³dulos_pregrado...3 index module 3 english iii 1. introduction...

IIIINGLÉS IIIIIIIIIIII ELECTIVA 3

PROGRAMA ADMINISTRACIÓN PÚBLICA TERRITORIAL

CARLOS JULIO RODRÍGUEZ MORALES

ESCUELA SUPERIOR DE ADMINISTRACIÓN PÚBLICA

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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



Bogotá D.C., Noviembre de 2008

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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

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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

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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 Total horas

Tutoría Grupal

No. de

sesiones

Horas por

sesión

No. mínimo

de

encuentros tutoriales*

No. max.

sesiones

por encuentro

2 16 32 8 4 2 8 3 16 48 12 4 3 12

4 16 64 16 4 4 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.

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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

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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.

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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.

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5. MIND MAP 5.1 GENERAL

English Module III

Academic unit 1

Specific objectives General objectives

Linguistics

Language competencies

Pragmatics

Descriptors

Listening Speaking Reading Writing

Contents and evaluation

Academic unit 2 Academic unit 3

Vocabulary

Functions and grammar words

Bibliography

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5.2 Academic unit 1

Academic unit 1

First conditional

Linguistics

Specific objectives

Pragmatics

Descriptors



Second conditional

Vocabulary

Communicative function Grammatical reference Reading Speaking Writing Listening Content development Evaluation Self-evaluation

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5.3 Academic unit 2

Academic unit 2

Linguistics

Specific objectives

Pragmatics

Descriptors



Past perfect

Vocabulary


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5.4 Academic unit 3

Academic unit 3

Indirect speech

Linguistics

Specific objectives

Pragmatics

Descriptors



Question tags

Vocabulary


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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.

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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

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8. SCOPE AND SEQUENCE

UNITS LinguistIc Competence

Reading / Writing Competence

Listening / Speaking Competence

Portfolio

1 Text 1 - My future plans Text 2 - How I’d like to spend my birthday

First and Second Conditionals

Identify the opportunities of a professional in Public Administation Project yourself as a candidate to become the mayor of a city Answer general and specific questions Personalize a birthday celebration by writing a composition on your own preferences

The bank Get details and specific information Give advice to someone on how to spend/save money It’s Terrible! Get details and specific information

Language passport Language Biography

2 Text 3 – What’s Public Administration?

Past Perfect

Ask and/or answer general questions Complete diagrams Analyze a table

What a waste! Analyze drawings Exchange personal information on luxurious items

Language Biography

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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

I hate my Job! Answer questions about specific information Travel and tourism Talk about holidays and favorite places in Colombia

Language Biography Dossier

Evaluation Development 9. CONTENTS

9.1 ACADEMIC UNIT 1 CONDITIONALS

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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

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The first conditional helps you express a hypothetical action that might be possible to happen. 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.

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.

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.

Keep in mind: Most tenses are possible in sentences with if.

Keep in mind: But after if, we normally use a coma to talk about the future.

You have 5 to 10 minutes to answer each of the following exercises. Then, report your answers to the class.

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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

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The second conditional enables you to refer to situations that will not become real or probable 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.

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.

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


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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.

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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

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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

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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

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?

You have 20 minutes to develop exercises A and B. Then, share your answers with your partner.

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Write a composition about it, keeping in mind the organization, grammar, and vocabulary to do your task.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Reading Pre-stage

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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?

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.

You have 15 minutes to do the reading and answer the questions given. Then, report your answers to the class.

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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.).

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THE BANK

THE BANK Vocabulary

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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

Mortgage Neighbor Neighborhood Nowadays Passbook Purse Rain Safe Safe-deposit box safety- deposit 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

Speaking

The Bank

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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

You have 15 minutes to discuss the following questions. You have 10 minutes to select a topic and write down a composition on it.

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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

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Listening

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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


You have 20 to 25 minutes to answer each of the following exercises. Then, discuss your answers with the other groups.

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• 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 you had seen he/she/it had seen - Had I seen? Had you seen? Had he/she/it seen? ? You had not seen You had not seen He/she/it had not seen Contractions: l'd, you'd, hadn't, etc. 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.

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: To get the past perfect: had + past participle


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.

_____________________________________________________________________

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Reading 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 reimburse-members 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

You have 25 minutes to do the reading and complete the exercises. Then, check your answers with the class.

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

Loca!

Percent 72.5 77.9 80.7 81. 6 81.5 82.0 82.1 82.1 82.

0

82.1 82.1 81.9 82.2

Síaíe 1,527 2,755 3,271 3,491 3,539 3,699 3,753 3,726 3,744 3,816 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.

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

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Speaking

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?

