up their background knowledge on jobs and traveling
experiences. Students will find the logical sequence of actions.
9.3.3.5 Writing
Students will transfer someone’s experience on traveling to write about
themselves.
9.3.3.6 Listening
Students will listen for specific pieces of information: to fill out a form and identify
and organize the sequence of the events.
49
REPORTED / INDIRECT SPEECH
The reported speech enables you to retell what others said, asked, or replied.
Bill said he was really happy.
Keep in mind:
When we tell people what somebody said or thought, we
often use indirect speech.
Tenses and pronouns (I, you, they, etc.) change in indirect
speech if the time and the speaker are different.
For example, present tenses become past; I may become he
or she, my may become his or her.
SOMEBODY SAID/THOUGHT
“I'm happy.”
“I have a problem.”
“She likes me.”
“My feet are cold.”
INDIRECT SPEECH
Bill said that he was happy.
I thought I had a problem.
I knew she liked me.
She said her feet were cold.
We often leave out that, especially after common verbs like say, think.
Bill said he was really happy.
I thought it was a great party.
50
You have 10 minutes to answer each of the following exercises. Then,
report your answers to the class.
Exercise # 1
* Write down the correct personal pronouns (I, you, he, etc.) or possessive
pronouns (my, her, your, etc).
Example:
“Sonia likes me.”
He knew she liked him.
1. “I speak French.”
He said ............. spoke French.
2. “I’m sorry.”
She said ………..was sorry.
3. “Ann phoned me.”
She said Ann had phoned ……….
4. “We want our money.” They said ……..wanted ………money.
Keep in mind:
We can use both say and tell in indirect speech.
Tell must have a personal object. That is, we tell somebody
something.
Say doesn't need a personal object. That is, we say
something (to somebody).
Examples:
She told me I was late.
They told Ann the wrong time
I said nothing to the police.
Exercise # 2
* Underline the correct answer.
1. I said/told the driver I wanted to stop.
2. My mother said/told there was a letter for me.
3. Everybody said/told I looked beautiful.
4. Why did you say/tell the lessons were expensive?
5. Eric said/told the waiter he couldn't pay.
6. I didn't say/tell Peter that I was going away.
7. Nobody said/told me that the shop was closed.
8. Ann said/told that she would wait at the bus stop.
51
Exercise # 3
* Match the beginnings and endings.
Pay attention to the use of tenses.
1. In 1896 Lord Kelvin said…
A. … aeroplanes were
impossible.
2. In 1937 Hitler's nephew,
Willi, said…
B. … he would never be a
scientist.
3. When Columbus got to America
he thought …
C. … his uncle was not interested
in war.
4. When Albert Einstein was 10,
a teacher told him…
D. … the sun went round the
earth.
5. Hundreds of years ago, people
believed…
E. … he had reached India.
52
INDIRECT QUESTIONS
Keep in mind:
Indirect questions have a different word order from direct
questions, and question marks (?) are not needed.
DIRECT QUESTIONS:
Monica said, “Where is John?”
I said, “When can you come?”
“What do you want?”
“Where does Andrew live?”
INDIRECT QUESTIONS:
Monica asked where John was.
I asked when she could come.
She asked me what I wanted.
I asked him where Andrew lived.
You have 15 minutes to answer the following exercises. Then, report
your answers to the class.
Exercise # 1
* A policewoman stopped a driver in London and asked him some questions. Write
the questions in indirect speech.
Example:
“What is your name?” She asked him what his name was.
1. "Where do you live?”
____________________________________________________________
2. “Where do you work?”
____________________________________________________________
3. “Where are you going?”
____________________________________________________________
4. “Where have you been?”
____________________________________________________________
5. “What is the number of your car?”
____________________________________________________________
6. ”Why are you driving on the right?”
____________________________________________________________
53
Keep in mind:
With indirect yes/no questions we use if or whether. They
mean the same.
DIRECT QUESTION:
“Do you know Jim?”
“Are you French?”
INDIRECT QUESTION:
He asked me if/whether I knew Jim.
She asked if/whether I was French.
Exercise # 2
* The policewoman asked some more questions. Write them in indirect speech
with if or whether.
Example:
“Are you British?”
She asked her if she was British.
1. “Is it your car?”
She asked him whether __________________________________________.
2. “Do you have a driving licence?”
_____________________________________________________________.
3. “Do you have it with you?”
_____________________________________________________________.
4. “Do you always drive with the door open?”
_____________________________________________________________.
5. “Are you listening to me?”
_____________________________________________________________.
54
Exercise # 3
* These are some of the questions from a woman's job interview.
Write them in
indirect speech.
Example:
“How old are you?“
They asked her how old she was.
1. “Are you married? “
_____________________________________________________________.
2. “Do you have children?“
_____________________________________________________________.
3. “Where have you worked before?“
_____________________________________________________________.
4. “Why do you want to change your job?“
_____________________________________________________________.
5. “Can you speak any foreign languages?“
_____________________________________________________________.
6. “What exams have you passed?“
_____________________________________________________________.
Keep in mind:
After present verbs (she says, I think), we don't change the
tenses.
DIRECT SPEECH:
Well, yes, I come from London.
“Funny, she has a Scottish accent.”
INDIRECT SPEECH:
She says she comes from
London, but I think she has a
Scottish accent.
52
You have 25 minutes to answer the following exercises. Then, report
your answers to the class.
Exercise # 4
* Complete the indirect speech sentences.
Example:
“I'm Irish.”
He says He was Irish.
1. "Where is Peter? “
She wants to know _______________________________________.
2. “Did John phone? “
I don't know __________________________________________________.
3. “We live in Greece. “
.
They say ___________________________________________________.
4. “I went to Belfast yesterday. “
She says ____________________________________________________.
5. “I’ve been ill. “
He says ______________________________________________________.
6. “It's going to rain. “
She thinks __________________________________________________.
7. “I’ll ask my sister. “
She says _____________________________________________________.
8. “Is lunch ready? “
He wants to know ___________________________________________.
9. “Where did I put my keys? “
I don't remember ___________________________________________.
53
Keep in mind:
We can ask questions politely by saying:
Do you know ... / Can you tell me ...? + indirect question
DIRECT SPEECH
INDIRECT SPEECH
Where does she live?
Is he at home?
Do you know where she lives?
Can you tell me if he's at home?
Exercise # 5
* Rewrite the questions.
Example:
What does this word mean?
Do you know what this word means?
1. Is there a lesson today?
Can you tell me if ____________________________________________?
2. Where can I buy tickets?
Can you ___________________________________________________?
3. How much does it cost?
Do _____________________________________________________________?.
4. Has John phoned?
Can _______________________________________________________?.
5. May I pay now?
Can _______________________________________________________.?
6. Does Maria like steak?
Can _______________________________________________________?
7. Where did I park the car?
Do ___________________________________________________________?
54
Keep in mind:
We can also use indirect questions in answers.
Example:
Sorry, I don't know where she lives.
I can't remember if he's married.
Exercise # 6
* Don't give the answers!
Just write sentences beginning by I know, I don't
know, I’d like to know, I don't want to know, I don't care or I can't remember.
1. Who built the Eiffel Tower?
I know who _________________________________________________.
2. What languages do Irish people speak?
__________________________________________________________.
3. What do elephants eat?
__________________________________________________________.
4. Does the British Museum open on Christmas Day?
__________________________________________________________.
5. Was King William II a tall man?
__________________________________________________________.
6. Do birds dream?
__________________________________________________________.
55
Exercise # 7
* Rewrite the sentences in indirect speech, changing the tenses. Begin by
He/She/They said.
Examples:
SALLY: “I’m tired.” She said she was tired.
ANN: “My sister needs a car.” She said her sister needed a car.
BILL: “I have to phone Andrew.”
_____________________________________________________________.
MARY: “Nobody wants to help me.”
_____________________________________________________________.
HELEN: “The radio doesn't work.”
_____________________________________________________________.
JOHN: “I will be in Paris in July.”
_____________________________________________________________.
MIKE: “I like the red sweater.”
_____________________________________________________________.
DAVID: “I can't swim.”
_____________________________________________________________.
ALICE: “My parents are travelling.”
_____________________________________________________________.
MARIA: “The lessons are very good.”
_____________________________________________________________.
ERIC and SUE: “We haven't heard from Joe.”
_____________________________________________________________.
56
Keep in mind:
When we tell people what somebody said in the past,
there is a time difference. For example, somebody said
something on Sunday, and I tell you about it on Monday.
Because of this, tenses usually change as follows:
DIRECT SPEECH ON SUNDAY
TENSE CHANGE
INDIRECT SPEECH ON MONDAY
The children are in Ireland.
Karen said her children were in
Ireland.
He said his TV wasn't working.
My T.V. isn' working.
I have a meeting at 4:00.
Sue has passed her exam.
I will probably be late.
You can have three tickets.
It doesn't matter, Martin.
The train leaves at 6:00.
HAVE//HAS —> HAD
She said she had a meeting at
4:00.
Sally told me Sue had passed her
WILL -*
exam.
I thought I would probably be
WOULD
late.
The man said I could have three
tickets.
CAN —*• COULD
DO/DOES —*• DID
SIMPLE PRESENT ->
SIMPLE
PAST
We aII speak English.
I forgot my keys.
SIMPLE PAST -> PAST
PERFECT
I told Martin it didn't matter.
The timetable said the train left
at 6:00
She said they all spoke English.
He said he had forgotten his keys.
57
You have 5 to 10 minutes to do the following exercises. Then, report
your answers to the class.
Animals can talk, cats
have nine lives, my
father knows
everything, spaghetti
grows on threes, the
teacher lives in the
school, I will be rich
one day. My …
Look at the picture and write John’s thoughts in indirect speech.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What did you think when you were a child?
Write two sentences.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
58
Reading
You have 30 minutes to do the reading and the following exercises.
Then, report your answers to the class.
Pre-stage
1. Have you lived in a different city or country? Retell what the experience was
like.
2. How did it help you grow as a human being and as a professional?
An Immigrant's Silent Struggle
My Turn
CULTURE CLASH: Part of me longs for the life I once knew back home in Ghana, I
am the epitome of success. But life in America hasn't always been easy.
By ROBERT KOSI TETTE
“I WANT TO BE JUST LIKE YOU. YOU ARE FROM UPTOWN, aren't you?" the
young man asked in the local slang with an exuberant smile oblivious of the
scorching tropical sun. Selling bags of onions at the roadside, his extra-large Tshirt and drooping jeans were a testament to the ubiquitous influence of American
pop culture in Africa. I had accepted a seat at his onion stand to take a break
before concluding business in Accra that afternoon. Between brisk sales serving
customers stuck in traffic, he asked incessant questions about life in America,
convinced that having a visa to the United States was like winning the lottery. How
could I tell him that I envied his simple life and blissful innocence when I was guilty
of the silent culture that had helped to perpetuate a false image of Africans living
abroad?
Outwardly, I looked like the poster boy for success visiting from the United States.
My white designer shirt and matching pants were straight from the megamalls in
Detroit, where I worked as an engineer. Inwardly, I was caught in a web of
ambition and cultural disenchantment. My attire suggested affluence, yet I could
not afford the numerous requests for money or to make gifts of my belongings.
Uncles and aunties who were prepared to mortgage their homes to help me leave
10 years ago now expected me to finance cousins hoping to make the same move
to the United States. After two weeks in Ghana, the excitement of my homecoming
had waned. I was broke and looking forward to returning to the States. This time,
though, it would be without the naiveté that had fueled my ambitions departure.
Back then, the thought of someday resettling in Ghana afforded me an usual
endurance. Now I face the challenges of life in America with a greater sense of
permanency.
59
America had fulfilled my ambition for furthering my education and professional
experience. I had arrived with the equivalent of a high-school diploma, and after 10
years, I hold a graduate degree and have a relatively successful professional
career. Every inch of progress, however, had been achieved through exhausting
battles. My college education had been financed partly through working multiple
minimum-wage jobs. I was fortunate to secure a job upon graduation, but
adjusting to corporate culture exacted another toll. Initially, I found myself putting in
twice the effort just to keep up. I learned to feign assertiveness after realizing that I
would not be taken seriously otherwise. Scared by a wave of layoffs, I went to
graduate school part time because it was the only way I knew that afforded me an
edge in job security. By the time I became eligible to apply for citizenship, I had
spent a small fortune in legal fees and endured stressful years grappling with the
complexities of securing permanent residency in America. It was as though I had
run 10 consecutive marathons, one for each year abroad, and my body screamed
for rest. My trip home was in anticipation of a respite, but instead, I felt as though I
were drowning in a melting pot of cultures. Part of me wanted to settle permanently
in America and put closure to the direction my life was heading. Another part still
longed for the uncomplicated life I once knew in Ghana—despite the illusive price
of acceptance. Most of us leaving home never considered how much we would
change or the scarring challenges ahead of us. I could still remember a time when
my thinking was no different than the onion seller's. Someone had seen beyond
that and given me a chance to come to America, so I still felt compelled to give
something back. Perhaps I should have been asking myself if I really wanted to
trade places with the onion seller. Deep down I knew my answer was no.
