TECNICATURA EN ADMINISTRACION Y GESTION UNIVERSITARIA

U.B.A
INGLES NIVEL I (Nivel ELEMENTAL)
Programa 2013
INGLES I
Los objetivos del curso son:
El aprendizaje de las estructuras bsicas de la lengua inglesa para permitirle al alumno
expresarse en idioma ingls y redactar textos simples en dicho idioma. Se suma a ello la
incorporacin de vocabulario tcnico de negocios (Business English).
La adquisicin por parte del alumno de las herramientas necesarias para manejarse en
idioma ingls en situaciones que se presenten dentro del mbito laboral y para analizar
e intercambiar informacin en dicho idioma.
Para ello, se trabaja sobre las cuatro habilidades necesarias para estudio del idioma
extranjero: comprensin lectora, comprensin auditiva, expresin oral y escrita.
Contenidos Gramaticales Mnimos:
Artculos, demostrativos, numerales y cuantificadores.
Pronombres subjetivos, objetivos y personales.
Clasificacin de oraciones: Afirmativas, interrogativas, negativas.
Tiempos verbales: Presente simple, Presente continuo, Futuro con Going to y
presente continuo, Pasado simple, Presente perfecto (en formas afirmativas,
interrogativas y negativas)
Verbos modales: Can, could, must, should, would.
Formas verbales: Infinitivos, participios, gerundios.
Uso de preposiciones
Categoras de palabras: Sustantivos (clasificaciones, plurales regulares e irregulares),
Adjetivos (formas comparativas y superlativas), Adverbios (modo, tiempo y lugar)
Vocabulario relacionado con situaciones laborales, acadmicas, presentaciones,
reuniones, negociacin.
Redaccin de faxes, memos, correos electrnicos (Netiquette).
Forma de evaluacin: Se tomarn dos exmenes parciales escritos para evaluar el
conocimiento de los temas desarrollados durante el curso. De no alcanzarse la
calificacin promedio requerida para promocionar la materia, se tomar un examen final
global.
Unidades a desarrollar:
Unit 1: Jobs
Aims: To say what you do and where you are from, to ask about personal information
to spell, to greet and introduce yourself and others.
Vocabulary: countries, nationalities and jobs.
Grammar: Present Simple verb To Be - Possessives

Business Communication: Socializing

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

Business Communication: Arranging meetings.

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

TECNICATURA EN ADMINISTRACION Y GESTION UNIVERSITARIA

U.B.A
INGLES NIVEL II (Nivel PRE-INTERMEDIO)
Programa 2013
INGLS II
Los objetivos del curso son:
La revisin y consolidacin de los conocimientos ya adquiridos en el Nivel I y la
incorporacin de nuevos recursos para facilitar el anlisis y el intercambio de
informacin en idioma ingls.
El aprendizaje de construcciones gramaticales ms complejas de nivel pre-intermedio y
la ampliacin del vocabulario referido a las distintas reas de la actividad laboral y
comercial para expresarse oralmente y por escrito con mayor competencia.
Para ello, se trabaja sobre las cuatro habilidades necesarias para estudio del idioma
extranjero: comprensin lectora, comprensin auditiva, expresin oral y escrita.
Contenidos Gramaticales Mnimos
Tiempos verbales: Adems de la revisin de los propios del nivel I (presente simple,
presente continuo, pasado simple (regulares e irregulares) y presente perfecto, se
agregan los tiempos futuro (will, going to, present continuous), Pasado Continuo,
Presente Perfecto Continuo.
Verbos modales: para expresar permiso, posibilidad, habilidad, necesidad, obligacin,
prohibicin, consejo (can, could, may, might, must, have to, need to, should).
Categoras de palabras: Sustantivos contables e incontables.
Cuantificadores (much,many, a lot, some, any)
Oraciones coordinadas y subordinadas.
Conectores que indican adicin, contraste, condicin, propsito, etc.
Construcciones pasivas.
Oraciones condicionales (tipos I y II)
Afijos para formacin de sustantivos, adjetivos y adverbios.
Preposiciones tiempo, lugar, asociadas con verbos, adjetivos y sustantivos.
Redaccin de cartas e infomes.
Terminologa especfica referida a situaciones laborales y/o comerciales tales como
recursos humanos, negociacin, marketing, management, publicidad y marcas.
Forma de evaluacin: Se tomarn dos exmenes parciales escritos para evaluar el
conocimiento de los temas desarrollados durante el curso. De no alcanzarse la
calificacin promedio requerida para promocionar la materia, se tomar un examen final
global.
Unidades a desarrollar:
Unit 1:Companies
Aims: To talk about what companies do, to talk about your company, to make polite
requests, to introduce yourself and others.

