Introduction To Management

Zion Technology and Business College Communicative English Skills
Unit One: Introductory Unit

Part 1- Speaking and Listening
Task 1- Getting Each Other
1. Write in your notebook all the information about yourself which you would like to share
with your classmates, such as the following.
Name:
Age:
School you came from:
Your hobbies (interests):
Two other pieces of information about yourself:
2. Sit in groups. Then, first, work in pairs and find out about your partner, using the following
language.
Questions for asking your partner about him/herself

Hello. What’s your name?
Where did you complete high school?
What do you like doing in your spare time?
Do you have any hobbies?
Can you tell two things about yourself?
3. Now introduce your partner to the other members of the group.

4. Now each group member interviews one student outside his/her group using the questions in
the table below. Write your answers in your exercise book.
Do you come from a large family? Do you live with your family?
Are you the eldest, youngest or a middle How are/were you parents employed?
child in your family?
Who do you resemble in your family? Who do you admire most in your
(Your father? Your mother?) How? family? Why?
5. Return to your group. Report the results of the interview you held to your group. Assign a group
leader. He or she should copy the table below and compile the information group members have
gathered. Do this quickly! Then the group leader reports the group’s information to the class and
the instructor collates the data for all groups on the black board.
1
Number of students who

Say they come from a large family
Say the eldest in their families
Say they are middle children
Say they live with their parents
Say their fathers are employed
Say their mothers are employed
Part 2: Improving your Speaking and Listening
Task 2: Think about your answers to the following questions. Write brief answers. Then discuss
your ideas with your group.
1. Reflection on speaking to express your own meanings
Did you find that having real ideas and information of your own that you wanted to express helped
you to have confidence to speak? Why do you think that was?
2. Reflection on rehearsing for speaking
Did you find that preparing and rehearsing what you were going to say enabled you to speak in
English with more confidence and accuracy? Why do you think that was?
3. Reflection on Active listening
When you were listening, how did you try to improve your understanding of what others were
saying? (e.g. by adding to what they said, agreeing or disagreeing with what they said, asking for
clarification etc)?
4. Reflection on Improving your spoken English
List the main things you did to help you speak and listen in English.
e.g. - memorizing
- asking the teacher for help,
- taking the teacher as model,
- concentrating as much as possible etc.
What other ways can you think of improving your spoken English at College? Discuss your ideas
with your group. Compile a group list. Write it in the back of your exercise book to keep for future
reference.
2
5. Reflection on your attitude towards working individually and in small groups
What do you expect to gain from learning English in class and outside class in the following ways?
- Individually
- In pairs or small group
Give your reasons. Compare your views and preferences with those of your friends. Do you agree with their reasons?
Part 3- Reading- What is involved in understanding text?
Task 3: What does effective reading involve?
Read the short text below. Answer the questions by yourself. Then discuss your answer with your group.
The cathode ray tube (CRT) is used in oscilloscopes, radar receivers and television
sets. The type described here is that used in oscilloscopes. By means of CRT. An
oscilloscope not only shows the size of a signal, but also how the signal varies with
time. In other words it shows the waveform of the signal.
1. Is understanding this text the same as understanding the meaning of all the words in the text? Why?
2. Do you need to know the exact meaning of all the words in the text in order to understand it? Why?
3. In addition to the text itself, what else do you use to help you understand it?
4. So is it enough just to know the meanings of the words in a text?
Part 4: Vocabulary- Learning to Learn Vocabulary
Task 4: Building Your Vocabulary
There are many ways of increasing your vocabulary. A university student who is deficient in his/her
vocabulary learning abilities will not find it easy to learn and use the language. So, you must find a variety
of ways of improving your vocabulary, both during English lessons, and in your other lectures.
1. What do we mean when we say, “I know that word?” Which aspect of knowing a word do you
pay the most attention to? Think about this by yourself, then try to explain to each other in pairs which
aspects of knowing a word you pay the most attention to.
Knowing its dictionary definition
Knowing its meaning in the context you are meeting it
Knowing how it is similar/ different in meaning from other words you know
Knowing the situations, it can be used in

3
Knowing what other words it can be used with
Knowing how the word changes depending on the grammar
Knowing its spelling
Knowing its pronunciation
Others?
2. Do we need to know a word exactly?
There are words whose meanings we think we know exactly. There are some that we can recognize or that
we know the rough meaning of, when we find them in print there are others whose meaning we can guess
from the situation or context we find them in.
Read the following extract. Pay attention to the words in bold and make (a) one list of words whose
meaning you believe you know well, (b) a list of words you understand but don’t use, (c) a third list of
words whose meanings you think you know roughly, and (d) a fourth list of words whose meanings you
can guess from this context. Make these lists in you exercise book.
The decision to invest outside the home country is a major one that requires careful analysis.
Investments overseas can be portfolio investments, where investors buy shares and debentures that
can be liquidated at market value any time. These investments can be made without leaving the home
country through an international investment broker or a banking institution. Foreign direct
investments are quite different. They usually involve the establishment of plants or distribution
networks abroad. Investors may acquire part of all the equity of an existing foreign company with the
objective of controlling production, research and development and sales. Foreign direct investments
mean a long term commitment where capital funds will be tied up for a long time.
Words I know well Words I understand Words I can roughly Words I can guess
but don’t use understand
4
Work with a partner. Compare which words you included in the various columns. What helped you to
guess the meanings of the words you did not know?
3. Other Ways of Learning and Remembering Vocabulary
Guessing is one way of learning new word, but there are others. The following are some of them:
 associating the new word with something or some other word you know already (e.g. Marching
with solider)
 grouping new words, you learn in English in some meaningful way. (e.g., types of walking:
Marching, stroll, stride, tiptoe, etc.)
 practicing using the words (e.g. In speaking and writing, etc).
 memorising the words e.g. by writing them down, looking at them carefully.
 keeping a record of new vocabulary.
1. Which of them do you use? Which ones do you find most helpful?
2. Do you have any of your own additional ways of learning and remembering words that you find
particularly useful?
3. Write down 4 ways of learning vocabulary you are going to experiment with in future.
4. Keeping a Record of New Vocabulary
One way of improving your vocabulary power is by making a written record of new words you come
across on the basis of part speech. This can be done in many ways. Here are some suggestions:
Verb Noun Adjective
widen wideness widening/ widened
beautify beautifulness beautiful/ beautifying
explain explanation explaining/explained
create creativity creative/ created/
creating
Which ways appeal to you? Why? Compare your ideas with a partner.
5
Part 4: Learning to Use Grammar for Facilitating Meaning
Task 4: Is the sentence “I are your instructor,” accurate?
Answer the following questions. Then discuss them with your group and your instructor.
1. Can you write a definition of grammar?
2. Read the sentences below. Why are they not acceptable?
a. I born in Arbegona. b. My name are Berhanu.
c. The teacher said me bring my book. d. My father works a farmer.
e. I learn secondary school. f. She tell me that yesterday.
3. Look at the following sentences, which are all acceptable to mother tongue speakers of English.
Are they acceptable to you? Which grammar rules do they break?
a. Who’s going to start, you or me?

