Livestock course 1

PROPAEDEUTIC

PREPARATORY STUDY OR INSTRUCTION

Unit 1

Technical English 1

Objectives:

This preparatory workshop will provide students a generalunderstanding of basic English grammar structures and atthe same time familiarize them with the various parts ofspeech.

Topics

1- Time to know about present simple tense2- Time to know about past simple tense3- Time to know about future tenses 4- Let`s learn about the subject5- Let’s study the verbs 6- Let’s revise the nouns7- Let’s have a look at adjectives 8- Let’s work on adverbs 9- English Spanish cognates and false cognates 10- Most common suffixes and prefixes

A. EXPERIENCE (A. VIVENCIA)

GROUP WORK (CON MIS COMPAÑEROS)

1- The teacher elicits general information about theexperience students might have in English. Thefollowing questions will guide this firstinteraction.

a- Who has studied English before? Where? For howlong? Etc…

b- Is it important to learn English? Why? (pptpresentation)

c- How do you think English should be learned?d- What do you hope to achieve at the end of this

course?

2- In groups students will read and discuss theinformation about simple present.

3- The teacher presents the topic providing clearexamples and enough practice.

B.SCIENTIFIC FOUNDATION B. FUNDAMENTACIÓN CIENTÍFICA.

1- Time to know about present simple tense

Hi everybody! I'm The Present Simple. I like habits androutines. I always do the same things and at the same time.For example, I always drink two glasses of milk in themorning and I usually arrive at school at twenty five pasteight. I often wear jeans and T-shirts. I love pop music.I also love animals and plants. I have a beautiful garden.I also like to take care of animals and to live in a farm.I don’t have pets at home now, but my grandparents have alot of animals in their farm.

The simple present tense in English is used to describe anaction that is regular, true or normal.

We use the present tense:

1. For repeated or regular actions in the present timeperiod.• I feed the animals every day.• The vet comes to the farm very month.

• A pig sleeps 7 hours a day.

2. For facts.• The President of Colombia wants to help smallholdersin Colombia. • A dog has four legs.• We come from Antioquia.3. For habits.• I get up early every day.• Carol brushes her teeth twice a day.• They travel to their country house every weekend.

4. For things that are always / generally true.• It rains a lot in winter.• Livestock systems occupy about 30 per cent of theplanet's ice-free terrestrial surface area.• They sell meat, milk and some fruits. They own a veryproductive farm.

Verb Conjugation & Spelling

We form the present tense using the base form of theinfinitive (without the TO).In general, in the third person we add 'S' in the thirdperson.

Subject Verb The Rest of the sentence

I / you / we /they

speak / learn English at home

he / she / it speaks / learns English at home

The spelling for the verb in the third person differsdepending on the ending of that verb:

1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z weadd -ES in the third person.

• go – goes• catch – catches• wash – washes• kiss – kisses• fix – fixes• buzz – buzzes2. For verbs that end in a consonant + Y, we remove the Yand add -IES.• marry – marries• study – studies• carry – carries• worry – worriesNOTE: For verbs that end in a vowel + Y, we just add -S.• play – plays• enjoy – enjoys• say – says

Negative Sentences in the Simple Present Tense

To make a negative sentence in English we normally useDon't or Doesn't with all verbs EXCEPT To B eand Modalverbs (can, might, should etc.).

• Affirmative: You speak French.Negative: You don't speak French.

You will see that we add don't between the subject and theverb. We use Don't when the subject is I, you,we or they.

• Affirmative: He speaks German.Negative: He doesn't speak German.

When the subject is he, she or it, we add doesn't betweenthe subject and the verb to make a negative sentence.Notice that the letter S at the end of the verb in theaffirmative sentence (because it is in third person)disappears in the negative sentence. We will see the reasonwhy below.

Negative Contractions

Don't = Do notDoesn't = Does notI don't like meat = I do not like meat.

There is no difference in meaning though we normally usecontractions in spoken English.

Word Order of Negative SentencesThe following is the word order to construct a basicnegative sentence in English in the Present Tense usingDon't or Doesn't.

Subject don't/doesn'tVerb*

The Rest of thesentence

I / you / we /they

don't have /buy eat / likeetc.

cereal forbreakfast

he / she / it doesn't eat red meat

* Verb: The verb that goes here is the base form of theinfinitive = the infinitive without TO before the verb.Instead of the infinitive To have it is just the have part.Remember that the infinitive is the verb before it isconjugated (changed) and it begins with TO. For example: tohave, to eat, to go, to live, to speak etc.Examples of Negative Sentences with Don't and Doesn't:

• You don't speak Arabic.• John doesn't speak Italian.• We don't have time for a rest.• It doesn't move.• They don't want to go to the party.• She doesn't like fish.