Vocabulary: Company facts

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

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

Unit 16: Your career

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

INGLS III
INTERMEDIATE LEVEL

Unit 1 Brands.
Talk about your favourite brands. Discuss two authentic product promotions
Reading: Outsourcing production- Financial Times . Listening: An interview with a brand
consultant
Language Work: Words that go with brand and product. Present simple and present
continuous.
Skills: Taking part in a meeting. Case Study: Caferoma: Solve the problems of a leading
brand. Writing: e-mail
Unit 2. Travel.
Talk about your travel experiences.
Reading: Air rage-Guardian. Listening: A business travellers priorities.
Language Work: British and American travel words. Talking about the future.
Skills: Making arrangements on the telephone. Case Study: Work, rest and play. Choose a
suitable hotel for a seminar in France. Writing: e-mail
Unit 3. Organisation.
Rank status symbols in order of importance.
Reading: Flexibility in the workplace. Fast Company. Listening: an interview with the
partner of a management consultancy.
Language Work: Words and expressions to describe a company structure. Noun
combinations.
Skills Socialising: introductions and networking. Case Study: Auric Bank: Choose the best
way to reorganise customer services. Writing: Report.
Unit 4. Change.
Discuss attitudes to change in general and at work. Rank stressful situations.
Reading: Change in retailing- Financial Times. Listening: An interview with a business
transformation director
Language Work: Words for describing change. Past simple and present perfect.
Skills: Taking part in meetings 2. Case Study: Acquiring Metrot: Agree on changes at a
company that has been taken over . Writing: Action minutes.
Unit 5. Money.
Do a quiz and discuss attitudes to money.
Reading. Two financial reports. Financial Times. Listening: An interview with the founder
of a finance firm.
Language Work: Words and expressions for talking about finance. Describing trends.
Skills: Dealing with figures. Case Study: Angel investments: Choose a company to invest
in. Writing: e-mail

Unit 6. Advertising.
Discuss authentic advertisements. Discuss good and bad advertising practices.
Reading: Successful advertising- Guardian. Listening: An interview with the head of
planning at an advertising agency.
Language Work: Words and expressions for talking about advertising. Articles: a, an , the ,
zero article.
Skills: Starting presentations. Case Study: Focus Advertising: Create and present an
advertising campaign. Writing: Summary.
Unit 7. Cultures.
Discuss the importance of cultural awareness in business.
Reading: Advice for doing business across cultures. Listening: An interview with a trainer
in cultural awareness.
Language Work: Idioms for talking about business relationships. Modals of advice,
obligation and necessity.
Skills: Social English.- See: The socio-cultural game (P. 138-139). Case Study: Visitors
from China: Plan a visit by a Chinese manufacturer. Writing: e mail
Revision Unit A.
Unit 8. Employment.
Choose the most important qualities for getting a job. Describe best and worst experiences
at work.
Reading: Retaining good staff. Financial Times. Listening: An interview with an executive
search consultant.
Language Work: Words to describe the recruitment process and personal character.
Indirect questions and statements.
Skills: Managing meetings. Case Study: Slim Gyms: Choose the best candidate for the job
of General Manager. Writing: letter.
Unit 9. Trade.
Discuss ideas about globalisation.
Reading: Fair trade- Guardian. Listening: An interview with an expert on negotiating.
Language Work: Words for talking about international trade. Conditions.
Skills: Negotiating. Case Study: Ashbury Guitars: Negotiate a deal with an overseas guitar
manufacturer. Writing: e-mail
Unit 10. Quality.
Discuss ideas of quality.
Reading: Old-fashioned quality- Financial Times. Listening: An interview with the Senior
Vice President of a prestigious hotel chain.
Language Work: Words for talking about quality control and customer service. Gerunds
and Infinitives.
Skills: complaining on the telephone. Case Study: Brookfield Airport: Work out an action
plan following complaints from passengers. Writing: Report.