b. If they arrested him, they will arrest anyone.
c. I wish we had fewer cars on the roads. Then there would be fewer accidents.
d. Can I have two coffees, please?
4. How could you define grammar?
Task 5: Changing the grammar, changes the meaning
Study the sentences below. All of them are correct, but can you identify the differences in meaning? From
these sentences, how many short dialogues can you make up that gives good sense? Discuss your answers
with your partner.
a. Where do you live? b. Up to now, I have been living in Gondar.

Where are you living? I used to live in Wolayta Sodo.
Where have you been living? I lived in Jimma for many years.
Where did you live before you came here? I live in Addis Ababa.
I’m living in Hawassa now.
So a definition of grammar must include more than form. We, in this course, will not study grammar just
as form and meaning at sentence level. We will study how writers use grammar in texts to convey the
meaning that they want to convey, in ways that are appropriate to the situation and to the ongoing text, and
we will practice using grammar to convey our own meanings in the same ways.
6
Part 5: Writing: Personal Description
Task 6: Improving Your Writing Skills
The units in this course will help you learn effective ways of listening, reading, speaking and writing. As
you might have noticed, the activities so far in this unit have required the use of listening, reading,
speaking and writing. The following activity reinforces this.
Practice in process writing.
You are going to write a paragraph of about 150 words (not more than half of a page) about yourself. It
could be about an incident you which made you happy:
- a person who has had a major effect on your life

- a problem you have faced and overcome
- Your education, family etc.
1. First think about what you will say and note down points or ideas. Then write a draft, or first version, possibly
as a homework assignment (you can follow such steps: Layout points, select logical order, change points into
sentence, write first draft, cross out irrelevant ideas, write final draft).
2. Give it to your partner to improve. Try to make your partner’s draft clearer, more interesting, and more
accurate.
3. Revise your writing. Finally give it to your partner to read again.
Reflection on Process Writing
How helpful was it to you to rehearse your writing of the story- i.e. drafting and improving your writing
before you came to your final version?
Reflection: Thinking about your attitude to fluency, accuracy and correction
Think about your answers to the following questions first individually. Then work in groups and compare
your answers. Finally let group secretaries report your findings to the class.
1. Which is more important to you, being able to express your ideas clearly, or being grammatically correct?
2. How important to you is getting feedback on your speaking from your instructor?
3. How do you prefer to receive feedback on your speaking?
4. Do you like all your errors to be corrected by your teacher?
Do you prefer only some of your errors to be corrected by the teacher?
Do you prefer the teacher to ask you to correct yourself?
Do you like others in the class to correct what you have said?
Do you prefer the teacher to comment only on your ideas?
5. How do you prefer to receive feedback on your writing?
Do you like the errors to be corrected by the teacher?
7
Do you prefer only some of your errors to be corrected by the teacher?

Do you prefer the teacher to indicate the place where the error is found but leave you to correct the error? (Self-Correction?)
Do you like your friends to help you make corrections?
Do you like the teacher to comment on your ideas?
Unit 2: AIDS
1. What have you listened about AIDS from local or international media or health experts?
2. Discuss with your chair mates and share your ideas among other chair mates.
Part I- Listening and note-taking
Listening to lectures: Understanding when a lecturer adds new information to what has gone before.
Task 1- Listening for markers of addition and relating
You will listen to different texts from the tape script three times. Then you will fill the blank spaces with
the appropriate words or phrases you will listen to and list down the markers if there are.
Speakers often have a number of related ideas or facts to present. They often make a clear connection
between them by using a marker phrase to tell listeners that they are adding new information to what has
gone before. Here are some marker phrases that speakers often use to show listeners that they are adding
new information to what has gone before. Here are some marker phrases that speakers often use to show
listeners that they are going to add new information and to relate ideas together.
Markers of adding and relating
In addition, ………. A further point is that………………

Moreover…………. Similarly…………………………………..
What is more……. Again………………………………………
Part 2: Grammar - Relative Clauses
Task-2: Study the following examples of relative clause
Kampala, which is the capital of Uganda, has a serious AIDS problem.
Any town which is on a major road or water transport route is likely to have an AIDS problem.
A person who is infected with AIDS is not likely to live long.
Jane Namiru, who is infected with AIDS, is not likely to live long.
Use the examples above to answer the following questions.