You have 20 minutes to answer each of the following exercises. Then, select a topic and write a composition about it.

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

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Listening 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? ____________





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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


• 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.

SOMEBODY SAID/THOUGHT INDIRECT SPEECH “I'm happy.” Bill said that he was happy. “I have a problem.” I thought I had a problem. “She likes me.” I knew she liked me. “My feet are cold.” 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.

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.

50

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.

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.

You have 10 minutes to answer each of the following exercises. Then, report your answers to the class.

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).

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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, B. … he would never be a Willi, said… scientist. 3. When Columbus got to America C. … his uncle was not interested he thought … in war. 4. When Albert Einstein was 10, D. … the sun went round the a teacher told him… earth. 5. Hundreds of years ago, people E. … he had reached India. believed…

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INDIRECT QUESTIONS

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.

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?”

____________________________________________________________

Keep in mind: Indirect questions have a different word order from direct questions, and question marks (?) are not needed.

You have 15 minutes to answer the following exercises. Then, report your answers to the class.

53

DIRECT QUESTION: INDIRECT QUESTION: “Do you know Jim?” He asked me if/whether I knew Jim. “Are you French?” 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?”

_____________________________________________________________.

Keep in mind: With indirect yes/no questions we use if or whether. They mean the same.

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?“ _____________________________________________________________.

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.

Keep in mind: After present verbs (she says, I think), we don't change the tenses.

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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 ___________________________________________.

You have 25 minutes to answer the following exercises. Then, report your answers to the class.

53

DIRECT SPEECH INDIRECT SPEECH

Where does she live? Do you know where she lives? Is he at home? 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 ___________________________________________________________?

Keep in mind: We can ask questions politely by saying:

Do you know ... / Can you tell me ...? + indirect question

54

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?

__________________________________________________________.

Keep in mind: We can also use indirect questions in answers.

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.”

_____________________________________________________________.

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Because of this, tenses usually change as follows: DIRECT SPEECH ON SUNDAY TENSE CHANGE INDIRECT SPEECH ON MONDAY The children are in Ireland. 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.

We aII speak English.

I forgot my keys.

HAVE//HAS —> HAD WILL -* WOULD CAN —*• COULD DO/DOES —*• DID SIMPLE PRESENT -> SIMPLE

PAST SIMPLE PAST -> PAST

PERFECT

Karen said her children were in Ireland. He said his TV wasn't working.

She said she had a meeting at 4:00. Sally told me Sue had passed her

exam.

I thought I would probably be

late.

The man said I could have three

tickets.

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.

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.

57

Look at the picture and write John’s thoughts in indirect speech. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

What did you think when you were a child? Write two sentences. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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 …

You have 5 to 10 minutes to do the following exercises. Then, report your answers to the class.

58

Reading

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 T- shirt 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.

You have 30 minutes to do the reading and the following exercises. Then, report your answers to the class.

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

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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

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* 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. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Listening

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.

You have 30 minutes to do the following exercises. Then, report your answers to the class.

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But it says here

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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

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QUESTION TAGS Question tags are short questions that can follow sentences, especially in spoken English.

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: 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.

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?

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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?

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 the sentence has an auxiliary verb or be, we use it in the question tag.

Keep in mind: If there is no auxiliary verb, we use do/does/did in the tag.

You have 30 minutes to answer the following exercises. Then, compare your answers with your classmates.

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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, _____________?

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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?

________________________________________________________?

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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, ________________?

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?

Keep in mind: We can use there as a subject in question tags.

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.

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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. 2. 3. 4. 5. 6. 7.

1. It’s a stapler, isn’t? 2. They are _______________________________? 3. It _____________________________________? 4. _______________________________________? 5. _______________________________________? 6. _______________________________________? 7. _______________________________________?

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Reading

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.

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.

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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

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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).

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Exercise # 3 * Read the article and complete the diagram with the information required.

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"

TITLES

Part 1

IMPORTANT FACTS

Part 2 Part 3 Part 4 Part 5

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Post-stage Write a composition that shows that public administration is an interdisciplinary field. Maintain the organization, grammar, and vocabulary to do your task. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Listening

I HATE MY JOB!

You have 25 minutes to listen to Brian, organize the pictures in the correct sequence and give advice to him.

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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

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10. EVALUATION DEVELOPMENT


Written Evaluation Test A. Write down the correct forms of the verbs in parenthesis.

1. I'm sure John ………………….. you if you ask him. (help) 2. If you ...................... your glasses, you would see much better. (clean) 3. I ……………………. and see you tomorrow if I have time( come) 4. If she spoke more slowly, perhaps I ………................ her (understand). 5. If you ...................... at 12.00, you will arrive at 3:20. (leave) 6. I ………………………….. my car if I needed money. (se//) 7. 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.