Unit 11. Ethics.

Discuss questions of ethics at work. Rank a list of unethical activities.
Reading: Business ethics- Financial Times. Listening: An interview with a bank executive.
Language Work: Words to do with honesty or dishonesty. Narrative Tenses.
Skills Problem solving. Case Study: profit or principle?. Decide if a manager has acted
unethically and what action to take. Writing: letter.
Unit 12. Leadership.
Discuss the qualities of good leadership.
Reading: Profile of a leading Chief Executive- Financial Times. Listening: An interview
with an expert in leadership training.
Language Work: Words to describe character. Relative Clauses.
Skills: Decision-making. Case Study: Orbit Records: Discuss ideas to save a failing music
retailer. Writing: e-mail
Unit 13 Innovation.
Talk about innovations in your daily life and in the twentieth century.
Reading: In-company innovation. Fortune magazine. Listening: An interview with an
expert on presentations.
Language Work: Words and expressions to describe innovations. Passive.
Skills: Presentation techniques. Case Study: Style is everything: Prepare a product
presentation for a competition. Writing: Short article or press release.
Unit 14. Competition.
Do a quiz on how competitive you are.
Reading: Losing competitive edge. Financial Times. Listening: An interview with the
Marketing Manager of a credit card business.
Language Work: Idioms from sport to describe competition. Modals of probability.
Skills : Negotiating. Case Study: Beverley Watches: Choose the best supplier. Writing: email.
Revision Unit B.

Bibliography: Market Leader- New Edition- Intermediate Business English Course BookDavid Cotton-David Falvey- Simon Kent. Pearson-Longman

TECNICATURA EN GESTIN Y ADMINISTRACIN UNIVERSITARIA (U.B.A)

MODELO EXAMEN FINAL INGLS NIVEL I (2013)
Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo verbal o
verbo modal correcto, elegir la opcin correcta, colocar palabras en el orden correcto,
formular preguntas. Ejercicios de redaccin o expresin escrita y de comprensin lectora.
Consultar programa y bibliografa.
1) Tenses:
Simple Present or Present Continuous: Complete the following sentences with the correct
tense of the verbs in brackets:
1) ____________ (Beth/have) lunch at the moment?
2) Harry (work) ______________ as a journalist at CNN.
3) Mr Brown and Mr. Smith (not work) _________________ in the same office.
4) I (think) ____________________ this brand is really good!
5) ______________(you/like) spending the weekend outdoors?
6) Both partners (speak) _________________ on the phone right now.
7) Listen! Somebody _________________ (shout) !
Simple Past or Present Perfect: Complete the sentences with the correct form of the verbs in
brackets.
1) Annie (never/ be) __________________________ abroad in her life. Last summer, she
(spendl) ___________________ a month in a summer resort here on the coast.
2) When I (be) _______________ 22, I (take) _______________ a course at this University.
3) We (not/make) ________________ any progress yet.
4) During his lifetime, Shakespeare (write) ___________________ poems and plays.
5) I love this city. I (live) ______________________ here for ten years.
2) Comparatives and Superlatives:
1. This is (fast) _________________________ car that we have in this agency.
2 Their customer service is (bad) _______________________ before.
3 This new mobile phone is (difficult) ________________________ to use than the old one.