Enlightenment had come with the loss of innocence and a silent struggle. My
cultural dichotomy was no different from what other immigrants from other cultures
faced in America. I could stop dwelling on being torn between two countries by
accepting my new identity as a progressive blend of the two and embrace its new
responsibilities.
The strange irony was that I could learn from the onion seller and approach life
with cheer despite its trials. If I paced myself and continued to work diligently, I just
might enjoy my marathon life in America while providing something worthy for
loved ones in Ghana. That is probably the missing ingredient separating a life of
disenchantment and frustration from one that is engaging and fulfilling.
TERRY lives in Oak Park, Michigan.
http://elc.polyu.edu.hk/CILL/strategy.htm#Writing
Glossary
Epitome: prototype
Slang: argot
Blissful: completely happy and contented
Inwardly: inside
Endurance: survival
Feign: pretend
Grappling: wrestling
Dwelling: domicile
60
While-stage
Exercise # 1
* Read the story and answer these questions.
1. Where has the immigrant lived?
____________________________________________________________
2. How log did he live there?
____________________________________________________________
3. Where is he living now?
____________________________________________________________
4. What feelings is he trying to manage?
____________________________________________________________
5. Was his life abroad better than now?
____________________________________________________________
6. Does the immigrant want to go abroad again?
____________________________________________________________
7. What does the Silent struggle mean?
____________________________________________________________
Exercise # 2
* Read the story and complete the diagram with the required information.
TERRY’S LIFE
PAST
PRESENT
FUTURE
61
* Do you think that Terry is happy now?
Why or why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Post-stage
Composition
If you had the possibility, would you leave your hometown for good? Explain.
Maintain the organization, grammar, and vocabulary to write down your task.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
62
Listening
You have 30 minutes to do the following exercises. Then, report your
answers to the class.
Pre-stage
In groups of four make a list of problems holidaymakers may have on holidays.
For example, they may lose their passport, not like the food, etc.
Write your ideas on the board.
While-stage
Listen to a conversation between three people and decide where the conversation
takes place and who the people are.
Listen again and complete the Customer Complaint Form as if you were the travel
agent.
Compare the answers with your classmates.
Post-stage
In groups of three share your own experience of any holiday difficulties you have
faced.
Choose one of the experiences and role play it (a travel agent and two customers)
in front of the class.
63
But it says here
64
The following web pages will help you practice and reinforce the grammar on reported
speech:
http://www.englisch-hilfen.de/en/exercises/reported_speech/statements.htm
http://www.englisch-hilfen.de/en/exercises/reported_speech/questions.htm
http://perso.wanadoo.es/autoenglish/gr.report.i.htm
65
QUESTION TAGS
Question tags are short questions that can follow sentences, especially in
spoken English.
Keep in mind:
We make question tags with
AUXILIARY VERB (have, be, can etc) + PRONOUN (I, you, he, etc.)
We use question tags to ask if something is true, or to ask
people to agree with us.
Examples:
You haven't got my keys, have you?
Ann will be here tomorrow, won't she?
This music isn't very good, is it?
That child can run fast, can't he?
Keep in mind:
Question tags are usually negative after affirmative
sentences, and not negative after negative sentences.
It is warm, isn't it?
It isn't cold, is it?
Negative tags are usually contracted - for example isn't it?
The negative tag for I am is: aren't I?
l'm late, aren't I?
66
You have 30 minutes to answer the following exercises. Then, compare
your answers with your classmates.
Exercise # 1
* Choose the option that corresponds to the question tag.
1. l'm late, am/aren't I?
2. You aren’t ready, are/aren't you?
3. You can't swim, can/can't you?
4. It's dark in here, is/isn't it?
5. Ann has phoned has /hasn't she?
6. He can't speak Greek, can/can't he?
7. You'll be here tomorrow, will/won't you?
8. The train's late, is/isn't it?
9. The food wasn't bad, was/wasn't it?
10. The postman hasn't come, has/hasn't he?
11. You have done it, have/haven't you?
Keep in mind:
If the sentence has an auxiliary verb or be, we use it in the
question tag.
Examples:
You would like coffee, wouldn't you?
l'm not talking too fast, am I?
Ann doesn't eat meat, does she?
You aren't angry at me, are you?
Keep in mind:
If there is no auxiliary verb, we use do/does/did in the tag.
67
Examples:
They went to Spain, didn't they?
The lesson starts at 6.00, doesn't it?
Exercise # 2
* Here are some sentences from real conversations. Write down the question tags.
Example: You're playing football tomorrow, aren’t you?
1. That's the answer, _________________?
2. We're seeing Rebecca again tomorrow, _______________?
3. She's a lovely baby, _______________?
4. You'll be OK, ____________,Roger?
5. Your brother can tell us that, _______________?
6. Margaret likes brown bread, _______________?
7. This house gets hot in summer, _______________?
Exercise # 3
* Here are some negative sentences. Write down the question tags.
Example: They weren't at home, were they?
1. But he's not at school now, _______________?
2. You can't remember anything,_______________?
3. They don't use much electricity, _______________?
4. She doesn't look happy, _______________?
5. Those flowers don't need much water, _____________?
68
Exercise # 4
* Change these questions into statements with question tags.
Example: Do you work at Smith's?
You work at Smith’s, don’t you?
1. Have they lived in France?
They've __________________________________________________?
2. Did they all go home early?
________________________________________________________?
3. Did it rain all last week?
________________________________________________________?
4. Does her brother write for the newspapers?
________________________________________________________?
5. Do I need a visa?
________________________________________________________?
6. Would you like a holiday?
________________________________________________________?
7. Was the train late?
________________________________________________________?
8. Did Sarah forget your birthday?
________________________________________________________?
69
Keep in mind:
We can use there as a subject in question tags.
Examples:
There's a letter for me, isn't there?
There weren't any problems, were there?
Exercise # 5
* Write down the question tags.
1. There was a phone call for me, ________________?
2. There are six more lessons this year, ________________?
3. There's a meeting this afternoon, ________________?
4. There hasn't been any snow this year, ________________?
5. There weren't many people at the party, ________________?
Keep in mind:
If a tag asks a real question, we say it with a rising
intonation, that is, the music of the voice goes up.
If a tag just asks for agreement, we use a falling intonation,
that is, the voice goes down.
Example:
We're meeting in Oxford, aren’t we?
Nice day, isn’t it?
Exercise # 6
* Repeat these sentences by using raising or falling intonation.
1. The lesson begins at twelve, doesn’t it?
2. Your sister's gone to America, hasn't she?
3. Bill's a good singer, isn't he?
4. You are from Scotland, aren’t you?
5. She looks good in red, doesn’t she?
70
Exercise # 7
* Seven things from the office.
What would you ask if you were not sure of the names of the things in the pictures?
1.
1.
2.
3.
4.
5.
6.
7.
2.
3.
4.
5.
It’s a stapler, isn’t?
They are _______________________________?
It _____________________________________?
_______________________________________?
_______________________________________?
_______________________________________?
_______________________________________?
6.
7.
71
Reading
You have 40 minutes to do the reading, answer the questions, complete
the paragraph and the diagram, and make the logical questions based on
the answers.
Pre-stage
In groups of three make a mind map of what you know about the history of public
administration.
Taking the ideas from each group, build on the board a more general version of the
history of public administration.
The History of Public Administration
What is public Administration theory?
Public administration theory is the domain where discussions of the meaning and
purpose of government, bureaucracy, budgets, governance, and public affairs take
place in the field. In recent years, public administration theory has occasionally
connoted a heavy orientation toward critical theory and postmodern philosophical
notions of government, governance, and power, but many public administration
scholars support a classic definition of the term which gives weight to
constitutionality, service, bureaucratic forms of organization, and hierarchical
government.
Rational choice models of bureaucracy
An influential new stream of rational choice analysis in public administration was
inaugurated by William Niskanen, whose 1971 'budget-maximizing' model argued
that rational bureaucrats will always and everywhere seek to increase their
budgets, thereby contributing strongly to state growth. Niskanen went on to serve
on the U.S. Council of Economic Advisors under President Reagan, and his model
provides a strong underpinning for the worldwide move towards cutbacks of public
spending and the introduction of privatization in the 1980s and 1990s. Niskanen's
Universalist approach was critiqued by a range of pluralist authors who argued that
officials' motivations are more public interest-oriented.
The bureau-shaping model (put forward by Patrick Dunleavy) also argues against
Niskanen that rational bureaucrats should only maximize the part of their budget
that they spend on their own agency's operations or give to contractors or powerful
interest groups (that are able to organize a flow back of benefits to senior officials).
For instance, rational officials will get no benefit from paying out larger welfare
checks to millions of poor people, since the bureaucrats' own utilities are not
improved. Consequently we should expect bureaucracies to significantly maximize
budgets in areas like police forces and defense, but not in areas like welfare state
spending.
72
New public management (NPM) and its potential successors
Outside the U.S., critics argue that NPM has failed in the UK and other countries
where it has been applied, so that it is now 'dead'. One claimed successor to NPM
is digital era governance focusing on themes of reintegrating responsibilities into
government, needs-based holism (doing things in joined-up ways) and
digitalization (exploiting the transformational capabilities of modern IT and digital
storage).
Public administration as an academic discipline
A Public Administrator can fill many voids. The academic field evolved in the
United States from both academic political science and law as a separate study in
the 1910s. In Europe, notably England and Germany (Max Weber), it started as a
separate scholarly field in the 1890s, but it was first taught in Continental
universities in the 1720s. The Federalist Papers several times referred to the
importance of good administration, and scholars such as John A. Rohr see a long
history behind the constitutional legitimacy of government bureaucracy.
There is minor tradition that holds that the more specific term public management
refers to ordinary, routine or typical management concerns, but in the context of
achieving public good. Others see public management as a new, economically
driven perspective on the operation of government. This latter view is often termed
"New Public Management" by its advocates and can be seen as a reform attempt
aimed at reemphasizing the professional nature of the field versus its academic,
moral or disciplinary characteristics. A few public administration theorists advocate
a bright line differentiation of the professional field from related academic
disciplines like political science and sociology. But, in general, it remains
interdisciplinary in nature.
As a field, public administration can be compared to business administration, and
the MPA viewed as similar to an MBA for those wishing to pursue governmental or
non-profit careers. An MPA often entails substantial ethical and sociological
aspects not usually found in business schools. There are derivative and related
degrees that address public affairs, public policy, and the like. Differences often
connote program emphases on policy analysis techniques or other topical focuses
such as the study of international affairs as opposed to focuses on constitutional
issues such as separation of powers, administrative law, problems of governance
and power, and participatory democracy.
Glossary
Underpinning: change
Welfare: social insurance
Advocate: discuss
Entail: implicate
73
While-stage
Reading comprehension
Exercise # 1
* Read the article and answer the following questions.
1. What is Public Administration theory?
___________________________________________________________
2. What do many public administration scholars support?
___________________________________________________________
3. What does the classic definition term give? To what?
___________________________________________________________
4. Whose ‘budget-maximizing’ model was?
___________________________________________________________
5. Does the Reagan’s model provide a strong force for the world movement?
___________________________________________________________
Exercise # 2
* Read the article and complete the spaces with the appropriate words.
New public management (NPM) and its potential successors
Outside the U.S., critics _____that NPM has failed _____ UK and other countries
where it _________ applied, so that it is now _______. One claimed successor to
NPM is digital era governance _________on themes of reintegrating
responsibilities into government, ___________ holism (doing things in joined-up
ways) and digitalization (exploiting the transformational capabilities of modern IT
and digital storage).
74
Exercise # 3
* Read the article and complete the diagram with the information required.
TITLES
Part 1
Part 2
Part 3
Part 4
Part 5
IMPORTANT FACTS
Exercise # 4
* Read the answers and ask the corresponding questions based on the text.
1. _______________________________________________________________?
In the 1890s.
2. _______________________________________________________________?
By its advocates.
3. _______________________________________________________________?
MBA.
4. _______________________________________________________________?
By William Niskanen.
5. ______________________________________________________________?
"New Public Management"
75
Post-stage
Write a composition that shows that public administration is an interdisciplinary
field. Maintain the organization, grammar, and vocabulary to do your task.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
76
Listening
You have 25 minutes to listen to Brian, organize the pictures in the
correct sequence and give advice to him.
I HATE MY JOB!
77
Listening
I HATE MY JOB!
Pre–stage
Warm up
Imagine what the worst possible job would be for you. For example, l'd really
dislike to be a taxi driver because I hate driving and I think listening to all those
people talking about themselves, and then complaining about the fare, would drive
me mad.
Talk to your partner about it.
While–stage
Get in pairs. Listen to a man talk about his job, and then organize the pictures in
the order he talks about each activity.
Listen again and note down the reason why the man dislikes each activity.