1- Students practice present simple tense using the following websites.

http://www.ego4u.com/en/cram-up/grammar/simple-present/form/exercises?05

http://www.agendaweb.org/

http://www.englisch-hilfen.de/en/

2 Time to know about past simple tense

Hello everybody! My name is Past Simple Boy because I am very nostalgic and I always talk about the past. This is anold picture of me. I was eighteen in this picture. It was thirteen years ago.

I studied at University at that time. I lived with my friends Radamel and James in a big and old apartment. We didn't study much and we enjoyed our life. Every weekend wewent to the disco and met new girls. I remember I had a girlfriend called Margarita.

I finished my studies in 20010. A year later I started to work as a Language teacher in a Secondary school. Life is not too bad, but those days were fantastic!

2.1 First students work individually responding to the following questions. Then, students will share the answers to the group.

Do you know about your parents' life when they wereyoung?

1- Where were your parents born? 2- Where did they meet?3- When did they get married?4- Where did they study in school?





2.2 Read the information about simple past and havefun practicing with the websites.

Simple Past FORM

[VERB+ed] or irregular verbs

Examples:

You called Debbie.Did you call Debbie?You did not call Debbie.

USE 1 Completed Action in the Past

Use the Simple Past to express the idea that an actionstarted and finished at a specific time in the past.Sometimes, the speaker may not actually mention thespecific time, but they do have one specific time in mind.

Examples:

I saw a movie yesterday.I didn't see a play yesterday.Last year, I traveled to Japan.Last year, I didn't travel to Korea.Did you have dinner last night?She washed her car.He didn't wash his car.USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completedactions in the past. These actions happen 1st, 2nd, 3rd,4th, and so on.

Examples:

I finished work, walked to the beach, and found a niceplace to swim.He arrived from the airport at 8:00, checked into the hotelat 9:00, and met the others at 10:00.Did you add flour, pour in the milk, and then add the eggs?

USE 3 Duration in Past

The Simple Past can be used with a duration which startsand stops in the past. A duration is a longer action oftenindicated by expressions such as: for two years, for fiveminutes, all day, all year, etc.

Examples:

I lived in Brazil for two years.Shauna studied Japanese for five years.They sat at the beach all day.They did not stay at the party the entire time.We talked on the phone for thirty minutes.A: How long did you wait for them?B: We waited for one hour.

USE 4 Habits in the Past

The Simple Past can also be used to describe a habit whichstopped in the past. It can have the same meaning as "used

to." To make it clear that we are talking about a habit, weoften add expressions such as: always, often, usually,never, when I was a child, when I was younger, etc.

Examples:

I studied French when I was a child.He played the violin.He didn't play the piano.Did you play a musical instrument when you were a kid?She worked at the movie theater after school.They never went to school, they always skipped class.

USE 5 Past Facts or Generalizations

The Simple Past can also be used to describe past facts orgeneralizations which are no longer true. As in USE 4above, this use of the Simple Past is quite similar to theexpression "used to."

Examples:

She was shy as a child, but now she is very outgoing.He didn't like tomatoes before.Did you live in Texas when you were a kid?People paid much more to make cell phone calls in the past.

1- Students practice simple past tense using the following websites.

http://www.ego4u.com/en/cram-up/grammar/simple-past







Be going to

PredictionAccording to the weatherforecast, it’s going to

be sunny tomorrow.According to the weatherforecast, it’ll be sunny

tomorrow

3- Time to know about future tenses

Today I'm going to fly to Manchester to visit my family.I'm going to be there for two weeks. Oh! Hello friends, I'mthe Going to Boy, because I always have a lot of new plansand intentions, for example: my friend Mister Will. MisterWill and I are going to open a fantastic Language Schoolnext March in Manizales. We are going to have a lot ofstudents and I' m going to get married with my girlfriendCarmela soon, she is a beautiful Spanish girl. She isn'tgoing to come with me to Manchester this time, but she'sgoing to come next summer to meet my mum and dad. Andthat's all for now because it's 2:30 and I'm going to missthe bus to the airport.