4 Spanish is (easy) __________________ Japanese.

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

3. Complete with a suitable modal verb in the correct form (affirmative or negative):
Can - Could - Should - Would
1 I speak Italian very well when I was a young girl.
2 - . I use your telephone, please?
3 - .. you like some coffee?
4 He .
your arrive early.

be early for the meeting. You always make a good impression if

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

6 That girl over there . be Mary because she never wears jeans.
4) Choose the correct answer(s)
1 I dont have money
a) many b) much c) some
2 - .cars are equipped with GPS systems
a) much
b) many
c)a lot of
3 I dont know how..coffee I drank yesterday.
a) many b) much
c) a lot of
4 There isfruit in the fridge
a) any b) some
c) many
5- There arent chairs in the library.
a) some b) any c) little
6 Would you like cake?
a) some
b) any c) little
7 I dont have.. milk bottles in my kitchen
a) some b) much
c)any

8. I have booked two tickets for this play so we ................................ to the theatre
tomorrow evening.
a) are going to go
b) are going
c) go
10) What are your plans for next year?
I've already made a decision. I ....................................... abroad for six months
a) have studied
b) am studying
c) am going to study
5) Provide the question.
1.- The manager left his office an hour ago.
2.- He has been to Italy several times.
3.- They are launching some new products this month.
4.- Stephen arrives early every day.
5.- My partner is going to move to another city in December.
6. These people come here because they prefer this restaurant to any other in town.
7.- He goes to the office by bus every day.
8. My new book will become a best-seller soon.
9 They shouldn't smoke in this room.

6 Writing:
A trip to forget... (about 100-120 words)

READING COMPREHENSION
Read the article and choose the best answer to each question
A good idea or a bad product?
Howard Stapleton noticed that in his town, large groups of young people
often met outside of shops. They didnt often go into the shops to buy
things, but they made it difficult for customers to enter the shops.
Stapleton knew this was bad for business. He wanted to help.
Then he had an idea. He made a machine that makes a very high noise.
Young people can hear the noise, but older people cant hear it. The
noise doesnt hurt young people, but it makes them want to leave the
area. He calls his machine the Mosquito. (A mosquito is a small insect
that makes an annoying sound.) The product is a success. He has sold
3,500 units in a year. The cost is 500 each. In some areas, the police buy
the Mosquito to stop young people from meeting in large groups. This
helps businesses, because customers are now able to enter their shops
easily.
But not everyone is happy. Shami Chakrabarti says that it is not fair to
young people. She has complained to the police and some businesses
that have bought the Mosquito. As a result of her complaints, sales of the
Mosquito have decreased by 50 percent.
Stapleton wants to negotiate with Chakrabarti, but she wont talk to him.
She says: This is a bad product. Stapleton is thinking about reducing the
price to increase sales.
From the Financial Times
1. The problem that Stapleton wanted to solve was
a) too many young people entering shops.
b) too many young people outside of shops.
c) too many customers meeting outside of shops.
2 The situation was bad for business because
a) young people dont have much money.
b) customers couldnt enter shops easily.
c) Stapleton wanted to help the young people
3 Stapleton wanted to
a) hurt young peoples ears.
b) make young people listen to his ideas.
c) make young people leave the area.
4 Stapleton
a) has already launched the Mosquito.

b) plans to launch the Mosquito next year.

c) has stopped selling the Mosquito.
5 The Mosquito
a) has solved the problem in some areas.
b) is causing problems for some businesses.
c) is popular with young people.
6 Who has complained?
a) Shopkeepers.
b) Shami Chakrabarti.
c) The police.
7 What is the complaint?
a) The Mosquito isnt fair.
b) The Mosquito is too expensive.
c) The Mosquito is bad for older people.
8 What has happened to sales of the Mosquito?
a) Theyve gone up.
b) Theyre remained the same.
c) Theyve gone down.
9 What has Chakrabarti done?
a) Had a meeting with Stapleton.
b Agreed to talk on the phone with Stapleton.
c) Said that the product is bad.
10 What is Stapleton thinking about doing?
a) Increasing the price.
b) Making the Mosquito cheaper.
c) Trying to reduce sales.