One person in your group makes notes for pictures a., c. and e., and the other
student makes notes for pictures b., d. and f.
Exchange notes and check your partner's answers.
Post –stage
Think of some advice to give Barry. For example, he could buy a car and then he
would be able to sleep more and avoid cycling.
In groups of four think of two suggestions, and share them with the class.
The following web pages will help you practice and reinforce the grammar on question
tags:
http://www.englisch-hilfen.de/en/exercises/questions/question_tags.htm
http://www.englisch-hilfen.de/en/exercises/questions/question_tags3.htm
http://www.ego4u.com/en/cram-up/grammar/question-tags/exercises
http://perso.wanadoo.es/autoenglish/gr.qutags.i.htm
78
10. EVALUATION DEVELOPMENT
First and Second Conditionals
Written Evaluation Test
A. Write down the correct forms of the verbs in parenthesis.
1.
2.
3.
4.
5.
6.
7.
I'm sure John ………………….. you if you ask him. (help)
If you ...................... your glasses, you would see much better. (clean)
I ……………………. and see you tomorrow if I have time( come)
If she spoke more slowly, perhaps I ………................ her (understand).
If you ...................... at 12.00, you will arrive at 3:20. (leave)
I ………………………….. my car if I needed money. (se//)
If I ………………..……….. coffee last night, I …………………………better.
(not drink / sleep)
8. If my parents ……………….……… more money, I ………………………….to
university after I left school. (have / go)
9. Annie …………………………..to Brazil last year if she ……………….. Pete.
(go / not meet)
B. Mark if correct or if incorrect.
1. I get up and watch TV if I can't sleep. .
2. If he would eat more, he wasn't so thin. ____
3. I'll be very happy if I'll pass the exam. ____
4. If I don't see you today, I see you tomorrow. ____
5. If she's from Greece, she speaks Greek. ____
6. Choose the best way to continue the sentences. ____
7. If I could cook, I could get a ¡ob in a restaurant. ____
8. You won't catch the bus unless you don't run. ____
9. If it didn't rain, I would have played tennis. ____
10. I would put on a sweater if I were you. ____
11. Everything would have been O.K. If I hadn’t lost my keys. ____
C. Underline the correct form of the verbs.
1. I’m not going to buy a car. If I buy / bought a car, I will / would spend all my
money on it.
2. Maybe I'll go and see Sandra. But if I go / went and see her, I will / would
have to talk to her weird brother.
3. My parents live a long way away. If they live / lived nearer, I will / would see
them more often.
4. We’re going to stay at home this evening. If we go / went out, we would /
wouldn't do anything interesting.
79
Reading Evaluation
Second conditional
Fill in the blanks with the correct form of the verb.
My birthday__________________ (fall) on February 23, in the middle of winter.
On that day I generally______________________ (go) out to dinner and the
theater with a few friends, and I usually___________________ (receive) some
thoughtful presents from them.
If I could spend my birthday as I______________ (like), I ________________
(invite) about ten friends to a birthday party at my house in the evening, I
_____________ (serve) champagne and we _________________ (toast) each
other on the occasion. We__________________ (talk) about happy things, dance,
play amusing games and entertain each other. At about eleven o’clock I
________________ (serve) a light supper. Then I ________________(cut) the
birthday cake and ______________
(give) each of my guests a piece while they _______________ ( sing) “happy
birthday”. After supper, I ________________ (play) the guitar for them and we
___________________ (sing) together. When it ___________ (be) time to leave, I
__________________ (give) each of my friends a gift of something I knew he
___________________ (want), a book, a record, or tickets to a play. In this way I
____________________ (try) to express how much pleasure his friendship
_______________ (give) me.
Write a composition about your own birthday party and what would you like to do
and have that day.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
80
Listening Evaluation
First and Second Conditionals
Listen to the CD and complete the blanks with the corresponding information.
SELL, SELL, SELL!
STEP 1
Get their _______________________________
Rule 1 _______________________________
Rule 2: _______________________________
STEP 2
Get their ______________________________
a. Say you are __________________________ and want their opinion.
b. Show them___________________________ as soon as you can.
c. Tell them it's_______________________________ if they Iet you.
STEP 3
Get their ______________________________
a. Tell them about the___________________________________
b. _________________________________ to them.
STEP 4
Trick 1: Go to their ________________________________
Trick 2: Make them feel ____________________________
Trick 3: Give them a _______________________________
GOLDEN RULE
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
81
THE AIRPORT
82
THE AIRPORT
Vocabulary
To check
To board
To take off
To fasten the
seat belt
To land
To transport
To pick up
To smoke
To lose
To show
To wave
To paint
To travel
To buy
Airport
Airline
Airplane
Plane
Arrival
Baby
Bag
Baggage
Baggage
claim area
Baggage
inspection
Boarding
pass
Cart
Check in
Cockpit
Control
tower
Crew
Customs
Departure
Documents
Domestic
flight
Economy
class
Engine
Entry card
Fence
First class
Flag
Flight
Gate
Immigration
International
flight
International
gate
Jet
Landing
List
Local gate
Luggage
National
flight
Observation
platform
Overcoat
Passenger
Passport
Passport
Pilot
Problem
Propeller
Reservation
Seat
Since
Stairs
Stewardess
Suit case
Tail
Take off
Ticket
Ticket
counter
Ticket office
Tourist
Touristic
class
Uniform
Vaccination
card
Visa
Waiting
room
Wheel
Wing
83
The Airport
Speaking Evaluation
Analysis of the drawing
1. How do you know that this is a jet?
2. Since this airplane has a large American flag painted on the tail, what kind
of flight do you think it will be?
3. Where are the pilots and the stewardesses?
4. Which passenger will probably have problems during the flight? Why?
5. How do you know that the plane will take off soon?
6. Where is the observation platform?
7. Which passenger did not check a suitcase?
8. Where do you suppose the waiting room is?
9. What objects are in the foreground?
10. What is the man at the gate doing?
11. Approximately how many passengers do you think this airplane can
transport?
Points of departure
12. Name some parts of an airplane.
13. Where can you make reservations and buy tickets?
14. Why do some passengers buy first-class tickets instead of economy class?
15. What is a tourist?
16. What should a passenger do and not do during the landing and the takeoff?
17. Why should you not put a passport in a suitcase that you have checked?
18. On a flight from New York to Bogota, where, when, and to whom should
you show your documents in the Bogota airport?
19. Why is there no customs inspection in airports where only domestic flights
land?
20. If you are traveling by plane and you have checked your suitcases, where
do you pick them up after the plane has landed?
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The Airport
Writing evaluation
Select one of these topics about airports and write a composition about it.
Consider the organization, grammar, and vocabulary to do your task.
1. A description of an airport
2. The duties of a stewardess
3. The day the airline lost my luggage
4. My first flight
5. Traveling with a baby
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
85
Past Perfect Evaluation
A. Complete the sentences or questions using past perfect.
1. I couldn't get in because I …………………………… my keys. (lose)
2. Ann wasn't at home. Where ………………..she ……………………..?
(go)
3. The stereo wasn't working because we …………………..the bill. (pay)
4. The woman told me that she ……………………….in China a few years
before. (work )
5. The bathroom was full of water. What …………………………..? (happen)
6. I knew I.................................that professor somewhere before. (meet )
7. We were surprised to see Jennifer, because we …………………………her
e-mail. (get)
B. Make sentences using the past perfect after when.
1. Jan finished her dinner. Then she sat down to watch T.V.
___________________________________________________________
2. David phoned his girl friend. Before he did his piano practice.
___________________________________________________________
3. I turned off all the lights in the office. Then I locked the doors and left.
___________________________________________________________
5. George ate all the chocolate biscuits. Then he started eating the lemon
ones.
___________________________________________________________
5. I borrowed Karen’s newspaper. Before that she read it.
___________________________________________________________
6. Marcy had a long hot shower. Before that she did her exercises.
___________________________________________________________
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C. Circle the correct answers.
1. No one understood / had understood how the cat got / had got into the car.
2. Joe didn't play / hadn't played in the game on Saturday because he hurt /
had hurt his arm.
3. When I looked / had looked in all my pockets for my keys, I started / had
started to get very worried.
4. I arrived / had arrived at the shop at 5.30, but it already closed / had
already closed.
5. I didn't have / hadn't had much money after I paid / had paid all my bills
last week.
6. Liz never travelled / had never travelled by train before she went / had
gone to Europe.
7. My sister didn’t have / hadn’t has a boy friend before she met / had met Joe.
87
Past Perfect
Reading Evaluation
The history of public administration
Relation to the legislature
While the legislature is responsible for approving the laws of a state, it does not
usually, on its own, have the capacity to enforce them, notably in terms of
employees and other infrastructure. The necessity to enforce a law if it is to be
effective imposes a degree of cooperation between the legislature and the
executive: the legislature may vote "free beer for all", but the executive would be in
its role to ask "who pays the brewer?" In many countries the executive has the
power to veto some or all types of legislation, and in other parliamentary systems
the executive is usually headed by the party or parties which control a majority in
the legislature. This gives the executive some control over the legislation which is
passed, but this control is rarely absolute in a democracy. In presidential systems,
the executive and the legislature may be controlled by different political parties, a
situation known as cohabitation: both sides must arrive at a compromise to allow
the government to continue to function, although complete blockage is rare.
In general, the legislature has a supervisory role over the actions of the executive,
and may replace the Head of Government and/or individual ministers by a vote of
(no) confidence or a procedure of impeachment. On the other hand, a legislature
which refuses to cooperate with the executive, for example by refusing to vote a
budget or otherwise starving the executive of funds, may be dissolved by the Head
of State, leading to new elections.
Regulations or executive orders which complete a piece of legislation with
technical details or points which might change frequently (e.g. fees for government
services). The executive may also have powers to issue legislation during a state
of emergency.
88
READING COMPREHENSION
A. Read the article, ask and answer some questions using the prompts.
1. What had___________________________________________________?
__________________________________________________________.
2. Where had__________________________________________________?
__________________________________________________________.
3. When had__________________________________________________?
__________________________________________________________.
4. How many__________________________________________________?
__________________________________________________________.
5. How often had_______________________________________________?
__________________________________________________________.
6. Who had___________________________________________________?
__________________________________________________________.
B. Use the links and write a sencence that sumarizes the content of the link.
1. legislature
__________________________________________________________.
2. power to veto
__________________________________________________________.
3. parliamentary systems
__________________________________________________________.
4. party or parties
__________________________________________________________.
89
5. democracy
__________________________________________________________.
6. Head of Government
__________________________________________________________.
7. dissolved
__________________________________________________________.
8. state of emergency
__________________________________________________________.
C. Based on the reading, complete the diagram with the information required.
Legislature
Executive
Responsible for
Responsible for
IMPORTANT FACTS
90
D. Read the answers and ask the corresponding questions based on the text.
1. __________________________________________________________?
controlled by different political parties
2. __________________________________________________________?
control over the legislation
3. __________________________________________________________?
democracy
4. __________________________________________________________?
budget
5. _________________________________________________________?
state of emergency
91
Past Perfect
Writing Evaluation
The newspaper office
Select one of these topics about the newspaper and write a composition about it:
Maintain the organization, grammar, and vocabulary to do your task
1. A news item that must be published in the university newspaper
2. Newspapers and television - relative advantages and disadvantages
3. How the newspaper delivery boy became the newspaper editor
4. The school newspaper and how to send articles to it
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
92
Grammar Evaluation
Question Tags
A. Write down the question tags.
1. You can play the piano, _______________?
2. Anne will be here tomorrow, _______________?
3. You haven’t got the keys, _______________?
4. Peter likes fishing, _______________?
5. There wasn’t much rain in the night, _______________?
B. Change these questions into statements with question tags.
Example:
Do you live in Dublin?
You live in Dublin, don’t you?
1. Have they gone home?
They ___________________________________________________?
2. Would you like some more green tea?
________________________________________________________?
3. Do you have the tickets for the opera?
________________________________________________________?
4. Was July out of town yesterday?
________________________________________________________?
5. Had the city been under many administrative policies
________________________________________________________?
6. Can the mayor name new office directors?
________________________________________________________?
7. Is there an airport in your city?
________________________________________________________?
8. Am I the head of the legislative department?
________________________________________________________?
93
READING EVALUATION
OBAMA ABROAD: ADVICE TO THE PRESIDENT
Brazil
The Giant Down South
By Luis Fernando Verissimo
1
If Barak Obama came to visit Brazil – and he should- We would impress him
with our bigness in everything. We might even cause to ponder just what all
this bigness and ambition means for the United States.