8
1. What two pieces of information are given about the first noun in each sentence? (The first noun is
the one before the relative clause in bold.)
2. Does the information in each relative clause help to define or give essential information about the
noun, or does it simply give extra information about it?
3. In which sentence can you take out the relative clauses and still make sense?
4. Defining clauses give essential information in order to identify what/who you are talking about.
Non-defining clauses give extra information, not essential for identifying what you are talking
about. Another way of describing this is to say that writers use relative clauses to show the
priority given to different pieces of information in a sentence. In each of the following sentences,
which information has the writer made the essential focus or priority of the sentence?
Jane Namiru, who is infected with AIDS, is not likely to live long.
Jane Namiru, who is not likely to live long, is infected with AIDS.
Any person who is infected with AIDS is not likely to live long.
5. What rule can you make up about how commas are used in a relative clause to indicate the priority
of information in a sentence?
6. Can you see the mistakes in the sentences below? Correct them.
1. Malaria, which it is a serious problem, is common in lowland areas.

2. AIDS has spread across Uganda, which is a deadly disease.
3. Babies who contract AIDS, they are likely to die.
4. Jane Namiru, whom the reporter spoke to her, was dying of AIDS.
Part 3: Speaking
Task 3: Public Speaking
The following 8 groups are concerned with different aspects of AIDS education.
- Students and teachers in schools
- Community elders
- Religious leaders (Christian and Muslim)
- Journalists
- Social Workers
- Family planning organizations
- Doctors, nurses and other medical staff concerned with AIDS care and prevention
- NGO (e.g. CARE or OXFAM) working with rural communities
9
Imagine that you are going to represent one of these groups of people. Work with your group and prepare a short
talk for one of your group members to give in which you will say what you can do:
- To raise awareness of the dangers of AIDS
- To change the way, some people behave sexually
- To help change attitude and behavior of people towards AIDS sufferers
Procedure
1. The class will work in 8 groups. Each group is assigned, to represent one of the above sectors of society.
The group then selects one student as their speaker. He/she will, in the next lesson, speak about what the
group can do to raise awareness and change attitudes and behavior concerning AIDS and AIDS sufferers.
2. As an assignment, all students prepare their own notes on this topic. Every student must prepare arguments
and evidence carefully.
3. In class the group shares ideas. The speaker makes notes that he/she will use in the talk. The notes could be
organized in various ways. One might be:
Main point of talk:

Problem
Solution 1
Advantage
Solution 2
Advantage
Final Comment
The framework above should be filled in with key words, not sentences. The most interesting or strongest argument
should be kept for the last point.
4. The speaker should rehearse his/her talk orally with the help of the rest of the group and be ready when
called upon to speak in front of the class.
5. Each group representative presents his or her talk for a maximum of 5 minutes. A group speaker may not
read from a prepared script. He or she may only refer to very brief notes. During the talk, those who are
listening should take notes, including questions they would like to ask at the end of the talk.
6. After every student has spoken, the rest of the class can ask the speakers questions and make comments.
7. You will need your notes on the talks for the writing task at the end of this unit.
Some Advice for speakers
1. Organize your points very carefully and limit yourself to what is relevant to your topic. Remember you
have only 5 minutes! Rehearse beforehand.
2. When you are speaking, do not try to read from your notes. Refer to them only when you have to. Try to
maintain eye contact with your audience as much as possible.
3. Aim to maintain the audience’s interest in your talk throughout. Vary your voice throughout (high pitch,
low pitch, loud or soft volume etc.). Be as confident as you can. SMILE!
10
TIPS on PUBLIC SPEECH
Getting up in public and delivering a speech is a daunting task for a lot of people and one that does not come easily.
Now if you are not a natural public speaker then do not fear; there are steps you can take to deliver a great speech.
1. The first step in giving an amazing speech is analyzing your audience. Who are you speaking to?
What is the age group of your audience? What gender? These are all questions the speaker should
ask when creating a speech.
2. The next step in giving the perfect speech is to pick a topic! This step is non-existent if a topic is given
to you. If it isn't, get creative! What are you good at? Do you have an area of expertise? Choose a
topic that fits your personality. If given the option to choose a topic, pick one that is of interest.
3. After picking a topic, do some research? Information can make or break a speech. Research
can really make a speech more effective. When the speaker is informed, and has information to
support what they are saying, they are more believable!
4. Writing an outline is the next step! Avoid completely writing out a speech. Give yourself
some room to adapt. Be spontaneous. Outline an introduction, a body, and a conclusion. Include key
points on the outline.
5. Practice giving your speech! Practicing can get rid of all the jitters! Practice really does make perfect.
6. Looking the part is a major part in giving a great speech. If you’re speaking in front of a group of
business professionals, you better have on a suit and a tie! We live a visual society.
Unprofessional attire can be distracting.
7. The final step is actually giving the speech. Be fun and energetic. Keep the audience interested. Stick
to the outline, but also adapt to the audience. Get the audience involved.
How to Deliver a Public Speech
When we speak in public, the goal is to captivate the room.
Step1: Begin with a "bang." The first thirty seconds of with your audience sets the tone for your
speech. Go for a great first impression. Make sure you look your best, speak slowly and clearly, and smile.
Step 2- Ask yourself, "Why should these people listen to me?" Once you get their attention, let them know
you have specific speaking objectives.
Step 3- Look them in the eye. Romance the audience with eye contact and capture their attention with
your directness. Know your material well enough so that you can make eye contact with several people
in the audience while you are speaking.
Step 4- Spice up your presentation with variety. Combat monotony (and resulting boredom) by switching
up your vocal patterns and supporting materials.
Step 5- End your speech before it is expected. As important as the first impression is the
last impression. Assure that your audience stays with you right up until you stop talking by ending earlier
than expected.
11
Part 4: Vocabulary
Task 4- Using components of a word as clues to the meaning
You can often work out the meaning of a word by breaking it down into its component parts. The
following task will help you learn how to make use of the components a word as a clue to its meaning.
They will also help you to learn how to make use of the components of word clues to its meaning. Add
any new words to your vocabulary.
1. Study the meanings of the parts of the term HIV.
Human Immuno-deficiency Virus
A germ which breaks down the human body’s system of fighting