Tecnicatura en Administracin y Gestin Universitaria (U.B.A)

Modelo de Examen Final Ingls - Nivel 2 (Programa 2013)

Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo verbal o verbo
modal correcto, convertir oraciones a condicionales, voz pasiva o voz activa, elegir la opcin
correcta, ejercicios de redaccin o expresin escrita y de comprensin lectora. (Consultar Programa
y Bibliografa)

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

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

2 My partner (work) ______________________ in his office when I (phone) __________________ him
last Friday.
3 What time (the meeting/start) __________________ this morning?
4 Two days ago, we (see) _________________ an accident in the street, we (call)______________ the
police and they (arrive) _______________________immediately!
5 My parents (know) ____________________ each other since they were at university.
6 My partner is a very good artist, but he (not sell) ____________________ many paintings up to
now.
7 In 1990 I (move) _____________________ to Spain and I (live) ___________ these since then.
8

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

_____________ Italian.
9. Listen! Somebody (knock) ________________ at the door!
10. People (not/understand) __________________ what he ( mean) ________________!
11.

Next

Saturday

Tom

(leave)

_________________

early

in

the

morning.

__________________ to the Caribbean.

12. I cant find my keys and its getting late
Dont worry, I (lend) ____________________ you mine

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

niche -

launch - market - carry out

He

(go)

If you want to achieve success with a new product, there are a number of steps you have to get right.
First, you should identify a (1) in the market: a need for a product that doesnt exist
yet. Then you can either..(2) a completely new product idea, or modify an existing
product idea. It is important to ..(3) market research to check if your idea will have a
market, and to be able to target the right(4).

Next, you must decide how

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

Exercise C - Make these sentences passive.
1 They manufacture BMW cars in Germany.
2 Someone is typing the report now.
3 Fate developed a new tyre.
4 They were still testing cosmetics on animals.
5 Pfizer has retained all selling rights.
6 We should test this new product immediately.
7 We have to improve the packaging.

Exercise D: Modal Verbs: Complete the sentence with dont / doesnt have to - must/ mustnt
- have/has to as appropriate.
1. I _________________________ forget to phone Sarah this evening.
2. You _________________ pay for your ticket. Its free.
3 Tomorrow, our train leaves at 6.30 a.m. so we ________________ get up early.
4. We _________________ use our mobile phones during the meeting. Its against the rules.
5. I _________________ go back home early today. Im exhausted.
6. The company will provide the material for the course so Tom _________________ buy anything in
advance.
Exercise E: Conditonal Sentences: Complete the sentences with the correct tense of the verbs in
brackets
1. If you (drink) __________________ some water you will feel better.
2. If the plane is delayed, he (not/be) ____________ here at 8 p.m.
3. We will cancel the trip if the weather (not/improve) _____________________.
4. If people (not use) ________________ so many plastic bags, there would be less pollution.
5. I (go) ________ on a trip around the world if I won the lottery.
6. I (not do) ___________ that if I were you.
7. If our office (be) ____________ bigger, we would buy two new desks.

Exercise F. Reading Comprehension: Airbus crisis over

Airbus says it has turned the corner after a crisis connected to production problems and turmoil in
the boardroom at its A380 super-jumbo project that has gone on for the past year. Speaking at the
Paris air show, Louis Gallois, CEO of the European planemaker, said, "Airbus is back."
Airbus, which announced a raft of orders on the first day of the show, is competing with Boeing, its
American rival, for the title of the largest planemaker in the world.
Boeing is expected to reveal the numbers of orders for its 787 Dreamliner soon. Airbus orders
unveiled on Monday included Qatar Airways confirming a $16bn order for 80 A350 Airbus planes
and ordering three A380 super-jumbos for about $750m.
Boeing and Airbus are also competing for orders from aircraft leasing firms. Orders from these
companies - who rank highly among the biggest global buyers of aircraft - are often regarded as an
indication of how successful a model will be in the long term.
Airbus also secured orders from US Airways that are worth $10bn for 22 of its A350 jets, 60 A320s
and ten of its A330-200 wide-body planes.
A few months ago, Airbus unveiled a major cost-cutting programme aiming to reduce the
workforce in Europe by 10,000, as well as announcing a group restructuring. "I can tell you with full
confidence that Airbus is back and fully back, as you have started noting yesterday as demonstrated
by our first day announcements," said Mr Gallois on the second day of the air show.
However, Boeing also announced a deal with General Electric (GE) on the show's first day. GE's
commercial aviation services placed an order for six 777 Boeing freighters valued at around $1.4bn,
to be delivered in the last quarter of 2008.
A Wall Street Journal website report, quoting the Delta operating chief yesterday said that Delta Air
Lines were on the verge of ordering as many as 125 Boeing 787 jetliners by the end of this year.
However, a spokesman for Delta later said that it had been having conversations "with several
aircraft makers" and that "no final decision" had been made on future fleet purchases.
Q1 - The problems at Airbus
have been resolved completely.
are well on their way to being sorted out.
are far from resolved.
Q2 - Airbus announced
a large number of orders on the first day of the show.
some orders on the first day of the show.
a few orders on the first day of the show.