If Obama came, we would show him not jus a good time, but a great time. He
5 could join the biggest party on earth (carnival) or to go to the biggest football
stadium in the world (Maracana) to watch the biggest or at least the winningest
national team in action. We would awe Obama with our geography. We’re bihemispherical, crossed by the equator on top and laying our feet near the
South Pole. We can sweat and freeze at the same time. We occupy more than
10 half of South America. We have the biggest river and the biggest iron- ore
reserves on earth, and might just become one the world’s leading exporters of
oil in the not- so- distant future. And if that doesn’t work -or if our oil runs outwe will surely become the leading producer of biofuel. Our reputation for ethnic
harmony is a bit undeserved but, still, ours is the biggest experiment in racial
15 integration and miscegenation in history. We have a big, leftist (more or less)
government but also a capitalist economy and are on the way to developing a
big popular consumer market for our own products and for imports. We also
have the widest spread between rich and poor in the world, however along with
the ugliest shantytowns and probably the worst corruption scandals.
20 When not having fun or being awed, Obama would have much to think about:
He may see us as a semitropical China, a giant stretching its limbs and
demanding attention- but a different kind of attention than it got in the past. He
may notice that we have Americanized, or Mc Donaldized, to a high degree.
But notice, too, a sense in the land that it’s time our bigness started to pay off
25 and deliver on the future it promised. This might mean standing up like a giant
in defiance of old attitudes and submissions. Obama might view moderate
Brazil as a good ally against the radical populists popping up throughout the
continent in the wake of failed neoliberal economics, or he may see us as an
emerging geopolitical threat. There are people in Brazil who are sure that the
30 United States is redeploying the Fourth Fleet to the South Atlantic just to show
us who is really big. We have big ambitions – but big paranoia, too.
94
A. Read the article and answer these questions.
1. If Barak Obama came to visit Brazil, how would Brazilians impress him?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
2. Mention three geographic characteristics of Brazil.
a. _______________________________________
b. _______________________________________
c. _______________________________________
3. Cite three economic characteristics of Brazil.
a. _______________________________________
b. _______________________________________
c. _______________________________________
B. Read the article and mention what these words refer to or may be replaced by.
1. In line 4, we refers to
a. Latin America
b. Brazilians
c. Brazil
2. In line 12, our refers to
a. Brazil’s
b. World’s
c. Latin America’s
3. In line 8, equator refers to
a. The country
b. The parallel 0 of the
meridian north
c. The center of the World
4. In line 7, awe may be replaced
by
a. deny
b. impress
c. hide
5. In line 15, leftist means
a. Liberal
b. Left wing party
c. conservatory (Tory)
C. Based on the article write what would happen if president Obama came to visit
Colombia?
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
d. ________________________________________________________
e. ________________________________________________________
95
D. How would we Colombians impress him?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
E. Mention 3 geographic characteristics of Colombia.
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
F. Mention 4 typical characteristics of Colombia’s economy.
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________
d. ________________________________________________________
G. Write your opinion on whether would be good or bad that Mr. Obama visited
Colombia. Understand that the organization, grammar, and vocabulary are very
important to achieve your task.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
96
TRAVELLERS’ TALES
Listening Evaluation
You are going to hear a TV program about holidays.
Answer the following questions.
1. Who is the interviewer?
______________________________________________________________
2. How many people did she question?
______________________________________________________________
3. Where does the first man like to go?
______________________________________________________________
4. What type of places does the woman like?
______________________________________________________________
5. Does she like the beach? Why/Why not?
______________________________________________________________
6. Where did the second man go on holiday?
______________________________________________________________
7. Why does he remember the holiday?
______________________________________________________________
8. What was the animal’s problem?
______________________________________________________________
97
Question Tags
Speaking Evaluation
Travelers’ tales
Discuss with your partner the following questions.
Section A.
1. In the city, which places are the most important for a good holiday?
• good shops and restaurants
• galleries and museums
• cafe and discos
• other (ask what)
2. In the countryside, which places are most interesting to you?
• forests
• mountains
• river
• other (ask what)
3. On the beach, what do you usually spend most time doing?
• swimming in the sea
• other water sports
• lying in the sun
• none of these (ask why)
4. Where do you usually spend most of your holiday time?
• in the countryside
• in the city
• on the beach
• other (ask where)
5. What do you like doing most on holiday?
6. What is your idea of the perfect holiday?
98
Section B
1. How often do you go on holiday?
2. What places have you visited in your own country?
3. Which was your favorite place, and why?
4. Have you visited any other countries?
5. Which was your favorite country, and why?
6. Which country do you want to visit the most?
7. Which holiday do you remember the most, and why?
99
11. PORTFOLIO
This Portfolio will help you keep record of your work progress to collect your
language achievements and the difficulties and needs you have to overcome in
order to accomplish a better command of the language.
100
101
Complete the information according to your learning of this unit.
Lang
II
Could
MY PERFORMANCE IN ACADEMIC UNIT 1
be
Very
better Well
well
Listening
I canl listen for specific pieces of information.
I can get details.
I can answer questions and take notes.
I can complete drawings.
Speaking
I can analyze drawings.
I can categorize the banking system in my area.
I can describe how to do banking duties in my
area.
I can start a discussion about banking.
Reading
I can read material on public administration.
I can ask and answer general questions.
I can complete diagrams.
I can analyze tables and extract
information from them.
Writing
I can take as referents topics such as plans for
the future and banking to write down
compositions that summarize my points of view.
Grammar
I can identify and use in oral and written forms
the First conditional and Second conditionals.
I can use conditionals in affirmative and negative
sentences or questions.
Vocabulary
I can handle vocabulary connected to banking.
102
Complete the information according to your learning of this unit.
II
MY PERFORMANCE IN ACADEMIC UNIT 2
Listening
I can listen for specific facts.
I can get details from a piece of listening.
I can categorize information.
I can take notes to complete charts.
Speaking
I can describe the ways to advertise.
I can start a discusison about advertisement.
I can report to the whole class.
Reading
I can answer specific questions based on the
readings “My future plans” and “How I’d like to
spend my birthday”.
I can take the readings as a starting point to
make compositions.
Writing
I can write down compositions that express my
experiences on advertising in my city or country.
Grammar
I can identify and use in oral and written forms
the Past perfec tense.
I can use the Past perfect tense in affirmative
and negative sentences or questions.
Vocabulary
I can handle vocabulary connected to Public
Administration.
Could
be
better
Well
Very
well
103
Complete the information according to your learning of this unit.
I
IMY PERFORMANCE IN ACADEMIC UNIT 3
Listening
I can listen for specific pieces of information to fill
out forms.
I can identify and organize sequences of events.
Speaking
I can bring up my background knowledge on jobs
and traveling experiences to find logical
sequences of actions.
Reading
I can ask and answer general questions.
I can complete diagrams.
I can read between lines to grasp the author's
intention.
Writing
I can transfer someone’s experience on traveling
to write about them.
Grammar
I can identify and use in oral and written forms
the Indirect speech and question tags.
I can use the indirect speech and question tags in
affirmative and negative sentences or questions.
Vocabulary
I can handle vocabulary connected to traveling
and airports.
Could
be
better
Well
Very
well
104
105
12. SUMMARY
Throughout the development of the different units in this module, special attention
was given to the improvement of the grammatical content, communicative skills,
the interrelation with modules 1 and 2 as subject requirements according to the
pensum.
The topics in this module correspond to the ones in a pre-intermediate English
level. The contents refer to hypothetical situations, in a specific point in time in the
past, reported speech, and how to start and keep conversations going on by using
question tags.
In each of the units the four skills (listening, reading, writing, and speaking) are
taken into consideration. There are written exercises and activities in which the
students’ previous information about the topic was explored. The knowledge
students have is expanded and the topics are reinforced through work
106
13. CONTENT DEVELOPMENT - ANSWER KEY SECTION
UNIT 1
FIRST CONDITIONAL - If future
Exercise # 1 (Page 15)
* Make sentences using the first conditional.
Example: get to work late again / lose my job
If I get to work late again, I’ll lose my job.
1. not find another job / lose my flat
If I don’t find another job, I’ll lose my flat.
2. move back to my parents’ house / get very bored
If I move back to my parents’ house, I’ll get very bored.
3. go swimming every day / look very good
If I go swimming every day, I’ll look very good.
4. meet interesting people / go to lots of parties
I’ll meet interesting people if I go to lots of parties.
Exercise # 2 (Page 16)
* Write down the correct form of the verbs in parenthesis.
Example: I will be happy if I pass my exam. (be / pass)
1. If you leave now, you will catch the train. (leave / catch)
2. John says he will work as a taxi-driver if he needs money.
(work / need)
3. If I you aren’t free tomorrow evening, I will see you on Friday. (not be / see)
4. Mary will study Chinese next year if she has time. (study / have)
5. I will drive you to the station if I can find my car keys. (drive / can find)
6. If he doesn’t marry her, he won’t have a happy life. (marry / not have)
7. Will you stop smoking if the doctor tells you that you must? (stop / tell)
8. If we talk to the boss very politely, will he listen to us? (talk / listen)
107
Exercise # 3 (Page 16)
* Names of languages
Anna is going to work in another country next year. See if you can make sentences
with the correct language names. Use a dictionary if necessary.
Arabic
English
Dutch
Greek
Portuguese
Swahili
Example: (China) If she goes to China, she has to learn Chinese.
1. (Egypt) If she goes to Egypt, she has to learn Arabic.
2. (Brazil) If she goes to Brazil, she has to learn Potuguese.
3. (Holland) If she goes to Holland, she has to learn Dutch.
4. (Kenya) If she goes to Kenya, she has to learn Swahili.
5. (Greece) If she goes to Greece, she has to learn Greek.
6. (Austria) If she goes to Australia, she has o learn English.
SECOND CONDITIONAL - Not real / not probable
Exercise # 1 (Page 17)
* Write down the correct forms of the verbs.
1. If my cat opened the fridge, it would eat all my food. (open / eat)
2. If Ann and Bill were here, they would know what to do.
(be / know)
3. If I knew the answer, I would tell you. (know / tell)
4. If your boss asked you to work on Sunday, would you do it? (ask / do)
5. If you read people's thoughts, what would you do? (read / do)
108
Exercise # 2 (Page 18)
* Complete each sentence with the correct verb and its form.
Example: I would buy a car if had enough money. (have / buy)
1. If I asked you to marry me, what would you say? (ask/ say)
2. Alex would finish his work on time if he didn’t talk so much.
(finish / not talk)
3. I would study Chinese if I had more time. (have / study)
4. If the programmes were better, I would watch more TV.
(be / watch)
5. This would be a nice country if it didn’t rain so much.
(not rain / be)
6. I would like Carola better if she didn’t talk about herself all the time. (not talk /
like)
Exercise # 3 (Page 18)
* Make the possible combinations with the two sentences.
Example: My parents don't live near here, so I don't see them on weekends.
If my parents lived near here, I would see them on weekends.
I would see my parents on weekends if they lived near here.
1. We won't play cards because Jane and Peter aren't here.
If Jane and Peter were here, we would play cards.
We would play cards, if Jane and Peter were here.
2. We haven’t got enough money, so we won’t buy a new car.
We would buy a new car if we had enough money.
If we had enough money, we would buy a new car.
3. Fred doesn't answer letters, so I don't write to him.
If Fred answered letters, I would write to him.
I would write to Fred if he answered letters.
4. I won't take your photo because I can't find my camera.
If I found my camera, I would take our photo.
I would take your photo, if I found my camera.
5. I don't enjoy opera because I can't understand the words.
I would enjoy opera if I understood the words.
If I understood the words, I would enjoy the opera.
109
Exercise # 4 (Page 19)
* WHAT WOULD YOU DO IF?
Choose the option that best fits the question. Then write a
complete sentence. Use a dictionary if necessary.
Example: If you heard a strange noise in your house at night, would you:
A. go and look? B. phone the police? C. hide under the bedclothes?
If I heard a strange noise in my house at night, I would go and look.
1. If you found a Iot of money on the street, would you:
A. keep it? B. try to find the person
C. take it to the
who had lost it?
police?
If I found a Iot of money on the street, I would take it to the police.
2. If you saw a child stealing from a shop, would you:
A. tell the child to stop? B. tell a shop assistant? C. do nothing?
If I saw a child stealing from a shop, I would tell the child to stop.
3. If a shop assistant gave you too much change, would you:
A. tell hirn/her? B. take the money and say nothing?
If a shop assistant gave me too much change, I would tell him/her.
4. If you found a dead mouse in your kitchen, would you:
A. throw it out? B. ask somebody to throw it out? C. Cry?
If I found a dead mouse in my kitchen, I would ask somebody to throw it
out.
5. If you found a suitcase on the pavement outside a bank, would you:
A. take it into the bank? B. take it to the police? C. take it home? D. leave it?
If I found a suitcase on the pavement outside a bank, I would take it to
the police.
Reading exercise (Page 24)
A. Based on the text, answer the following questions.
1. When is your birthday?
My birthday falls on February 23.
2. What do you generally do on that day?
I generally go out to dinner and to the theater.
3. How many friends would you invite to your house if you could?
I would invite about ten friends.
4. What else would you do at the birthday party?
I would serve champagne and we would toast each other.
5. What might you do after dinner?
I would play the guitar.
110
UNIT 2
PAST PERFECT
Exercise # 1 (Page 32)
* Make past perfect sentences.