Be going to vs. will

Prior Plan -- StrongIntention

He’s busy this evening. He’sgoing to have dinner with his

Prediction on the Basisof Present Evidence

Look at the sky. It’s going to snow.

Form of going to Future

positive negative question

I I am going to speak.

I am not going to speak.

Am I going to speak?

you / we / they

You are going to speak.

You are not going to speak.

Are you going to speak?

he / she / it

He is going tospeak.

He is not going to speak.

Is he going to speak?

Form of will Future

positive negative question

no differences

I will speak.

I will not speak.

Will I speak?

Refusal of anInvitation / RequestWe asked him to helpour committee, but he

will not do itGeneral TruthsPlants will die if theydon’t get enough water

Willingness --Volunteering (no prior

plan)A: I need some milkfrom the store. B:

Okay, I’ll get it foryou.

Will

1- Students practice future tenses using the following websites.

http://www.ego4u.com/en/cram-up/grammar/future-1-will

http://www.ego4u.com/en/cram-up/grammar/future-1-going-to



4- Let’s learn about the subject

What is a subject?

The subject is one of the main two parts of a sentence. According to traditional grammar, a sentence consists of two parts:

a subject, a predicate which modifies the subject.

Consider the following sentence:

Leila loves painting.

Leila is the subject and likes painting acts as the predicate.



http://www.ego4u.com/en/cram-up/grammar/future-1-going-to

http://www.ego4u.com/en/cram-up/grammar/future-1-will

The subject relates its constituent (a noun phrase) by means of the verb to any other elements present in the sentence (objects, complements and adverbials.)

Types of Subjects

A subject may be one word or several words.

(1) The subject may be just a single word: a noun or a pronoun. In this first example, the proper noun Felix is thesubject of the sentence:Felix laughed.

In the next example, the personal pronoun he is the subject:He laughed.

(2) The subject may be a noun phrase--that is, a word groupmade up of a head noun and any modifiers, determiners (suchas the, a, her), and/or complements. In this example, the subject is The first person in line:The first person in line spoke to the television reporter.

(3) Two (or more) nouns, pronouns, or noun phrases may be linked by and to make a compound subject. In this example, the compound subject is Winnie and her sister:

Winnie and her sister will sing at the recital this evening.

Examples of subjects

Nurses are on strike. (subject with no determiners) The big man hurt him. (a noun phrase introduced by

a determiner) Driving is what I like most. (Gerund) To write poems is difficult. (Infinitive) That he worked hard is a fact. (a clause) I/you...like soccer. (subject pronouns) It rains often here. (dummy subject)

http://www.myenglishpages.com/site_php_files/grammar-lesson-infinitive.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-determiners.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-determiners.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-direct-indirect-object.php

4.1 Directions: Identify the subject and verb in each of the following SIMPLE sentences. Underline the subject or verb using colors.

1. John played the piano. 2. The girl skipped rope. 3. The waitress had cleaned off the table.. 4. The custodian was shampooing the carpet.. 5. There were two stuffed animals on the bed.. 6. There had been a table in the corner.. 7. George W. Bush is President of the United States.. 8. Hilary Clinton seems well qualified for a government position. 9. Julie is athletic. 10. Juan was quite muscular.

4.2 Directions: Identify the subject and verb in each of the following COMPLEX sentences. Underline the subject or verb using colors. 1. When John played the piano, he made no errors. 2. After the girl skipped rope, she went in for lunch... 3. While the waitress had cleaned off the table, she had not wiped off the salt shaker.. 4. Because the custodian was shampooing the carpet, we could not schedule the room.. 5. Although there were two stuffed animals on the bed, thechild wanted her stuffed monkey.

6. Even though there had been a table in the corner, now Jim did not want one there.. 7. While George W. Bush is President of the United States, he is pursuing terrorism. 8. Because Hilary Clinton seems well qualified for a government position, she may run successfully for office. 9. While Julie is athletic, she remains quite feminine. 10. Because Juan was quite muscular, he successfully liftedthe weight.

5- Let’s study the verbs

What is a Verb?

The verb is perhaps the most important part ofthe sentence. A verb or compound verb asserts somethingabout the subject of the sentence and express actions,events, or states of being. The verb or compound verb isthe critical element of the predicate of a sentence.In each of the following sentences, the verb or compoundverb is highlighted:

Dracula bites his victims on the neck.The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.Here the compound verb "will plant" describes an actionthat will take place in the future.