Q3 - US Airways
placed an order for the new super-jumbo.
didn't place an order for the new super-jumbo.
may have placed an order for the new super-jumbo.
Q4 - Boeing
announced sales of the Dreamliner.
may sell some Dreamliners to General Electric.
may sell some Dreamliners to Delta Air Lines.
Q5 - The Wall Street Journal website report
was definitely correct.
was possibly correct.
was definitely wrong.

Exercise G: Writing
When is it necessary to make a career change? Describe your experience.
(150 180 words)

TECNICATURA EN ADMINISTRACIN Y GESTION UNIVERSITARIA- INGLS III (CUAT)

Modelo Examen Libre
Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo
verbal o verbo modal correcto, convertir oraciones a condicionales, voz pasiva, reported
speech (segn programa), hallar en el texto construcciones determinadas (ej: relative
clauses, linking words, discourse markers), elegir la opcin correcta. Ver temas y
bibliografa en el programa correspondiente.
TECNICATURA EN ADMINISTRACIN Y GESTION UNIVERSITARIA- INGLS III (CUAT)
Reading comprehension
LEADERSHIP
Westerners tend to value a tough, individualistic and dominating leadership style including
the ability to take independent decisions and have them successfully implemented.
The higher a Japanese manager rises in a company the more pains he will take to hide his
ambition and capability and not to be seen as forceful leader.
Westerners who look for a decisive and charismatic boss are likely to be disappointed.
A Japanese manager concentrates on getting his group to work together. He is expected
to be accessible, to work as an integral part of the group and to share whatever
information he has.
Because he has spent his whole career with the company, more often than not in the
same type of function, he is expected to be subordinates work as well as his own.
One of the problems Japanese managers often have with western subordinates is getting
them to show initiative. They complain that Europeans need to be what to do all the time.
And when they have done it they need immediate assurance that they have done it right
and pat on the back. This would be embarrassing to the boss and personally offensive to a
Japanese subordinate who expects no more than a vague indication of the job to be
done. Japanese do not have personal job descriptions or performance appraisal systems.
Japanese job definition is for the group and it is assumed that everyone will do their best
to fulfil it.
Their western subordinates on the other hand complain that they are given only vague
hints of what they are supposed to do. Without defined responsibility, clear direction, and
realistic goals they may find their jobs boring and without scope. When individual
descriptions are instituted in Japanese companies in Europe it is usually at the Europeans
insistence.