infection
2. Study the meanings of the parts of the term AIDS given below. Connect up the meanings to the
parts of the term AIDS in the same way.
Acquired Immuno- Deficiency Syndrome
A medical condition which is caught and which reduces the body’s ability to protect
showing many different or stops itself from disease
signs of disease
3. AIDS is a sexually transmitted disease. It is spread by both homosexuals and heterosexuals.
Homo= the same hetero = different
So people who have sex with members of the opposite sex are known as-------------- sexual.
People who have sex with members of the same sex are called ----------- sexual.
Something that is homogenous consists of many parts that are all -----------------------.
Something which is ----------------------- consists of many different kinds of parts.
4. If sero means blood and –logy means the study or science of something. Then serology means the
study of blood types.
Give the meanings of the following words in bold letters understanding the context they
are used in the sentences.
1. An epidemic is a sudden large increase in the prevalence (or widespread existence) of virus,
such as HIV, or disease, such as AIDS, so epidemiology means _______________________.
12
2. A person who is said to have HIV-1 seropositive would be a person whose _______________
3. So seronegative would mean ____________________
4. A high HIV seroprevalence rate in a community would mean _________________
Using Topic Relationships in order to Learn Words
It is often helpful to learn words in groups according to their meaning relationships. One kind of meaning
relationship is words connected with particular topic. The following words are connected with the topic
health. More specifically they are signs, or examples, or types of illness. We call them symptoms. AIDS
victims suffer from various symptoms, or signs. The symptoms of AIDS include:
weight loss headaches fever skin cancer cold sores

pneumonia thrush swollen glands exhaustion
Now make a list of the symptoms of malaria…………………….
Being Aware of How Words Collocate with Each Other
Another way to develop your vocabulary is to learn words that collocate or go together with other words.
This is an extremely important part of improving your ability to use English. Many students know the
meanings of lots of individual words, but they make mistakes when they use them in sentences because
they put words together that cannot go together.
1. Study the ways in which vocabulary items collocate in the following AIDS transmission cycle.
There are usually several ways of saying the same thing, although the meaning focus may be
slightly different.
A person catches the HIV virus.

A person is infected with the HIV virus.
The virus is caught by a person
He/she carries the virus.

The virus is carried by him/her.
He/she develops AIDS. He/ she transmit the disease.

AIDS develops in the person. The disease is transmitted by
him/her.
13
Now write out the AIDS cycle in your exercise book, but substitute the following verb structures in the
sentences above to explain the stages of infection by AIDS.
Spreads can pass on is caused by is passed on

Acquires contracts disseminates can be passed on by
Compare your answer with a partner.
2. Refer to the sentences above and correct the mistakes in each of the following sentences. The
mistake is caused by putting words together that do not collocate with each other.
A person is caught by AIDS.
A person is caught with cholera.
Unit 3: Culture and Values

Part 1: Speaking and Listening
Task 1: Be with your chair mate and try to answer the following questions after your warm discussion.
1. What is culture for you?

2. Which culture are you from?
3. What are the strong elements of your culture and why?
4. What are the bad elements of your culture and why?
5. Does your culture treat gender issues equally?
Task 2: One of you report what you have already discussed to your class and listen comparing when
others do so.
Part 2: Asking and Accepting Apologies
14
In English we apologise
1. when we've done something wrong and we can ask informally and formally.
Informal:
I'm sorry I'm late.
I'm so sorry I forgot your birthday.
Formal:
I beg your pardon madam, I didn't see you were waiting to be served.
I'm awfully sorry but those tickets are sold out now.
I must apologise for my children's rude behaviour.
2. when we want to interrupt someone,
Excuse me, can you tell me where the Post Office is please?
I'm sorry, but can I get through?
3. when we want to show our feelings when something bad has happened to someone else.
I'm sorry to hear you've not been feeling well.
I'm so sorry to hear your dad died.
I heard you failed your driving test. I'm really sorry but I'm sure you'll pass next time.
4. when we ask someone to repeat something.

Excuse me?
Excuse me, what did you say?
I'm sorry?
I'm sorry, can you say that again?
Pardon?
Accepting Apology
To accept an apology, we either say thanks or try to put the other person at ease in some other way.
I'm so sorry I forgot your birthday.
Oh don't worry, there's always next year!
I'm sorry to hear you've not been feeling well.
15
Thanks. I think I've just picked up a bug at the office. It's nothing too serious.
I'm sorry I'm late but my alarm clock didn't go off this morning.
That's OK. We've only just started the meeting.
Task 3: Based on the examples above, be in pairs and practice making excuses and apologies at your
seats (Raise not less than five issues). In this activity, when one apologizes, the other accepts
the apologies or excuses.
Task 4: Now come to the front in your pairs and practice making excuses and apologies (Raise not
less than three issues).
Task 5: Choose the correct answer that you would use when you apologise.
1 ________I am late there was an accident on the road this morning.