My first teacher was Miss Siegel, but I remember thejanitor Mr. Thomson more vividly.In this sentence, the verb "was" (the simple past tense of"is") identifies a particular person and the verb"remember" describes a mental action.

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/tenses.html#tenses

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/usetense.html#simple%20past

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/subjpred.html#predicate

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/subjpred.html#subject

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/vbcmpd.html#compound%20verb

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/subjpred.html#sentence

Charles bicycled around the world in 1899, but his diariesand his bicycle were destroyed.In this sentence, the compound verb "were destroyed"describes an action which took place in the past.

5.1 Circle the action verb in each sentence below.

1. Sal listens to his favorite song.2. Craig hits the baseball over the fence.3. The little pig grunts.4. The roof of the house leaks.5. The hunter searches for a deer.6. Dr. Gold examines his patient.7. The bluebird in the tree sings beautifully.8. The football team dashes out of the locker room.9. Paul reads The Adventures of Tom Sawyer.10. Mrs. Gray buys a roll of paper towels at the store.

5.2 Sometimes a verb cannot work alone. It needs a helper. These helpers are called helping verbs.

Example:We are walking to the park.

The word walking is the main verb. The word are is a helping verb.

The word walking wouldn't make sense in the sentence without a helping verb.Here is a list of common helping verbs: am, is, are, was, were, will, would, can, could, has, have, had, may, might

A. Underline the main verb in each sentence and circle the helping verb.

1. I am going hiking next Saturday.2. My father and my brother, George, are coming with

me.3. We have gathered all the equipment we need.4. We will walk for almost ten miles.

5. The three of us might sing while we walk.6. 11. Martin was hoping they would find the perfect

dog.7. 12. I can whistle.8. 13. Can you whistle?9. 14. Lisa was chirping like a bird.10. 15. Cole is making bird sounds too.

6- Let’s revise the nouns

6.1 Definition

A noun is the name of a person, place, thing, or idea.Whatever exists, we assume, can be named, and that name isa noun. A proper noun, which names a specific person,place, or thing (Carlos, Queen Marguerite, Middle East,Jerusalem, Malaysia, Presbyterianism, God, Spanish,Buddhism, the Republican Party), is almost alwayscapitalized. A proper noun used as an addressed person'sname is called a noun of address. Common nouns nameeverything else, things that usually are not capitalized.

A group of related words can act as a single noun-likeentity within a sentence. A Noun Clause contains a subjectand verb and can do anything that a noun can do:

What he does for this town is a blessing.

A Noun Phrase, frequently a noun accompanied by modifiers,is a group of related words acting as a noun: the oildepletion allowance; the abnormal, hideously enlarged nose.There is a separate section on word combinations thatbecome Compound Nouns — such as daughter-in-law, half-moon,and stick-in-the-mud.

6.2 Circle the nouns in the following song and checkvocabulary. (Sing along as a group)

A NOUN IS A PERSON, PLACE, OR THING

Music & Lyrics: Lynn Ahrens

Sung by: Lynn AhrensLink: https://www.youtube.com/watch?v=zzlQ0wciXM0

Well every person you can know,And every place that you can go,And any thing that you can show,You know they're nouns.A noun's a special kind of word,It's any name you ever heard.I find it quite interesting,A noun's a person, place or thing.

Oh I took a train, took a train,To another state.The flora and the fauna that I saw were really great.But when I saw some bandits chasing the train,I was wishing I was back home again.I took a train, took a train,To another state.

Well every person you can know...(Like a bandit or an engineer.)And every place that you can go...(Like a state or a home.)And any thing that you can show...(Like animals and plants or a train.)You know they're nounsYou know they're nouns, oh!

Mrs. Jones is a lady on Hudson Street.She sent her dog to bark at my brother and me.We gave her dog a big fat bone,And now he barks at Mrs. Jones.She's a lady who lives on Hudson Street.

Well every person you can know...(Mrs. Jones, a lady or a brother.)And every place that you can go...(Like a street or a corner.)

https://www.youtube.com/watch?v=zzlQ0wciXM0

And anything that you can show...(Like a dog or a bone.)Well you know they're nounsYou know they're nouns, oh!

I took a ferry to the Statue of Liberty.My best friend was waiting there for me.(He took an early ferry.)We went for a walk on the island you know,And in the middle of summer it started to snow when...I took a ferry to the Statue of Liberty.