Example: I couldn't get in because I had forgotten my keys. (forget)
1. Ann wasn't home. Where hadshe gone? (go)
2. The telephone wasn't working because we hadn’t paid the bill. (pay)
3. The woman told me that she had worked in China a few years before. (work)
4. Everything in the garden was brown because it had rained. (rain)
5. The bathroom was full of water. What had happened? (happen)
6. I knew I had seen that man somewhere before. (see)
7. We were surprised to see Mark because we hadn’t gotten his letter. (get)
8. After three days the dogs came back home. Where had they been? (be)
9. They gave me some money back because I had payed too much. (pay)
10. There was nothing in the fridge. I could see that Peter hadn’t done the
shopping. (do)
Exercise # 2 (Page 33)
* Underline the corret answers.
Example: I didn't recognise/ hadn't recognised Helen, because she cut /had
cut her hair very short.
1. No one understood/had understood how the cat got/had got into the car.
2. Joe didn't play/hadn't played the game on Saturday because he hurt / had
hurt his arm.
3. When I looked/had looked in all my pockets for my keys, I started/had started
to get very worried.
4. Liz never travelled/had never travelled by train before she went /had gone to
Europe.
5. I arrived/had arrived at the shop at 5:30, but it already closed/had already
closed.
6. I didn't have/hadn't had much money after I paid/had paid all my bills last
week.
111
Exercise # 3 (Page 33)
* Write down the simple past or the past perfect.
Examples: Bill didn’t tell anybody how he had got into the house. (not tell / get)
Emma went to France last week. Before that, she had never gone
outside Ireland. (go / be)
1. When their mother got home, the children had eaten all the sweets.
(get / eat)
2. Yesterday I met a man who had been at school with my grandmother.
(meet / be)
3. It started to rain, and I remembered that I hadn’t closed my window.
(start / remember / not close)
4. I found a letter on my desk that I had never opened. (find / open)
5. I told Bob I couldn't go to the theatre, but he had already bought the
tickets. (tell / buy)
Exercise # 4 (Page 34)
* Make sentences using the past perfect after when.
Examples: Jan finished her dinner. Then she sat down to watch TV.
When Jane had finished her dinner, she sat down and watched T.V.
1. David phoned his girlfriend. Before that, he did his piano practice.
When David had done his piano practice, he phoned his
girlfriend.
2. George ate all the chocolate biscuits. Then, he started eating the
lemon ones.
When George had eaten all the chocolate biscuits, he started
eating the lemon ones.
3. I turned off the lights in the office. Then, I locked the door and left.
When I had turned off the lights in the office, I locked the door
and left.
4. I borrowed Karen's newspaper. Before that, she read it.
When Karen had read the newspaper, I borrowed it.
5. Mark had a long hot shower. Before that, he did his exercises.
When Mark had done his exerxises, he had a long shower.
6. Barry phoned his mother with the good news. Then, he went to bed.
When Harry had phoned his mother with good news, he went to bed.
112
Reading exercise (Page 36)
Read the text and answer the following questions
1. How many people were public administrators in 1990?
Some 6.5 million people were public administrators in 1990.
2. What jobs does the category Public Administrator can be applied to?
It can be applied to individuals ranged from accountants to zoologists.
3. Where do the vast majority of public administrators work?
They work not for the federal government but for local and state
governments.
4. Who was the former New York’s public works commissioner?
Robert Moses was the former New York public works commissioner.
5. Who was the director of the Federal Bureau of Investigation?
J. Edgar Hoover was the director of the Federal Bureau of investigation.
6. Can the public employees be included in the category public administrator?
Yes, public employees can be included in this category.
7. Was Robert Moses responsible of New York’s net work of bridges and tunnels?
Yes, Robert Moses was the responsible.
113
Word Map (Page 37)
Read the article and complete the diagram with the information required,
TITLE
What is public Administration?
YEAR
1990
PLACE
U.S.A.
NUMBER
16.5 MILLION
JOBS
Accountant
Zoologist
Biologist
Sociologist
Nurse
Dental officer
114
Look at he table 1.1. and answer the following questions. (Page 38)
TABLE 1.1. Federal, State and Local Paid Government Employees, ICP0-1985
(Thousands)
1969
1970
1975
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
Total
8,808
13,028
14,973
15,459
15,628
15,971
16,213
15,968
15,841
16,034
16,436
16,690
16,933
Federal
2,421
2,881
2,690
2,848
2,885
2,869
2,898
2,865
2,848
2,875
2,942
3,021
3,019
Síaíe &
5,307
10,147
12,084
12,611
12,743
13,102
13,315
13,103
12,993
13,160
13,493
13,669
13,914
81.5
82.0
Loca!
Percent
77.9
80.7
82.1
82.1
Síaíe
1,527
72.5
2,755
3,271
3,491
81. 6
3,539
3,699
3,753
3,726
82.
0
3,744
3,816
82.1
3,398
3,984
4,058
Local
4,860
7,302
8,813
9,120
9,204
9,403
9,562
9,377
9,249
9 344
9,595
9,G35
9,846
1. According to the table 1.1., the salary was increased for the total in to a
b) 150%
2. The highest percentage was obtained in:
a) 1970
3. Comparing the years 1975 and 1977, we conclude that:
c) The federal increase was higher in 1975 .
4. What range is the (total federal debt) increasing?
c) There is not regularity from year to year.
82.1
81.9
82.2
115
UNIT 3
REPORTED / INDIRECT SPEECH
Exercise # 1 (Page 47)
* Write down the correct personal pronouns (I, you, he, etc.) or possessive
pronouns (my, her, your, etc).
Example: “Sonia likes me.” He knew she liked him.
1. “I speak French.”
2. “I’m sorry.”
3. “Ann phoned me.”
4. “We want our money.”
He said he spoke French.
She said she was sorry.
She said Ann had phoned you.
They said they wanted their money.
Exercise # 2 (Page 47)
* Underline the correct answer.
1. I said/told the driver I wanted to stop.
2. My mother said/told there was a letter for me.
3. Everybody said/told I looked beautiful.
4. Why did you say/tell the lessons were expensive?
5. Eric said/told the waiter he couldn't pay.
6. I didn't say/tell Peter that I was going away.
7. Nobody said/told me that the shop was closed.
8. Ann said/told that she would wait at the bus stop.
Exercise # 3 (Page 48)
* Match the beginnings and endings. Pay attention to the use of tenses.
1. In 1896 Lord Kelvin said…
D.
A. … aeroplanes were
impossible.
2. In 1937 Hitler's nephew,
Willi, said…
C.
B. … he would never be a
scientist.
3. When Columbus got to America
he thought …
E.
C. … his uncle was not interested
in war.
4. When Albert Einstein was 10,
a teacher told him…
B.
D. … the sun went round the
earth.
5. Hundreds of years ago, people
believed…
A.
E. … he had reached India.
116
INDIRECT QUESTIONS
Exercise # 1(Page 49)
* A policewoman stopped a driver in London and asked him some questions. Write
the questions in indirect speech.
Example: “What is your name?” She asked him what his name was.
1. "Where do you live?”
She asked him where he lived.
2. “Where do you work?”
She asked him where he worked.
3. “Where are you going?”
She asked him where he was going.
4. “Where have you been?”
She asked him where he had been.
5. “What is the number of your car?”
She asked him what the number of his car was.
6. ”Why are you driving on the right?”
She asked him why he was driving on the right.
Exercise # 2 (Page 50)
* The policewoman asked some more questions. Write them in indirect speech
with if or whether.
Example: “Are you British?”
She asked her if she was British.
1. “Is it your car?”
She asked him if/weather that was his car.
2. “Do you have a driving licence?”
She asked him if/weather he had a driving license.
3. “Do you have it with you?”
She asked him if/weather he had it with him.
4. “Do you always drive with the door open?”
She asked him if/weather he had always driven with the door open.
5. “Are you listening to me?”
She asked him if/weather he was listening to her.
117
Exercise # 3 (Page 51)
* These are some of the questions from a woman's job interview. Write them in
indirect speech.
Example: “How old are you?“
They asked her how old she was.
1. “Are you married? “
They asked her if she was married.
2. “Do you have children?“
They asked her if she had children.
3. “Where have you worked before?“
They asked her where she had worked before.
4. “Why do you want to change your job?“
They asked her why she wanted to change her job.
5. “Can you speak any foreign languages?“
They asked her weather she could speak any foreign languages.
6. “What exams have you passed?“
They asked her what exams she had passed.
Exercise # 4 (Page 52)
* Complete the indirect speech sentences.
Example:
“I'm Irish.”
He says he was Irish.
1. "Where is Peter? “
She wants to know where Peter is.
2. “Did John phone? “
I don't know if John phoned.
3. “We live in Greece. “
They say they live in Greece.
4. “I went to Belfast yesterday. “
She says she went to Belfast yesterday.
5. “I’ve been ill. “
He says he’d been ill.
118
6. “It's going to rain. “
She thinks it’s going to rain.
7. “I’ll ask my sister. “
She says she’ll ask her sister.
8. “Is lunch ready?“
He wants to know if lunch is ready.
9. “Where did I put my keys?“
I don't remember where I put my keys.
Exercise # 5 (Page 53)
* Rewrite the questions.
Example: What does this word mean?
Do you know what this word means?
1. Is there a lesson today?
Can you tell me if there is a lesson today?
2. Where can I buy tickets?
Can you tell me where I can buy tickets?
3. How much does it cost?
Do you know how much this costs?
4. Has John phoned?
Can you tell me if John has phoned?
5. May I pay now?
Can you tell me if I may pay now?
6. Does Maria like steak?
Can you tell me if Maria likes steak?
7. Where did I park the car?
Do you know where I parked my car?
119
Exercise # 6 (Page 54)
* Don't give the answers!
Just write sentences beginning by I know, I don't
know, I’d like to know, I don't want to know, I don't care or I can't remember.
1. Who built the Eiffel Tower?
I know who built the Eiffel Tower.
2. What languages do Irish people speak?
I’d like to know what languages Irish people speak.
3. What do elephants eat?
I don’t want to know what elephants eat.
4. Does the British Museum open on Christmas Day?
I can’t remember if the British Museum opens on Christmas Day.
5. Was King William II a tall man?
I don’t care if King William II was a tall man.
6. Do birds dream?
I’d like to know if birds dream.
Exercise # 7 (Page 55)
* Rewrite the sentences in indirect speech, changing the tenses. Begin by
He/She/They said.
BILL: “I have to phone Andrew.”
He said he had to phone Andrew.
MARY: “Nobody wants to help me.”
Mary said nobody wanted to help her.
HELEN: “The radio doesn't work.”
Helen said the radio didn’t work.
JOHN: “I will be in Paris in July.”
John said he would be in Paris in July.
MIKE: “I like the red sweater.”
Mike said he liked the red sweater.
DAVID: “I can't swim.”
David said he couldn’t swim.
120
ALICE: “My parents are travelling.”
Alice said her parents are travelling.
MARIA: “The lessons are very good.”
Maria said the lessons were very good.
ERIC and SUE: “We haven't heard from Joe.”
Eric and Sue said they hadn’t heard from Joe.
Reading Exercise
Exercise # 1 (Page 61)
* Read the story and answer these questions.
1. Where has the immigrant lived?
He has lived in Detroit U.S.A.
2. How log did he live there?
He lived there for 10 years.
3. Where is he living now?
He is living in Accra, Ghana now.
4. What feelings is he trying to manage?
He is trying to manage ambition and cultural disenchantment feelings.
5. Was his life abroad better than now?
No, it wasn’t better
6. Does the immigrant want to go abroad again?
If he could he didn’t but he’s been part of a cultural process that he
can not avoid.
7. What does the Silent struggle mean?
It means the generalized feeling of contrast felt by all the immigrants
from all over the world before and after they lived in the U.S.A.
121
Exercise # 2 (Page 61)
* Read the story and complete the diagram with the required information.
TERRY’S LIFE
PAST
Simple
life in
his
home
town
Exchange
in the
U.S.A.10
years
PRESENT
In Ghana
after the
exchange
Set his
own
business
FUTURE
Stay in
Gahna
Listening Exercise (Page 64)
BUT IT SAYS HERE
Ref: XGR – 83274/ W
FAR AWAY TRAVEL LIMITED
CUSTOMER COMPLAINT FORM
Date: February 25
Customer details:
Name: Mr & Mrs Caldwell
Customer number DW28347
Holyday destination: Bermuda
Dates: from the Tenth to the Twenty Fourth of February
Nature of Complaint:
Had to pay U$ 20 each for airport tax
Hotel room had no sea view
The food in the hotel was terrible
Contact details:
Tel: Walton: 8932443
Go
back to
the
States
122
QUESTION TAGS
Exercise # 1 (Page 67)
* Choose the option that corresponds to the question tag.
1. l'm late, am/aren't I?