Europeans who discover the ground rules find that they have more scope to make their
own jobs than in a circumscribed western environment. The ground rules are never do
anything that is above your status, never do anything that infringes on someone elses
status and never cut across hierarchical boundaries.
The way to ensure you keep within the boundaries of tour status is to keep your boss
informed of the smallest detail. Among the sample of people I talked to it was those at the
lower level of organisations who found this the most stimulating change from a European
working environment where junior people are given comparatively little scope of
responsibility.
ATTITUDES AND BEHAVIOUR
ETIQUETTE
Japanese in Europe have reluctantly learned to use first names but feel more comfortable
when addressed by the last name followed by san.
Senior people may be addressed by their title plus san instead of last name. First names
are reserved for family and close friends.
Titles, modes of address and language are carefully measured to indicate relative status,
as are the other subtle status symbols of office life such as job titles or the positioning of
desks in an open office. For example, seniors would have their backs to the windows
where they could enjoy the privilege of natural light, in contrast with the fluorescent
lighting pervading Japanese offices. While very sensitive to fine distinctions of rank, the
western use of material goods to communicate achievement and authority are
noticeably lacking. Offices are workmanlike, cars are unostentatious and so on.
More important than the actual forms of language and behaviour is pervasive politeness
and a concern to avoid embarrassment to oneself or others. Display of temper or any
other uncontrolled emotions are seen as a sign of weakness.
Japanese manners are based on reciprocation, a sense of mutual indebtedness. To many
westerns the excessive deference of a subordinate to a superior is less surprising than that
it is returned in kind. Relationships between all levels are built on exchange, whether gifts,
courtesies, help, information and so on.
Extreme politeness does not exclude openness in relationships. Europeans, especially
women, may be surprised at the personal nature of conversations. This is usually because
Japanese need to know people well before they can work with them as long as they do
their job. In a Japanese environment there is a higher tolerance of professional and
human frailty, but it is compensated with a greater demand for loyalty and trust.
PUNCTUALITY

Japanese are very punctual when politeness requires it and especially with senior people.
Otherwise time is fluid. A meeting will carry on until it is finished or interrupted by the
demands of a senior person outside. The working day can be very long, reflecting a
demanding work ethic and high level of commitment. Being the first to leave, even if you
have no work to do, is a snub to the group and an embarrassment to your senior. As in
Japan, Japanese may regularly work on Saturday, rarely take more than a weeks
vacation or their full entitlement, and count sick days as holiday.
HUMOUR
On informal occasions when they know everyone well, Japanese will be humorous and
entertaining. At a formal meeting or among strangers they may be awkward and
withdrawn and too nervous to loosen up. In presentations and speeches to westerners
many have learned that the audience expects jokes and informality and respond
accordingly. Japanese do not usually appreciate flippancy or triviality and find selfdeprecation a mystery.
SOCIAL LIFE
The most common complain among westerners is that most major decisions seen to be
made outside office hours by their Japanese colleagues. While in day-to-day activities
they are kept well informed, they are kept in the dark about the overall direction of the
company. For a westerner to progress in a Japanese managed company it is essential to
work late in the evening and at weekends. This can be a major impediment for women
who wish to progress in a Japanese company. In the workplace itself most of the women I
talked to did not find Japanese more chauvinistic than their western counterparts. The
difficulty was in establishing the appropriate relationships, as well as finding the time, to
join in the after-hours discussions.
It is not so easy for men either. While the expatriate Japanese is considerably more flexible
and adaptable to European ways than the stereotypical image of the chauvinistic and
single minded Tokyo salaryman, it is hard to break into the inner circle. As in any foreign
company a first requirement is to make an effort to speak the employers language. As
well as practically useful it demonstrates a commitment to career and company to which
Japanese are particularly sensitive.
It is this level of dedication to the organisation which is probably the biggest hurdle to
making any more than an averagely successful career in a Japanese company. The
emotional and practical commitment that Japanese expect is incomprehensible to most
westerners. The term British disease is a byword among Japanese for idleness and is
extended to most other western countries. The Japanese disease is a karoshi, or death by