A. I sorry B. sorry me C. I’m sorry D. Excuse
2 __________ I shouted at you. I was angry.
A. Pardon? B. Excuse me? C. I am really sorry D. It is ok
3 What is the best response to this apology, “I heard you didn’t pass the exam, sorry.”?
A. It is not good. B. It is my pleasure C. Thanks, my dear. D. Oh! no matter.
3. How would you say if you didn’t hear what others said?
A. Pardon? B. I am sorry not to hear that C. Please forgive me. D. Pardon me.
4. One of the following is the appropriate way of apologizing for being late.
A. That’s ok. I am only late by 5 minutes. C. Don’t take it serious.
B. It is not my fault the bus was not available. D. I am sorry I am late but there was no taxi.
5. If a waiter says, “Sir, we don’t have any beer.” What would the customer say?
A. Well, I would like to have Mirinda then. C. I am sorry/Excuse me
B. What a bad news! Mirinda. D. You always tell me you don’t have beer.
Part 4: Grammar- Warning and Giving Advice
Task 6: Grammar Awareness
1. Study the following ways of warning and giving advice.
You should always follow instructions.

You ought to help your parents if they are ill.
You had better study hard.
You must always finish a course of medicine rather than stopping when you feel well.
Never take medicine that has been prescribed for someone else.
Perhaps you could be more careful about your diet.
16
2. With a partner rank the above ways of giving advice: from tentative advice to strong warning.
Discuss the reasons for your choices.
3. Assume that the youngsters in your surrounding are unaware of the dangers of HIV and its ways of
dissemination. Together with a partner sitting next to you, prepare an outline of advices which are
targeted changing their sexual habits.
Part 5: Writing
Task7: Writing an Advice Sheet
The government wants to persuade students to take the risk of AIDS in Ethiopia seriously. Write a
paragraph that addresses the government’s interest using any information you know about the disease.
Imagine this advice sheet is going to be used in high schools, universities and colleges to warn students of
the dangers of AIDS and offer advice on how to avoid it.
Markers for structuring and summarizing a talk
Here are some markers lecturers use for moving from one section of a talk to another:
Now the next important aspect … Now, I’d like to talk about….
Let me give you some examples of these… Having looked at …..
Let’s move on to talk about… Next…
Here are some markers speakers use for indicating that they are about to summarize what they have said.
So we have seen that…. In conclusion...

We’ve seen that…. In short…
Can you add any other markers to these lists?
Part 6: Vocabulary
Task 8: Vocabulary: Using topic relationships to learn words
1. The following words and phrases are used in the talk you have listened shortly about kinship and
marriage. Work individually to group them under the topics given below. Some words may fit into
more than one category. Ask the meanings of the words you do not know. Be ready to discuss your
answers.
Patrilineal exogamous bride divorce

Line of decent polygamous half-sister close kin
Distant kin kinship spouse inheritance
Respectable family monogamous household select a mate
Potential father socially acceptable genealogy go- between
Despised class marriage arrangement family ties
17
Concerned with Words

Kinship
Marriage
Task 9: Words of Greek and Latin Origin
1. Many English words are derived from Latin. If you know the Latin origin of the word or part of
the word, it can help you to work out the meaning. e.g.
Fraternity means brotherhood. (Frater means brother)
Paternal means fatherly. (Pater means father)
The words in column A are derived from Latin – words related to mother. Match the words with their
meanings in column B.
Column A Column B
1. Maternal a. mother is the head of the family

2. Matrilineal b. organizational system in which the ruler is the mother
3. Matriarch c. related on the mother side
4. Matricide d. motherhood
5. maternity e. murder of once mother
Now using this pattern write down other English words and their meanings that come from the Latin
words frater and pater.
2. In column A are words of Latin origin. Match these words with words from Column B to make
meaningful combinations (collocation).
Column A Column B
_____ 1. Maternal a. ceremony

_____ 2. Paternal b. care
_____ 3. Matrilineal c. affection
_____ 4. Marital d. plan
_____ 5. Maternity e. system
_____ 6. Fraternal f. organization
_____ 7. Patriarchal g. ward
18
_____ 8. Matrimonial h. love

i. Status
j. vows
3. Other English words are derived partly from Greek. For example, exo- means not related to, is
outside of, does not belong to.
Match the following words to their appropriate meanings.
A B
i. exodus A. not belonging to the same family line of descent
ii. exogamous B. drive out or get rid of evil spirits
iii. exorcise C. going out in great numbers
4. Mono in Greek means one, poly means many. Find a word referring to:
a. A belief in one God f. Belief in many Gods

b. Cultivation of one crop (What is the opposite?) g. A word having several syllables
c. A man having many wives h. A school teaching various arts or trades
d. A man having one wife i. A person speaking several languages
e. A woman having many husbands
5. Words ending in -cide refer to killing. These are derived from Latin. For example, patricide means
killing of one’s father. Can you work out words for the following?
A. Killing of one’s own brother or sister C. Murder, or killing of any human being
B. Killing of a whole group of people Killing
Part 7: Grammar : Active and passive constructions in descriptive writing
Active simple present
Form: Remember to add -s to third person.
Uses: We use this tense to express general truths. Other uses of the simple present active include describing habits, feelings, giving instructions, describing
programmed activities, and narrating.
e.g. He doesn’t usually take sugar in his coffee. She generally likes children.
The train to Dire Dawa leaves at 8:30 a.m. She has made such strong coffee.
Simple Present Passive

Form: am/is/are + past participle form of verb
Uses: We use the passive form when we do not know, or it is not known or it is not important to know who or what did the action; or when we don’t want to say
who did the action, or when there is an inanimate cause or agent. If we want to say who did or what caused the action, we use by. E.g. Children are given names by
their parents.
19
Task 10: Using active and passive constructions
A. Change the following active sentences into passive constructions.
a. They make these cars in Japan d. They mend the TV set.