2. You aren’t ready, are/aren't you?
3. You can't swim, can/can't you?
4. It's dark in here, is/isn't it?
5. Ann has phoned has /hasn't she?
6. He can't speak Greek, can/can't he?
7. You'll be here tomorrow, will/won't you?
8. The train's late, is/isn't it?
9. The food wasn't bad, was/wasn't it?
10. The postman hasn't come, has/hasn't he?
11. You have done it, have/haven't you?
Exercise # 2 (Page 68)
* Here are some sentences from real conversations. Write down the question tags.
Example: You're playing football tomorrow, aren’t you?
1. That's the answer, isn’t it?
2. We're seeing Rebecca again tomorrow, aren’t we?
3. She's a lovely baby, isn’t she?
4. You'll be OK, won’t you,Roger?
5. Your brother can tell us that, can’t he?
6. Margaret likes brown bread, doesn’t she?
7. This house gets hot in summer, doesn’t it?
123
Exercise # 3 (Page 68)
* Here are some negative sentences. Write down the question tags.
Example: They weren't at home, were they?
1. But he's not at school now, is he?
2. You can't remember anything, can you?
3. They don't use much electricity, do they?
4. She doesn't look happy, does she?
5. Those flowers don't need much water, do they?
Exercise # 4 (Page 69)
*
Change these questions into statements with question tags.
Example: Do you work at Smith's?
You work at Smith’s, don’t you?
1. Have they lived in France?
They've lived in France, haven’ they?
2. Did they all go home early?
They all went home early, didn’t they?
3. Did it rain all last week?
It rained last week, didn’t it?
4. Does her brother write for the newspapers?
Her brother writes for the newspapers, doesn’t he?
5. Do I need a visa?
I need a visa, don’t I?
6. Would you like a holiday?
You would like a holiday, wouldn’t you?
7. Was the train late?
The train was late, wasn’t it?
8. Did Sarah forget your birthday?
Sarah forgot your birthday, didn’t she?
124
Exercise # 5 (Page 70)
* Write down the question tags.
1. There was a phone call for me, wasn’t there?
2. There are six more lessons this year, aren’t there?
3. There's a meeting this afternoon, isn’t there?
4. There hasn't been any snow this year, has there?
5. There weren't many people at the party, were there?
Exercise # 7 (Page 70)
* Seven things from the office.
What would you ask if you were not sure of the names of the things in the pictures?
1.
1.
2.
3.
4.
5.
6.
7.
2.
3.
4.
It’s a stapler, isn’t?
They are clips, aren’t they?
It is an agenda, isn’t it?
It is a hole-puncher, isn’t it?
It is a phone book, isn’t it?
They are rulers, aren’t they?
They are calculators, aren’t they?
5.
6.
7.
125
Reading exercises
Exercise # 1 (Page 74)
* Read the article and answer the following questions.
1. What is Public Administration theory?
It is the domain of government and purpose discussions take place.
2. What do many public administration scholars support?
They support a classical definition of the term public administration.
3. What does the classic definition term give? To what?
It gives weight to constitutionality, service form of organization.
4. Whose ‘budget-maximizing’ model was?
It was Mr. Reagan’s model.
5. Does the Reagan’s model provide a strong force for the world movement?
Yes, the model does.
Exercise # 2 (Page 74)
* Read the article and complete the spaces with the appropriate words.
New public management (NPM) and its potential successors
Outside the U.S., critics argue that NPM has failed in the UK and other countries
where it has been applied, so that it is now ‘dead’. One claimed successor to
NPM is digital era governance focusing on themes of reintegrating responsibilities
into government, needs-based holism (doing things in joined-up ways) and
digitalization (exploiting the transformational capabilities of modern IT and digital
storage).
126
Exercise # 3 (Page 75)
* Read the article and complete the diagram with the information required.
TITLES
Part 1
What is
public
Administra
tion
theory?
Part 2
New public
Managemen
t and its
successors
Part 3
P.A. an
acdemic
discipline
Part 4
Rational models
of bureaucracy
IMPORTANT FACTS
A field of
discussion
of
government
The
budget
model
towards
the whole
world
The
model
against
the
budget
spending
Critics
abroad of
the
models
failures
it can be
compared to
business
administration
Exercise # 4 (Page 75)
* Read the answers and ask the corresponding questions based on the text.
1. When was the budget maximizing model originated?
In the 1890s.
2. Who was the model criticized by?
By its advocates.
3. How is the New Public management known?
MBA.
4. Who was the analysis in public administration inaugurated by?
By William Niskanen.
5. What do the letters N.P.U. mean?
"New Public Management"
127
14. EVALUATION DEVELOPMENT – ANSWER KEY SECTION
First and Second Conditionals
Written Evaluation Test
A. Write down the correct verb forms. (Page 79)
1.
2.
3.
4.
5.
6.
7.
I'm sure John will help. you if you ask him. (help)
If you clean your glasses, you would see much better. (clean)
I will come and see you tomorrow if I have time. ( come)
If she spoke more slowly, perhaps I would understand her (understand).
If you leave at 12.00, you will arrive at 3:20. (leave)
I would sell my car if I needed money. (se//)
If I hadn’t drunk coffee last night, I would have slept better. (not drink /
sleep)
8. If my parents had had more money, I would have gone to university after I
left school. (have / go)
9. Annie would have gone to Brazil last year if she hadn’t met Pete. (go / not
meet)
B. Mark if correct or if incorrect. (Page 79)
1. I get up and watch TV if I can't sleep. .
2. If he would eat more, he wasn't so thin. 3. I'll be very happy if I'll pass the exam. 4. If I don't see you today, I see you tomorrow. 5. If she's from Greece, she speaks Greek. 6. If I could cook, I could get a ¡ob in a restaurant. 7. You won't catch the bus unless you don't run. 8. If it didn't rain, I would have played tennis. 9. I would put on a sweater if I were you. 10. Everything would have been O.K. if I hadn’t lost my keys. C. Underline the correct form of the verbs. (Page 79)
1. I’m not going to buy a car. If I buy / bought a car, I will / would spend all
my money on it.
2. Maybe I'll go and see Sandra. But if I go / went and see her, I will / would
have to talk to her weird brother.
3. My parents live a long way away. If they live / lived nearer, I will / would see
them more often.
4. We’re going to stay at home this evening. If we go / went out, we would /
wouldn't do anything interesting.
128
Reading Evaluation
Second conditional
Fill in the blanks with the correct form of the verb. (Page 80)
My birthday falls (fall) on February 23, in the middle of winter. On that day I
generally go (go) out to dinner and the theater with a few friends, and I usually
receive (receive) some thoughtful presents from them.
If I could spend my birthday as I like (like), I would invite (invite) about ten friends
to a birthday party at my house in the evening, I would serve (serve) champagne
and we would toast (toast) each other on the occasion. We would talk (talk)
about happy things, dance, play amusing games and entertain each other. At
about eleven o’clock I would serve (serve) a light supper. Then I would cut _(cut)
the birthday cake and I would give (give) each of my guests a piece while they
sang (sing) “happy birthday”. After supper, I would play (play) the guitar for them
and we would sing (sing) together. When it was (be) time to leave, I would give
(give) each of my friends a gift of something I knew he wanted (want), a book, a
record, or tickets to a play. In this way I would try (try) to express how much
pleasure his friendship gives (give) me.
129
Listening Evaluation
First and Second Conditionals
Listen to the CD and complete the blanks with the corresponding information.
(Page 81)
SELL, SELL, SELL!
STEP 1
Get their attention
Rule 1 Smile
Rule 2 Get straight to the point!
STEP 2
Get their interest
a. Say you are doing a survey and want their opinion.
b. Show them the product as soon as you can.
c. Tell them it's free if they Iet you.
STEP 3
Get their desire
a. Tell them about the advantages of the product
b. Give it to them.
STEP 4
Trick 1: Go to their symphaty
Trick 2: Make them feel guilty
Trick 3: Give them a free offer
GOLDEN RULE
(The answer may vary)
130
Past Perfect Evaluation
A. Complete the sentences or questions using past perfect. (Page 86)
1. I couldn't get in because I had lost my keys. (lose)
2. Ann wasn't at home. Where had she gone? (go)
3. The stereo wasn't working because we hadn´t paid the bill. (pay)
4. The woman told me that she had worked in China a few years before.
(work)
5. The bathroom was full of water. What had happened? (happen)
6. I knew I had met that professor somewhere before. (meet)
7. We were surprised to see Jennifer, because we hadn´t gotten her e-mail.
(get)
B. Make sentences using the past perfect after when. (Page 86)
1. Jan finished her dinner. Then she sat down to watch T.V.
Jane had finished her dinner when she sat down to watch TV.
2. David phoned his girl friend. Before he did his piano practice.
David had finished his piano practice when phoned his girl friend.
3. I turned off all the lights in the office. Then I locked the doors and left.
I had turned off all the lights in the office when I locked the doors and left.
4. George ate all the chocolate biscuits. Then he started eating the lemon
ones.
George had eaten all the chocolate biscuits when he started eating the
lemon ones.
5. I borrowed Karen’s newspaper. Before that she read it.
Karen had read the newspaper when I borrowed it.
6. Marcy had a long hot shower. Before that she did her exercises.
Marcy had done her exercises when she had a long shower.
131
C. Circle the correct answers. (Page 87)
1. No one understood / had understood how the cat got / had got into the car.
2. Joe didn't play / hadn't played in the game on Saturday because he hurt /
had hurt his arm.
3. When I looked / had looked in all my pockets for my keys, I started / had
started to get very worried.
4. I arrived / had arrived at the shop at 5.30, but it already closed / had
already closed.
5. I didn't have / hadn't had much money after I paid / had paid all my bills
last week.
6. Liz never travelled / had never travelled by train before she went / had
gone to Europe.
7. My sister didn’t have / hadn’t had a boy friend before she met / had met Joe.
132
Past Perfect
Reading comprehension
A. Read the article, ask and answer some questions using the prompts. (Page 89)
1. What had the legislature done for approving the laws of the state?
The legislature had enforced the laws.
2. Where had the executive the power of issue the veto?
In many countries wher e the executive has this power.
3. When had the executive issued the state of emergency?
Whenever necessary in a critical political situation in a state.
4. How many powers do exist in many countries?
In most states do exist two powers at least.
5. What are those powers?
The executive and the legislative one .
B. Use the links and write a sencence that sumarizes the content of the link.
(Page 89)
1. legislature
Power responsible for approving the llaws of a state
2. power to veto
Power to bann some decisions from other powers like the legislative one.
3. parliamentary systems
The executive headed by the party or the parties in a state
4. party or parties
A group pf people which control a majority in the legislature
5. democracy
A government made by the people, for the people, and to the people
6. Head of Government
The president or the prime minister may be considered as the head of
government
133
7. dissolved
Either of the powers in a state may be dissolved by the head of
government
8. state of emergency
A state of government where the guarantees due to the people are in
doubt by the government. It means a crisis.
C. Based on the reading, complete the diagram with the information required.
(Page 90)
Executive
Legislature
Responsible for
Responsible for
Approving the laws of a
state
Vetoing some legislation
IMPORTANT FACTS
Some states
have a party
Some states have
some parties
The head of
government has many
powers
There are some forms of
government
The state of emergency is not very
often issued
134
D. Read the answers and ask the corresponding questions based on the text.
(Page 91)
1. Who is the executive headed by?
by different political parties
2. What does the executive have in some states?
control over the legislation
3 In what type of government is rare the absolute control?
democracy
4. What may the legislative have power on?
budget
5. What power does the executive have to issue in a state?
state of emergency
135
Grammar Evaluation
Question Tags
A. Write down the question tags. (Page 93)
1. You can play the piano, can’t you?
2. Anne will be here tomorrow, won’t she?
3. You haven’t got the keys, have you?
4. Peter likes fishing, doesn’t he?
5. There wasn’t much rain in the night, was there?
B. Change these questions into statements with question tags. (Page 93)
Example:
Do you live in Dublin?
You live in Dublin, don’t you?
1. Have they gone home?
They have phoned home, haven’t they?
2. Would you like some more green tea?
You would like some more green tea, wouldn’t you?
3. Do you have the tickets for the opera?
You have the tickets for the opera, don’t you?
4. Was July out of town yesterday?
July was out of town yesterday, wasn’t she?
5. Had the city been under many administrative policies
The city had been under many administrative policies, hadn’t it?
6. Can the mayor name new office directors?
The mayor can name new office directors, can’t he?
7. Is there an airport in your city?
There is an airport in your city, isn’t there?
8. Am I the head of the legislative department?
I am the head of the legislative department, aren’t I?
136
Reading evaluation
Obama abroad: Advice to the president
A. Read the article and answer these questions. (Page 95)
1. If Barak Obama came to visit Brazil, how would Brazilians impress him?
a. With our bigness in everything
b. He’d have a great time.
c. He may go to the biggest Stadium on Earth.
d. The leading bio fuel producer on Earth
2. Mention three geographic characteristics of Brazil.
a. They are bi-.hemispherical.
b. They have the biggest river on Earth.
c. They can sweat and freeze at the same time.