overwork. The difference between the British and Japanese diseases is perhaps the
biggest cultural hurdle for each side to overcome.
Answer the following questions:
1. What characteristics can be found in a Japanese manager as regards leadership?
2. What do Japanese managers complain about?
3. Outline the main rules concerning etiquette, punctuality, humour and
social life?
4. Is Western culture different? Why?
5. What do the expressions British disease and Japanese disease mean?
6. Explain the following phrases or expressions
Mind your manners
To infringe
appraisal systems
chauvinistic
Sample Grammar Exercises
Tenses: Complete the sentences using the correct form of the verb in brackets.
1............................. (you / work) on a new project at the moment?
2.My colleague always . . . . . . . . . . . . . . . . . (finish) work early on Fridays.
3. Our company . . . . . . . . . . (already / invest) $4.54 million in Research and Development
this year.
4.The marketing team . . . . . . . . . . . . . . . . . (meet) in London once a week.
5.At the moment we . . . . . . . . . . . . . . . . . (not develop) a new brand.
6.. . . . . . . . . . . . . . . . . (you / usually / buy) usually birthday presents for your colleagues?
7.The new company, GoKids, . . . . . . . . . . . . . . . . . (produce) books for children.
8. I . . . . . . . . . . . . . . . . . (see) my boss at 12.30 tomorrow.
9. Im going to the conference too. I . . . . . . . . . . . . . . . . . (give) you a lift if you like.
10. The bus . . . . . . . . . . . . . . . . . (depart) from the central bus station at 7.35 p.m.
11. I wont be able to make the workshop on Friday. I . . . . . . . . . . . . . . . . . (go) to Frankfurt
for a long weekend.
12. . . . . . . . . . . . . . . . . . (you attend) the seminar next week?
13. I think the Budapest flight . . . . . . . . . . . . . . . . . (be) late too.
14.They . . . . . . . . . . . . . . . . . (stay) at the Ibis Hotel in Paris at the moment.

Complete the article using the correct form of the verb in brackets.
Fast-growing paper manufacturer GRED. (said / has said) yesterday that it... (creates / is
going to create) seven hundred and sixty jobs over the next six years as part of an
expansion plan.
The firm . . . . . .(has been announced / has announced) that it . . . . . . . . .(plans / will plan)
to build a major extension to its headquarters. This decision . . . . . . . . . (will result / is
resulting) in new jobs throughout the region. The extension . . . . . . . . (will complete / will be
completed) in October and should expand the plant by a third.
GRED also says it . . . . . . . . .(will help / helps) the business double sales over the next five
years. The investment . . . . . . (will also provide / is providing) extra production capacity,
and a better goods despatch area. The investment comes after a record year for the
company. Since March GRED . . . . (saw / has seen) a huge rise in sales and last week a
company spokesman predicted that profits. . . . . . (could reach / is reaching) 1.7 million
for the past twelve months.
This would mean profits were up twelve percent on the previous year. GRED . . . . .(has
planned / has been planned) to spend 40 million this year, opening forty-five shops and
refurbishing existing premises. Two factories . . . . . (were also opened / have opened) by
the company in Belgium recently
Rewrite the underlined phrases with the correct alternatives.
1 I recommend that you dont talk about money.
You . . . . . . . . . . . . . . . . (shouldnt / dont have to) talk about money.
2 Its essential that we order the new stationery supplies today.
We . . . . . . . . . . . . . . . . (must / should) order the new stationery supplies today.
3 It isnt necessary for you to attend the meeting.
You . . . . . . . . . . . . . . . . (mustnt / dont have to) attend the meeting.
4 I advise you to take plenty of business cards with you on your trip.
You . . . . . . . . . . . . . . . . (have to / should) take plenty of business cards with
you on your trip.
Complete the gaps in the sentences using the correct form of the word in brackets.
1 Some companies compare their main . . . . . . . . . . . . . . . . (compete) products with their
own.
2 Susan had lots of ideas for new ads, but they were all less than . . . . . . . . . . . . . . . .
(inspire).

3 What do you think is the best way of . . . . . . . . . . . . . . . . (promote) our latest credit card
a commercial or leaflets?
4 Some companies use . . . . . . . . . . . . . . . . (humour) slogans to attract consumers.
5 One successful advertising technique is celebrity . . . . . . . . . . . . . . . . (endorse).
6 Shall we attend the Munich . . . . . . . . . . . . . . . . (exhibit) this year?
7 Nike experimented unsuccessfully with its . . . . . . . . . . . . . . . . (expand) into non-athletic
shoes.
8 The campaign set out to make the juices look as mouth- . . . . . . . . . . . . .(water) as
possible.
9 Bad . . . . . . . . . . . . . . . . (publicise) is often considered better than none at all.