b. You must not drop litter in the street. e. People need public transport.
c. Someone smashes our window lastnight.
B. Change the following passive sentences into active constructions.
a. Belete is offered a job by the university. d. Students are shown slides by the teacher.
b. You are sent the fax by my partner. e. They are given a discount by the manager
c. The people are promised new flats by the

mayor.
Part 8: Writing
Task 11: Writing a Descriptive Paragraph
In this section, you are going to write a paragraph with the following title: “A marriage ceremony I am
familiar with”.
1. This will be a descriptive paragraph, so you may find it useful to use some of the grammar points
we have looked earlier.
2. Time clauses.
3. You may use the guided approach below.
 Give a brief and general description of the people using two or three sentences (where they
live, how they live, etc)
 Describe the activities before the wedding.
 Describe the activities that take place during the wedding.
 Describe the events that take place after the wedding.
 Conclude your paragraph by referring back to it.
Part 9: Speaking
Task 12: Debate
Two groups are going to debate for and against the following motions. The groups will gather as enough
information from various sources they have access as they can to argue on the side they are given. The
motions are
20
a. The advantages of introducing modernization to traditional peoples are greater than the
disadvantages. Argue for or against.
b. Death penalty must be legal all over the world. Argue for or against.
c. Abortion must be legal all over the world. Argue for or against.
d. Homosexual (Gay/lesbian) marriage must be legal all over the world. Argue for or against.
Procedure
 All members of each group will contribute their arguments to support their sides so that they will
be given equal minutes.
 There will be chairperson who moderates the debates.
 All groups will prepare their cases outside class.
 Beginning with the strong idea of opposite group is recommended.
 The arguments should be supported by evidences, not by attacking the opponents’ idea negatively.
 Questions can be asked at the middle of discussion when the moderator gives chance.
Unit Four: Improving Study Practices

Part 1- Speaking: Learning Styles
Task 1: Brainstorming
1. Who was your favorite English teacher at school? Why?
2. Can you remember a situation where you felt you learned a lot of English? (It might have been at
school, at home, on the radio, etc.) Why do you think you learned a lot of English in that situation
or at that time?
3. If you have an interesting story about your learning of English, tell the class.
Task 2: Making use of abbreviations and symbols
Suggest symbols and abbreviation to correspond with the meanings given below and vice versa. Then,
discuss your answers with a partner. Write your answers in the table below.
21
Meaning symbol Meaning Abbreviation
therefore very
is the same as important
causes, leads to dept.
education
is greater than sp.
+ that is
is not the same as NGO
 govt.
grows, increases international
? organization
is smaller than usu.
Part 2: Grammar Awareness: Conditional Sentences
Task 3: What will happen if you study hard for any college test?
1. Study the following examples. Which sentences do express the above conditional type?
i. A real possibility that an action or event can occur now or will occur in future.
ii. A generalization or state which is habitually true.
a. If someone is oriented towards a communicative learning style, he/she doesn’t worry too much
about accuracy.
b. If someone prefers analytical learning, he/she likes to have things carefully planned and organized.
c. If you try out different learning strategies from both learning styles, you can find your own best
way.
d. If you practice speaking as much as possible, you will develop confidence in your oral skills.
e. If you learn words together in groups, it will help you to memorize them and you won’t forget
them.
iii. A further use of conditional sentences is to offer advice. e.g.
f. If you want to improve your confidence in speaking English, focus on the meaning you want to
express and don’t be afraid of making errors.
22
2. Put the Verbs in brackets into the gaps. Form a conditional sentence type I. Only use the will +
future in the main clauses.
Example: If I _______ (to go) to the cinema, I ________ (to watch) an interesting film.
Answer: If I go to the cinema, I will watch an interesting film.
1) If I____________ (to study), I_____________ (to pass) the exams.
2) If the sun ____________ (to shine), we ____________ (to walk) to the town.
3) If he____________ (to have) a temperature, he ____________ (to see) the doctor.
4) If my friends ____________ (to come), I____________ (to be) very happy.
5) If she ____________ (to earn) a lot of money, she____________ (to fly) to New York.
6) If we____________ (to travel) to London, we____________ (to visit) the museums.
7) If you____________ (to wear) sandals in the mountains, you____________ (to slip) on the rocks.
8) If Rita ___________ (to forget) her homework, the teacher ___________ (to give) her a low mark.
9) If they ____________ (to go) to the disco, they ____________ (to listen) to loud music.
10) If you ____________ (to wait) a minute, I ____________ (to ask) my parents.
Grammar Highlights: The first type of conditional sentence is a conditional sentence that shows a real
possibility that an action or event can occur now or will occur in the future.
The verb forms used are simple present (does/do) in the if clause and simple future
tense (will/shall/can/may + infinitive form or V1) in the main clause.
Task 4: What would happen if you studied hard for any college test?
Study the following examples of ways of expressing a possibility that an event may happen now or in the
future, while indicating that the event is somewhat uncertain or even unlikely to occur. We often say that
examples refer to unreal situations-events that we are imagining, but may probably not happen. In this
sense, they may be used to offer advice.
a. If you touched that bare electric wire, you would get a very nasty shock. (It would not be sensible
for you to touch the wire either now or in the future, so probably you will not do so.)
b. If you won the national lottery, you should buy a house. (That’s my advice, but there will be only
one winner and it is unlikely to be you.)
23
c. If you were to read novels in English regularly, you would become a much better. (It is possible
for you to spend more time reading novels, but I know you are also busy studying other courses, so
you may only read novels in English occasionally in future.)
1. Complete the following as conditional clauses type 2. Write out your answers.
a. If English _____________ (speak) outside classroom more regularly at university, students
________ (get) more practice and they ______________ (improve) their English.
b. If students ______________ (spend) more time reading for pleasure, they ___________ develop
their vocabulary in English greatly.
c. Students ________ (be) more confident about their writing when they _________ (come) to
university if they ___________ (have) more practice in writing at high school.
d. Students ___________ (enjoy) life at university during their first semester and ________ (learn)
better if they ____________ (feel) more relaxed.
e. Students _____________ (have) more opportunities for learning from their lecture if they _______
(be) more willing to ask questions and if they ____________ (seek) clarification whenever they
_________ (do) not understand.
Grammar Highlights: The second type of conditional clause is used to:
i. denote to something that is less likely to happen than a conditional 1.
ii. refer to now or a time in the future.
iii. offer advice.
The verb forms used are simple past tense (touched/were to touch) in the if clause and conditional
tense (should/would/could/might + infinitive form or V1) in the main clause.
Task 5: What would have happened if you had studied for any college test?
Study the following examples. Explain what they mean to your group members.
a. If there had been fewer students in my class, I could have learned much more at high school.
b. If there had been more books in our school library, I could have read more widely in English.
24
Conditional type 3 clauses are often used to express regrets about things that did not happen. The
examples above illustrate this function of conditional 3 clauses.
What do you regret about your past learning experiences? Read the following sentence beginnings. Select
any 3 sentence beginnings that fit your learning experiences and complete them.
1. If I had been able to use a good dictionary…………………………………….……...
2. If I had spent more time writing ……………………………………………...………...
3. If I had been able to practice speaking in English more often ………………………...
4. If I had learned how to take good notes ………………………………………….……
5. If I had been encouraged to read silently and quickly ………………………………...
6. If I had practiced writing essays at high school ……………………………………...
Grammar Highlights: The third conditional is often described as the impossible conditional. It expresses an imagined
situation which did not occur. It is often used to express regrets. The verb forms used are past perfect
(had done) in the if clause and conditional perfect (would have done) in the main clause.
Part 3: Reading
Task 6: Skimming for Gist
Read the text and answer the questions based on it. There is always only one correct answer. This
will help you:
 practice your reading skill