3. Cite three economic characteristics of Brazil.
a. They have the biggest leftlist government.
b. They have a capitalist economy.
c. They have the biggest iron reserves on Earth
B. Read the article and mention what these words refer to or may be replaced by.
(Page 95)
1. In line 4, we refers to
b. Brazilians
2. In line 12, our refers to
a. Brazil’s
3. In line 8, equator refers to
c. The center of the World
4. In line 7 awe may be replaced
by
b. impress
5. In line 15, leftist means
b. Left wing party
137
TRAVELLERS’ TALES
Listening Evaluation
You are going to hear a TV program about holidays.
Answer the following questions. (Page 97)
1. Who is the interviewer?
Martha Jones
2. How many people did she question?
A hundred people
3. Where does the first man like to go?
To the beach
4. What type of places does the woman like?
Historical places
5. Does she like the beach? Why/Why not?
No, she doesn’t. Because of the people with no clothes on. She
hated that.
6. Where did the second man go on holiday?
He went to Egypt.
7. Why does he remember the holiday?
Because of a funny story with a donkey.
8. What was the animal’s problem?
It was very old and it couldn’t see very well.
138
15. TEACHER´S GUIDELINESS
UNIT 1
RECORDING SCRIPT
IT´S TERRIBLE!
Friend: Hi, Brian! What are you doing?
Brian: I´m just trying to work out how much I spend a month.
F: Oh! That´s why you look so sad!
B: It´s terrible! I spend about thirty pounds a month just on books.
F: Oof! That´s a lot.
B: And my rent is fifty pounds a week, so that´s another two hundred a month.
F: Yeah, rent´s a killer.
B: Then there´s food. About thirty pounds a wek on that , so that´s one hundred
and twenty… just to eat… every month!
F: Yes, but what about going out and stuff? That costs me a fortune!
B: Me too. I think about one hundred and fifty pounds a month… and another fifty
on eating out.
F: Oh! Guess what. I heard the bus fares are going up!
B: Great. It already costs me seven pound a week just to get to college and back.
That´s twenty-eight pounds on transport … already.
F: What´s that in the bag?
B: CDs. I bought two this morning in town.
F: So, don´t complain to me about having no money then!
B: Hey! I like music! Anyway, I only buy two a month so it doesn´t cost much than,
say, twenty pounds.
F: Hmm. Stil…
B: It´s not easy making ends meet, you know. Look at these jeans. Look! I need
a new pair.
F: So byt some.
B: I´ve already spent fifty pounds on clothes this month. That´s my limit.
F: Well, my parents sent me some money this morning, so I´m off shopping! I
need a new dress.
B: Parents, eh! Now, there´s an idea!
139
Listening
It’s terrible!
Write on the board any words you think your students need to know
Listening focus
Listening for details, listening for specific information
Main activity: 20 minutes
Preparation: One photocopy (cut up) for each pair of students.
Warm up
Put students into groups and tell them to make a list of all the things they spend money
on each month. Write Food, Clothes on the board to start them off. Then ask students
to call out their ideas and write each category on the board. Use these categories to
briefly talk about your monthly outgoings, then tell students to estimate how much
money they spend every month. Tell students to look up the meaning of any word
they are unsure of in their dictionary. Then put students into pairs. Tell them to take
turns choosing a word or phrase from the board and then defining it to their partner.
Their partner must listen and try to identify the correct word or phrase from the board.
Give an example to start them off:
When you get on a bus you have to pay this _________. Accept bus fare, and then
tell pairs to begin the activity.
Main activity
1. Tell students they are going to listen to a conversation between two students. One
of the students, Brian, is talking about his monthly expenses. Explain that they
should listen and count how many different categories (food, clothes, etc.) he
mentions. Play the recording.
2. Put students into pairs and give each pair a set of picture cards (mix these first). Tell
students to identify each category - for example, the shopping trolley represents Food.
Explain they must listen again and put the categories in the order they hear them
mentioned on the recording. (They shouldn't write anything in the boxes yet.) Play the
recording.
3. Tell students you will play the recording again. This time they must note down how
much Brian spends on each category every month. They should write the amount in
the box provided in each picture. Emphasize that they are listening to how much he
spends on each category every month, not every week. Play the recording again. Give
students time to compare answers. If necessary, play the recording once more.
4. Finally, tell students to add up how much Brian spends every month. Do they spend
more or less than Brian? Tell pairs to make comparisons of their expenses and Brian's.
140
Follow up
Put students into groups and ask them to give Brian some advice on how he can save
money.
For example, He shouldn't buy books. He should use a library.
Give students time to think of some ideas, then go around the class asking each group
in turn to offer a piece of advice. Finally, tell students to give each other advice on how
to save money.
1. Answer key:
He mentions eight categories
2. Answer key:
c. books d. rent g. food f. going out h. eating out e. transport b. Cds a.
clothes
3. Answer key:
books $30, rent $200, food $120, going out $150, eating out $150, transport $28,
Cds $20, Clothes $50
4. Answer key:
£648
141
UNIT 2
RECORDING SCRIPT
WHAT A WASTE!
Rodney: Don´t buy that, Jane. It´s a waste of money.
Jane: Don´t talk to me about wasting money, Rodney. You´re an expert at it
R: No, I´m not. I´ve no idea what you mean.
J: What about the barbecuw you bought… last summer?
R: I thought it would be nice to have parties in the garden.
J: We´ve only used once. You spent over three hundred pounds on it…
R: Well, it´s too complicated. Anyway, you can´t talk! What about those boots of
yours? The ones you got on holiday last Christmas? You said you needed
them for going out, but I´ve never seen you in then once.
J: They don´t fit me.
R: Well it was a bit stupid to buy them then… just because you fancied the shop
assistant.
J: I did not `fancy´ him, actually, Rodney. He was just being helpful, that´s all.
R: Sure. How much did they cost?
J: About two hundred pounds.
R: Ha! Ha!
J: That´s still less than your stupid barbecue.
R: Oh! Shut up, Jane! You´re boring.
Kate: Simon… where are those sunglasses of yours?
Simon: I gave them to Mark.
K: But… you only got them in July! I´ve never even seen you wear them. How
much were they?
S: Fifty quid.
K: No, they weren´t! They were more like a hundred and fifty. Why did you buy
them if you were never going to wear them?
S: I thought they´d make me look cool, but you said they made me look like a fly.
K: Well, they did. What a waste! You look like a fly anyway.
S: Thanks. At least I´m not the one who spent a fortune on a computer I never
used.
K: What? Oh, stop going on about that, will you? I thought I needed it for work.
S: Right. You got it in February and all you did was play a game on it and then sell
it in April for a loss.
K: Oh, give a rest.
S: You paid about a thousand pounds, didn´t you? And sold it for six hundred.
After just two months!
K: Well, work gave me one so I didn´t need it.
S: Pity you didn´t check first, isn´t it, Kate?
K: Right, that´s it. I´m sick of your criticism, Simon. We´re finished!
142
Listening
What a waste!
Warm up
Tell students about a time you bought something quite expensive but never really
used it. Then it was a waste of money. For example, a pair of jeans you never
wore or some expensive electronic equipment you rarely use.
Check the Key language.
Write on the board any words that you think your students may not know. Divide
students into groups and give each group one or two words to look up in their
dictionary. Then have students explain the meaning of their words to the class.
Give further examples where necessary.
Main activity
Tell students they are going to listen to two couples arguing about wasting money.
Tell them to listen for each person's name and what they wasted their money on.
Play the recording.
Answer key
Rodney - barbecue Jane - boots Simon - sunglasses Kate - computer
Give each student a copy of the photocopiable sheet. Give them time to study the
pictures, and complete the missing names. Explain that they must listen again and
note how much each item costs, along with when and why each person bought it.
Give them a few moments to add any more information they can remember. When
students are ready, play the recording. After that, tell students to check their
answers with their partner.
Play the recording again, stopping after the first dialogue to check students'
answers. Then play the second dialogue and check the remaining answers.
Answer key
Barbecue: Rodney, last summer, to have parties in the garden - over £300
Boots: Jane, last Christmas, for going out - £200
Sunglasses:Simón, July, to look cool - £1 50
Ask students if they can remember why each person didn't use the item they
bought. Play the recording again, telling students to call out 'Stop!' when they hear
each reason.
Answer key
Rodney: The barbecue is too complicated
Jane: The boots don't fit
Simon: Kate told him the sunglasses made him look like a fly
Kate: Her company gave her a computer
143
UNIT 3
RECORDING SCRIPT
BUT IT SAYS HERE!
Travel agent: Can I help you?
Mrs Caldwell: Yes, you can actually. We came back from Bermuda last night.
This is the brichure of the holiday you sold us.
Travel agent: Oh yes. Did you have a nice time?
Mr Caldwell: No, we didn´t. My wife and I are both very angry.
Travel agent: Oh dear. What was the problem?
Mrs Caldwell: Well, to start with we had to pay twenty pounds extra each for the
airport tax. But it says here in the brochure airport tax is included.
Travel agent: Oh yes, so it does.
Mr Caldwell: And our room didn´t have a sea view. We paid extra for a sea view
but all we got was a view of the car park at the back of the hotel.
Travel agent: Oh dear. This is very serious. I think we should fill out a complaint
form. Now, what are your names?
Mrs Caldwell: It´s Mr and Mrs Caldwell. That´s C-A-L-D-W-E-L-L.
Travel agent: OK … and the holiday was in Bermuda?
Mrs Caldwell: Yes. Two weeks, from the tenth to the twenty-fourth of February.
Travel agent: Tenth to the twenty-fourth of February. And today is the twenty-fifth.
OK. Do you have your customer number?
Mr Caldwell: It´s here on the receipt. DW83247.
Travel agent: Oh yes. OK. Now you had to pay twenty pounds each for airport
tax, and the hotel room had no sea view…
Mr Caldwell: And you can add that the food in the hotel was terrible.
Mrs Caldwell: I couldn´t eat a thing. We lived on sandwiches, didn´t we, darling?
Mr Caldwell: Yes, I lost a kilo in weight.
Travel agent: Oh… so… the food in the hotel was terrible. Oh dear.
Mrs Caldwell: Well, what are you going to do about it?
Travel agent: I´ll send this complaint to our Head Office, and I´ll phone you when I
get a reply. Can I have your telephone number?
Mrs Caldwell: It´s Walton 8932443.
Travel agent: Walton 8932443. OK. Well, I´m very sorry about this.
Mr Caldwell: It was an awful experience. We want our money back.
Travel agent: I´ll see what I can do. Our apologies once again.
Mr and Mrs Caldwell: Goodbye.
…
Travel agent: Another one for the bin!
144
Listening
But it says here!
Warm up
Put students into groups of four and tell them to make a list of problems
holidaymakers may have on holiday. For example, they may lose their passport,
not like the food, etc. When students are ready tell them to write their ideas on the
board. Encourage students to share their own experiences of any holiday
experiences of any holiday difficulties they have faced. Give an example from your
own experience to start them off.
Check the language. Dictate any words you think your students may not know.
Give students a few moments to look up at new words in their dictionaries.
Main activity
Tell the students they are going to listen to a conversation between three people
and they must decide where the conversation takes place and who the people are.
Play the recording.
Answer key. The conversation takes place in a travel agent’s. One man is a
travel agent, the other two are a married couple who have just returned from
holiday.
Give each student a copy of the Customer Complaint Form. Tell them they must
listen again and complete the form as if they were the travel agent. Have the
students compare the nswers
Answer key.
a. Mr. and Mrs.
d. Feb 25th
h. Sea view
Caldwell
e. DW83247
i. Food
b. Bermuda
f. £20
j. 893 2443
c. Feb 10th -24th
g. Airport tax
Follow up
Keep students in groups of three and tell them to create their own conversation.
Explain that one student is the travel agent and the other two are customers. They
should use the recording script as a model, but change the key information with
their own ideas. The have the groups role play their conversation in front of the
class.
145
UNIT 3
RECORDING SCRIPT
I HATE MY JOB!
Friend: Hi, Barry! How´s things?
Barry: Oh, not so good.
F: How come? What´s the matter?
B: I hate my new job! It really gets me down.
F: Too bad.
B: Yeah. Every morning I have to get up at six o´clock. Six o´clock! That´s a real
bas start to the day. I used to get up at ten… or later!
F: Hmm.
B: And there is no bus at that time so I have to cycle five miles to get to work. It’s
cold and rainy every day.
F: Yes, the weather´s pretty bad at the moment.
B: And when I get to work I have to make the boss a cup of coffee. I mean, can´t
he get his own coffee? I feel like a servant.
F: Hmm.
B: And when I start work it´s the same thing all the time… just answering the
phone to hear people complain and complain.
F: Oh, right. You are in Customer Services, aren´t you?
B: Yeah, Customer disservices, more like. The things those sales people tell them!