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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. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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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 __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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THE AIRPORT

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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

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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 take-

off? 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

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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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.

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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.

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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

__________________________________________________________.

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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

Responsible for Responsible for

IMPORTANT FACTS

Executive

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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

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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

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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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?

________________________________________________________?

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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 bi-hemispherical, 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 out- we 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.

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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. ________________________________________________________

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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.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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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? ______________________________________________________________

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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?

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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?

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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.

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Complete the information according to your learning of this unit. Lang

I I MY PERFORMANCE IN ACADEMIC UNIT 1

Could be better

Well

Very 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.

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Complete the information according to your learning of this unit.

I I MY PERFORMANCE IN ACADEMIC UNIT 2

Could be better

Well

Very well

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.

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Complete the information according to your learning of this unit.

I IMY PERFORMANCE IN ACADEMIC UNIT 3

Could be better

Well

Very well

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.

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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

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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)

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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)

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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.

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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.

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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.

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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.

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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.

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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

Zoologist

Sociologist

Accountant

Dental officer

Nurse

Biologist

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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

Loca!

Percent 72.5 77.9 80.7 81. 6 81.5 82.0 82.1 82.1 82.

0

82.1 82.1 81.9 82.2

Síaíe 1,527 2,755 3,271 3,491 3,539 3,699 3,753 3,726 3,744 3,816 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.

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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.” � He said he spoke French. 2. “I’m sorry.” � She said she was sorry. 3. “Ann phoned me.” � She said Ann had phoned you. 4. “We want our money.” �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, C. B. … he would never be a Willi, said… scientist.

3. When Columbus got to America E. C. … his uncle was not interested he thought … in war.

4. When Albert Einstein was 10, B. D. … the sun went round the a teacher told him… earth.

5. Hundreds of years ago, people A. E. … he had reached India. believed…

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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.

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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.

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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?

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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.

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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.

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Exercise # 2 (Page 61) * Read the story and complete the diagram with the required information.

Listening Exercise (Page 64) BUT IT SAYS HERE

FAR AWAY TRAVEL LIMITED CUSTOMER COMPLAINT FORM

Ref: XGR – 83274/ W 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

TERRY’S LIFE

PAST

PRESENT FUTURE

Simple life in his home town

Exchange in the U.S.A.10 years

In Ghana after the exchange

Set his own business

Stay in Gahna

Go back to the States

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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?

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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?

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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. 2. 3. 4. 5. 6. 7.

1. It’s a stapler, isn’t? 2. They are clips, aren’t they? 3. It is an agenda, isn’t it? 4. It is a hole-puncher, isn’t it? 5. It is a phone book, isn’t it? 6. They are rulers, aren’t they? 7. They are calculators, aren’t they?

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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).

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Exercise # 3 (Page 75) * Read the article and complete the diagram with the information required.

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"

TITLES

Part 1 What is public Administration theory?

A field of discussion of government

IMPORTANT FACTS

Part 2 New public Management and its successors

Part 3 P.A. an acdemic discipline

Part 4 Rational models of bureaucracy

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

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14. EVALUATION DEVELOPMENT – ANSWER KEY SECTION


Written Evaluation Test A. Write down the correct verb forms. (Page 79)

1. I'm sure John will help. you if you ask him. (help) 2. If you clean your glasses, you would see much better. (clean) 3. I will come and see you tomorrow if I have time. ( come) 4. If she spoke more slowly, perhaps I would understand her (understand). 5. If you leave at 12.00, you will arrive at 3:20. (leave) 6. I would sell my car if I needed money. (se//) 7. 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.

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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.

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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)

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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.

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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.

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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

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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)

Legislature

Responsible for Responsible for

Approving the laws of a state

Some states have a party

IMPORTANT FACTS

Executive

Vetoing some legislation

Some states have some parties

The head of government has many powers

The state of emergency is not very often issued

There are some forms of government

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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

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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?

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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

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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.

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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!

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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.

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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

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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!

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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

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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!

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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. Caldwell

b. Bermuda c. Feb 10th -24th

d. Feb 25th e. DW83247 f. £20 g. Airport tax

h. Sea view i. Food j. 893 2443

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.

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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!

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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.

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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!

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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.

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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.

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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¡¡¡¡¡

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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. 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?

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.

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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)__________________________

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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.

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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

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Docente catedrático inglés E.S.A.P. Licenciado en Español e Inglés

Universidad Pedagógica Nacional Magister en Educación

Universidad de la Sabana

[email protected]