 prepare for the writing work later in this section
A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin
dropping. It wasn't much but, as I turned, my eyes caught the heads of several other people turning too. A
woman had dropped what appeared to be a dime.
The tinkling sound of a coin dropping on pavement is an attention-getter. It can be nothing more than a
penny. Whatever the coin is, no one ignores the sound of it. It got me thinking about sounds again.
We are besieged by so many sounds that attract the most attention. People in New York City seldom turn
to look when a fire engine, a police car or an ambulance comes screaming along the street.
When I'm in New York, I'm a New Yorker. I don't turn either. Like the natives. I hardly hear a siren there.
At home in my little town in Connecticut, it's different. The distant wail of a police car, an emergency
vehicle or a fire siren brings me to my feet if I'm seated and brings me to the window if I'm in bed.
25
It's the quietest sounds that have most effect on us, not the loudest. In the middle of the night, I can hear a
dripping tap a hundred yards away through three closed doors. I've been hearing little creaking noises and
sounds which my imagination turns into footsteps in the middle of the night for twenty-five years in our
house. How come I never hear those sounds in the daytime?
I'm quite clear in my mind what the good sounds are and what the bad sounds are.
I've turned against whistling, for instance. I used to think of it as the mark of a happy worker but lately
I've been associating the whistler with a nervous person making compulsive noises.
The tapping, tapping, tapping of my typewriter as the keys hit the paper is a lovely sound to me. I often
like the sound of what I write better than the looks of it.
1. The sound of a coin dropping makes people ...

A. think of money. C. pay attention to it.
B. look at each other. D. stop crossing the street.
2. People in New York ...

A. don't care about emergencies. C. are attracted by sounds.
B. are used to sirens. D. don't hear loud noises.
3. The writer ...

A. sleeps next to the window. C. believes in ghosts.
B. has lived in Connecticut for a long time D. is interested in fire engines.
4. How does the author relate to sounds at night?

A. He imagines sounds that do not exist. C. He thinks taps should be turned off.
B. He exaggerates quiet sounds. D. He believes it's rather quiet at night.
5. He dislikes whistling because ...

A. he is tired of it. C. it reminds him of tense people.
B. he used to be happier. D. he doesn't like workers.
6. What kind of sound does he find pleasant?

A. tinkling sound of a coin dropping C. tapping of his typewriter
B. clinking sound of keys D. creaking sounds
7. How does the writer feel about sounds in general?

A. They make him feel at home. C. He believes they are part of our lives.
B. He thinks they should be ignored. D. He prefers silence to loud noises.
26
Task 7: Interpreating Piechart, Pictures, and writing Summary
1. Interpreting Piechart
Look at the following piechart, which illustrates the most widely used family planning methods in
Ethiopia today, according to percentages. Then discuss these questions in pairs.
1. What would be a suitable topic for this pie graph?