Really. Listening to all these costumers moaning over the phone… I tell you, it
makes me depressed.
F: So I see. Well, at least you get a free lunch.
B: You mean used to. Now we have to pay. That´s another problem. It costs me
around a fiver just to eat… and that´s more than I get paid for an hour´s work!
I’m loosing money!
F: Well, at least you finish work early.
B: Yeah, but when I get home around four I´m too tired to do anything. My social
life is zero right now.
F: Why don´t you quit then?
B: Quit? Are you mad? It´s the best job I´ve had!
146
Listening
I hate my job!
Preparation
One photocopy (cut up) for each pair of students
Warm up
Ask students to imagine what would be their worst possible job. Give an example
yourself, and explain why. For example, l'd really like to be a taxi driver because I
hate driving and I think listening to all those people talking about themselves, and
then complaining about the fare, would drive me mad. Give students time to think
of a job that they would really hate, then put them into groups. Have them talk
about their worst possible job and make sure they explain why they would dislike it
so much.
Check the key language. Write on the board any words not already covered that
you think your students may not know.
Divide students into groups and give each group one or two words to look up in
their dictionary. Then have students explain the meaning of their words to the
class.
Help with understanding and give further examples where necessary
Main activity
Put students into pairs, and give each pair a set of picture cards. Explain that they
are going to listen to a man talk about his job, and that they must put the pictures in
the order he talks about each activity. Give them time to study the pictures, then
play the recording.
Answer key
The order is: d, c, f, e, b, a.
Tell students that they must listen again and note down the reason why the man
dislikes each activity. Tell one student to make notes for pictures a., c. and e., and
the other student to make notes for pictures b., d. and f. When students are ready,
play the recording.
Tell students to exchange their notes. Explain that they must listen to it a final time
and check their partner's answers. Play the recording again, then check students'
answers.
Answer key
d. He used to get up at ten.
c. The weather is bad (cold and rainy). If It makes him feel like a servant.
e. It makes him depressed.
b. Lunch costs him more money than he earns in an hour.
a. He's too tired to socialise.
147
Follow up
Ask students to think of some advice to give Barry. For example, he could buy a
car and then he would be able to sleep more and avoid cycling. Put them into
groups and give them time to think of one or two suggestions, then pool their ideas.
If there are any students in the class who have a job they dislike, encourage them
to talk about why. Perhaps their classmates could give some useful suggestions!
148
Evaluation development
RECORDING SCRIPT
SELL, SELL, SELL!
Lecturer: OK, people! Let´s do this thing! Now, turn the page… go on, turn the
page. What do we have here? I´ll tell you what we have here… the most
important part of this whole talk, that´s what we have here. If you only take one
thing from today, let it be this. Read the top. Read it! What does it say? It says
SELL TOUR WAY TO SUCCESS. That´s right. It´s all about selling. You know
the product, but can you sell it? Can you sell it? Well, let´s learn how. Step one.
Get their attention! Get their attention. Vital. And how do you do that? As soon
as they open the door, smile. Give a big smile. Always a smile. I want to see you
people smiling. Come on! Smile. Good. That´s rule one. Rule two! Get straight
to the point. Say who you are and what you have for them. Hi, I´m Brad Winner
and I´ve got something special for you today!
Now, quick, move on. Step two. Get their interest. Start by saying you´re doing a
survey and you want their opinion – that makes them feel valued. Ask them a
couple of questions, then show them the product. Show them the product as soon
as you can. When they see it, the link is made. Finally, tell them it´s free, if they
let you demonstrate it. That´s right. Say it´s theirs to keep, whatever, but get
inside so you can demonstrate it.
Step three. Come on people, keep up! Step three. Get their desire. Their desire.
Make them want it. Tell them about the advantages of the product, why it´s the
best thing in their sad little lives (laughter) and then, here´s the key, give it to them.
Give it to them so they can hold it. Bang! Another link is made. You see? Now,
step four, the most important part – get their money. Money people. That´s what
this is all about! How do you get their money? Easy. Trick one – go for their
sympathy. Tell them you´re working your way through college, or it´s your first day.
Something. Anything. But get their sympathy. Trick two. Make them fell guilty.
Say that their kid deserves this. Every good parent would want one. Trick three.
Give them a free offer. Buy one get a second free. A free offer! How can they
refuse? Use as many tricks as you like but be sure of one thing… never leave
without a sale. That´s our golden rule, people. Never leave without a sale. Now,
over the page. Go on, turn the page.
149
Listening
SELL, SELL, SELL!
Warm up
Ask students if they have ever had anyone come to their door trying to sell
something. Encourage them to talk about their experiences.
Main activity
Tell your students they are going to listen to a seminar. Copy the following
questions on the board so students can have them as a reference.
1. Where does the seminar take place?
2. What is the seminar about?
3. Who are the people in the audience?
Tell students to listen for the answers, and play the recording.
Answer key
1. In a large room, perhaps in a hotel or training center.
2. Door-to-door selling techniques.
3. Trainee door-to-door sales people.
Give each student a copy of the Sell, sell, sell! format. Explain that they are going
to listen again, and that they must fill the missing information. When students are
ready, play the recording.
Follow up
Ask students what they would do if a door-to-door sales person called at their
home. Ask what they can do to protect themselves against these people.
150
Evaluation development
Listening evaluation script
TRAVELERS´ TALES!
MARTHA: Hello, I’m Martha Jones and welcome to another traveler’s tales. In this
week’s program, we asked 100 people where they most like to go on holiday what they like
to do there. We also asked which holiday people remembered the most and why. Here’s
what a few of them said.
MARTHA: Excuse me; I am from travelers’ tales.
Man: Yea, I’ve seen you on TV –you’re Martha Jones.
MARTHA: Yes. Can you tell me where you like to go on holidays?
Man: The beach.
MARTHA: Which beach?
Man: Anywhere with a good beach. That’s the most important thing. Sun, sand, and sea.
MARTHA: Excuse me; do you usually go to the beach for your holidays?
Woman: No, never. I always go to somewhere with history- Athens, Rome, places like
that.
MARTHA: Not the beach?
Woman: NO never. I hate the beach: all those people with no clothes on ¡¡¡¡¡¡horrible¡¡¡¡¡¡
MARTHA: Excuse me; I am asking people which holidays they remember the most.
Man: Emm. My holiday to Egypt, about four years ago.
MARTHA: Egypt¡¡¡¡¡ Why? Is it the history of the country?
Man: NO - It was a donkey.
MARTHA: A donkey?
Man: Yeah. I was on a donkey trip to see the Valley of the Kings near Luxor. There were
a group of us with this guide called Aziz- erm, the donkeys were his. Where were
high up in the hills, and suddenly my donkey went crazy. It started biting the
donkey in front and then it ran off with me on its back. I remembered that someone
once told me that if you cover a donkey’s eyes, it will stop- because it can’t see.
MARTHA: And did you cover its eyes?
Man: Yes, but it didn’t stop.
MARTHA: Oh ¡¡¡
Man: And we were on a very small path, about 50 meters above the valley, straight
down¡¡¡¡¡¡ It was really dangerous. I thought I was going to die¡¡¡¡¡¡¡
MARTHA: So what happened?
Man: Aziz finally caught us. He said something into the donkey’s ear, and it stopped.
MARTHA: Why did it run off?
Man: He told me later that it used to be his number one donkey. The leader but not it was
number two because it was very old and couldn’t see where it was going anymore.
The problem was that it hated being number two and always bit the new number
one.
MARTHA: Ha¡¡ It was jealous?
Man: Yeah¡¡¡¡¡ A donkey with a death wish¡¡¡¡¡
151
Listening Evaluation
Travelers’ tales!
Warm up
Ask students where they are going on holidays and what they like to do.
Ask what they think most people like to do on holidays.
Main activity
Tell the students they are going to hear a TV program about holidays. Ask them to
answer the questions you write on the board.
1.
2.
3.
4.
5.
6.
7.
8.
Who is the interviewer?
How many people did she question?
Where does the first man like to go?
What type of places does the woman like?
Does she like the beach? Why/Why not?
Where did the second man go on holiday?
Why does he remember the holiday?
What was the animal’s problem?
Play the tape
Tell students to compare their answers to their neighbor before checking them.
Answer key
1. Marta Jones.
2. 100
3. Anywhere with a good beach.
4. Places with history.
5. No. She doesn’t like all the people without clothes.
6. The Valley of the Kings near Luxor in Egypt.
7. Because of the crazy donkey that ran off with him.
8. It was jealous. It used to be the number one donkey, but now the number
two because it could not see anymore.
152
Speaking evaluation
Travelers’ tales
Warm up
1. Ask students where they are going on holidays and what they like to do.
2. Ask what they think most people like to do on holidays.
Main activity
Speaking
Tell them they are going to do the survey for a visit around Colombia, They are
going to ask other students about their holidays. Put them in pairs and give out
the papers for them to write.
Ask them to look at their section and ask them to select a region, department,
or city.
Tell the pairs they are going to work apart and ask five different people. They
should write the names and take notes about the answers,
Go around the class helping and noting interesting answers.
On the board write:
Section A.
1. In the city, which places are the most important for a good holiday?
• good shops and restaurants
• galleries and museums
• café and discos
• other (ask what)
2. In the countryside, which places are most interesting to you?
• forests
• mountains
• river
• other (ask what)
3. On the beach, what do you usually spend most time doing?
• swimming in the sea
• other water Sports
• lying in the sun
• none of these (ask why)
4. Where do you usually spend most of your holiday time?
• in the countryside
• in the city
• on the beach
• other (ask where)__________________________
153
Evaluation development
Speaking evaluation
Travelers’ tales
The teacher asks the students the questions below in order to make a poll
around the class.
What did most people answer for question 1?
What were the most interesting answers for questions 2-7?
Tell them to go back to their partner and exchange information.
Choose a pair and ask them to tell the class what their partner said. For
information like 'most people said', ask other pairs if they got the same results.
For the 'most interesting' information, get examples from other pairs. .
The teacher asks individual students to report their own ideas to the class.
The teacher asks the students to interchange their papers and asks each
student to report to the class what the other students have answered in their
papers.
Finally the teacher wraps up the general ideas of the group and the
preferences in Colombia for holidays.
Follow up
• Get section A students together and section B students together In groups of
four.
• With the information gathered, students make a poster
Section A students use charts or graphs to show their information, e.g. where
most people go and what they do on holiday. They also choose the two most
interesting pieces of personal information and write a short description.
Section B students use charts or graphs to show their information, e.g. how
often people travel, how many places people have visited, the most popular
foreign countries. They also choose the two most interesting pieces of personal
information and write a short description.
154
BIBLIOGRAPHY
Cotton, D. , Falvey Kent, S. Market Leader Course Book. Elementary English
Business. Longman.
Craven, M. 2004. Listening Extra. Cambridge University Press.
Evans, V. 2006. Preliminary tests for Michigan Certificate of Proficiency in English.
V. & C. Vlachou Express Publishers.
Grammidge, M. 2004 Speaking Extra .Cambridge University Press.
Grant, D., and McLarty, R. 2006. Business Basics. Oxford University Press.
Jones, L. 2005. Progress to Proficiency Student’s book. New York: Cambridge
University Press.
Kosi Tette, R. 2008. An immigrant’s Silent Struggle. News Week. March.
Murphy, R. 2001. English Grammar in Use. Cambridge University Press.
Murphy, R. 2001. Essential Grammar in Use. Cambridge University Press.
Sedgwick, F., Dobson, J. 2005. Conversations in English. New York, Toronto
London, Melbourne: American Book Company.
Walter, C. and Swan, M. 2001. The Good Grammar Book. Oxford University Press,
Tell Me More Software. Cambridge University Press, 2004.
WEB-BIBLIOGRAPHY
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_1_statements.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_1_negation.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/mix2.htm
http://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_negation.htm
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?03
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?04
http://www.ego4u.com/en/cram-up/grammar/past-perfect-simple/exercises?05
http://www.ego4u.com/en/cram-up/gramma/past-perfect-simple/exercises
http://www.englisch-hilfen.de/en/exercises/reported_speech/statements.htm
http://www.englisch-hilfen.de/en/exercises/reported_speech/questions.htm
http://perso.wanadoo.es/autoenglish/gr.report.i.htm
http://www.englisch-hilfen.de/en/exercises/questions/question_tags.htm
http://www.englisch-hilfen.de/en/exercises/questions/question_tags3.htm
http://www.ego4u.com/en/cram-up/grammar/question-tags/exercises
http://perso.wanadoo.es/autoenglish/gr.qutags.i.htm
www.longman-elt.com/cuttingedge
http://www.wordreference.com/definition/entail
A note to the teacher:
This website will help you create and share a class with your students to participate in
online forums.
www.nicenet.org
155
CARLOS JULIO RODRÍGUEZ MORALES
Docente catedrático inglés E.S.A.P.
Licenciado en Español e Inglés
Universidad Pedagógica Nacional
Magister en Educación
Universidad de la Sabana
[email protected]