2. Which method of family planning is most widely used?
3. Which method is next most popular?
4. Which is the third most popular?
5. Into which category or categories would traditional methods of family planning fall?
1.Write a short text to describe the data in the pie chart.
45 The pill
24.5% Sexual Abstinence

11.2% Periodic Abstinence
19. 3% Others
The Pill
Sexual Abstinence
Others
Periodic Abstinence
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
27
2. Interpreting Pictures
1. Look at the pictures below and think of what they mean to you individually. Then discuss in groups and
reflect your ideas to the class.
28
2. Tell the story shown in the sequence of pictures below. To what extent do you think the
message of the story is relevant for Ethiopian society?
29
Part 4: Vocabulary
Task 8: Using a Dictionary
In your reading, you encounter many new words every week. In order to learn these new words, it is
important to be able to use reference books. The most important one of these is a good dictionary. Any
dictionary is full of various kinds of information. Most dictionaries will tell you:
 How to spell words

 The meanings of words
 How words are used in sentences
 Hot to pronounce and stress words
 Whether a word is a noun, an adjective, a verb. etc
1. Words in a dictionary are listed in alphabetical order. So, the first thing to do is to check that you can
make use of the alphabet to find words in a dictionary. Do the following exercises as quickly as you can.
vocabulary questioning abbreviations strategies index
2. Try to do the following exercises fast. Put the following words into alphabetical order. Remember, if
two words begin with the same letter, look at the second letter and so on.
ignorance example meaning thick lessen
command yell charge listener wiper
throw themselves exact lighten drain
leopard leprosy chant ignorant meal
Part 5: Writing: Writing Summary of a Larger Text
Task 8: Summarizing
Write the summary of the following essay in only one paragraph which has from 8 to 10 sentences
on the space provided below.
Exams can be nerve-wracking and many students find it difficult to control their stress levels around this
time. Experts claim that there are, in fact, benefits to be gained from small amounts of stress since, in an
exam situation, adrenaline pumping round your body keeps you alert. However, very high levels of stress
can have a negative effect on the health of university students, which, in turn, can lead to a lack of
motivation and inability to study for exams successfully.
The most frequent reasons given by students for experiencing stress during exam periods are feeling under
pressure to succeed, worrying about the consequences of failing, the high level of competition at
university which does not encourage cooperation between students, a lack of knowledge about how to
30
study effectively, insufficient revision time before exams and inadequate practice of exam questions and
skills in lectures and tutorials.
Exam stress can manifest itself in a multitude of ways. The anxiety felt by students during exam periods
can cause symptoms which include constant tiredness, irritability, loss of appetite, indigestion, difficulty
sleeping, feeling generally unwell, an inability to relax, dizziness, migraine and even palpitations.
Experts, teachers and students themselves believe, therefore, that it is a good idea to take steps to prevent
stress from developing in the first place.
Sound, practical advice is often given to students both at the start of the academic year and in the run-up
to the exam period by teachers and counselors at universities in an attempt to help students prevent stress
from taking hold. The most useful tips include encouraging students to make a realistic study plan with
regular breaks for relaxation, to eat properly, to get enough sleep, to make time for other interests such as
sport and spending time with friends, to focus on key information in notes and not to get “bogged down”
and, finally, to ask friends for support since, according to the English proverb “a problem shared is a
problem halved”.
In conclusion, although students may dismiss stress prevention during exam periods as “easier said than
done”, an un-well candidate is unlikely to achieve good results. Three important tips to keep in mind
when preparing for exams are, therefore, to be organized, to balance work and relaxation and, finally, to
help fellow students since they are probably experiencing the same concerns.
Summary of the above text
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
31
32

Introduction To Management

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Introduction To Management

Hochgeladen von

Copyright:

Verfügbare Formate

Zion Technology and Business College Communicative English Skills

Unit One: Introductory Unit

Task 1- Getting Each Other

Questions for asking your partner about him/herself

3. Now introduce your partner to the other members of the group.

Number of students who

Part 2: Improving your Speaking and Listening

your ideas with your group.

1. Reflection on speaking to express your own meanings

2. Reflection on rehearsing for speaking

3. Reflection on Active listening

4. Reflection on Improving your spoken English

5. Reflection on your attitude towards working individually and in small groups

Part 3- Reading- What is involved in understanding text?

Task 3: What does effective reading involve?

4. So is it enough just to know the meanings of the words in a text?

Part 4: Vocabulary- Learning to Learn Vocabulary

Task 4: Building Your Vocabulary

Knowing its dictionary definition

Knowing its meaning in the context you are meeting it

Knowing the situations, it can be used in

Knowing what other words it can be used with

Knowing how the word changes depending on the grammar

Knowing its spelling

Knowing its pronunciation

2. Do we need to know a word exactly?

3. Other Ways of Learning and Remembering Vocabulary

 practicing using the words (e.g. In speaking and writing, etc).

 keeping a record of new vocabulary.

4. Keeping a Record of New Vocabulary

Verb Noun Adjective

widen wideness widening/ widened

beautify beautifulness beautiful/ beautifying

explain explanation explaining/explained

create creativity creative/ created/

Part 4: Learning to Use Grammar for Facilitating Meaning

Task 4: Is the sentence “I are your instructor,” accurate?

a. Who’s going to start, you or me?

Task 5: Changing the grammar, changes the meaning

a. Where do you live? b. Up to now, I have been living in Gondar.

Part 5: Writing: Personal Description

Task 6: Improving Your Writing Skills

Practice in process writing.

- a person who has had a major effect on your life

3. Revise your writing. Finally give it to your partner to read again.

Reflection on Process Writing

Reflection: Thinking about your attitude to fluency, accuracy and correction

Do you prefer only some of your errors to be corrected by the teacher?

Part I- Listening and note-taking

Task 1- Listening for markers of addition and relating

Markers of adding and relating

In addition, ………. A further point is that………………

Part 2: Grammar - Relative Clauses

Task-2: Study the following examples of relative clause

Kampala, which is the capital of Uganda, has a serious AIDS problem.

A person who is infected with AIDS is not likely to live long.

Use the examples above to answer the following questions.

1. Malaria, which it is a serious problem, is common in lowland areas.

Task 3: Public Speaking

Main point of talk:

TIPS on PUBLIC SPEECH

Task 4- Using components of a word as clues to the meaning

1. Study the meanings of the parts of the term HIV.