Well every person you can know...(Like a friend or the captain of a ship.)And every place that you can go...(An island or a sea.)And anything that you can show...(Like a statue, a ferry or snow.)Well you know they're nounsYou know they're nouns, oh!

I put a dime in the drugstore record machine.Oldie-goldies started playing - you know what I mean.I heard Chubby Checker, he was doing the twist,And the Beatles and the MonkeesIt goes like this.I put a dime in the drugstore record machine.

Well every person you can know...(The Beatles and the Monkees; Chubby Checker.)And every place that you can go...(Like a neighborhood or a store.)And anything that you can show...(Like a dime or a record machine.)Well you know they're nouns.

A noun's a special kind of word,It's any name you ever heard.I find it quite interesting,A noun's a person, place or thing.A noun is a person, place or thing.

6.3 Regular nouns

Plural Nouns PartyA Plural Noun is more than one person, place or thing. We usually add an s toshow that a noun is plural. If a noun ends in x, ch, sh, ors, we add an es to the word.

Examples: cat = cats glass = glasses dish = dishes

Directions: Write the plural noun of the words below.cat ______ lunch ________fox ______ ash _________class _____ tax _________house _____ bush ________box _______ boot ________mess ______ bunch _______brush ______ sock ________guess ______fan _________

If a noun ends in with the letter y, we change the y to ie and add s to make it plural.

Directions: Write the plural of each noun on the lines below.

party ____________________cherry ___________________penny ___________________candy ___________________berry ____________________bunny ___________________family ___________________lady ____________________city ____________________

6.4 Irregular plurals of nouns

Introduction

Although most nouns have plurals formed according to regular rules (see Regular Plurals of Nouns), some nouns have unusual, or irregular plurals.

Types of irregular plural

There are many types of irregular plural, but these are themost common:

Noun type Forming the plural Example

Ends with-fe

Change f to vthenAdd -s

knife kniveslife liveswife wives

Ends with-f

Change f to vthenAdd -es

half halveswolf wolvesloaf loaves

Ends with-o Add -es

potato potatoestomato tomatoesvolcano volcanoes

ends with-us Change -us to -i

cactus cactinucleus nucleifocus foci

ends with-is

Change -is to -es

analysis analysescrisis crisesthesis theses

ends with-on

Change -on to -a phenomenon phenomena

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/plural.htm

Noun type Forming the plural Example

criterion criteria

ALL KINDS

Change the vowelorChange the wordorAdd a different ending

man menfoot feetchild childrenperson peopletooth teethmouse mice

Unchanging

Singular and pluralare the same

sheepdeerfish (sometimes)

6.5 Students will practice irregular plural nouns using thefollowing websites.

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irrplu1.htm


http://www.myenglishpages.com/site_php_files/grammar-exercise-plural.php#.Uwz9JON5NCY7- Let’s have a look at adjectives.

All About Adjectives

What is an adjective? English just wouldn't be the samewithout these descriptive words.

What is an adjective?

http://www.myenglishpages.com/site_php_files/grammar-exercise-plural.php#.Uwz9JON5NCY

http://www.myenglishpages.com/site_php_files/grammar-exercise-plural.php#.Uwz9JON5NCY





Adjectives are simply words used to describe or modifynouns (people, places, things) and pronouns (e.g., I, she,he, it, they, etc.) by depicting, quantifying, oridentifying them. What can make them confusing is that theydon't always immediately signal to readers that they areadjectives. Luckily, there's a foolproof method ofidentifying these tricky descriptors: simply find thenoun/pronoun in a sentence and decide if there are anywords that describe it. Consider the following example:

Your friend (noun) ripped my football (adjective) jersey(noun)!

While you may be tempted to identify football as a noun(which it most often is), closer inspection reveals thatfootball is actually describing the jersey, telling us whatkind of jersey it is, which therefore makes football anadjective. In this case, your is actually an adjective, butwe'll get to that later.

Proper placement for adjectives

Another signal that a word is an adjective is itsplacement; it usually precedes the noun/pronoun itmodifies. However, this is not always so. When anindefinite pronoun (e.g., something, someone, anybody) ismodified by an adjective, the adjective follows thepronoun, as in:

Anyone capable of hating kittens is someone awful.

Learn to list adjectives in a sequence properly

Being able to identify adjectives is one thing, but forthose who often make mistakes in English, the orderadjectives must follow when listed in a series may beconfusing. It can seem arbitrary at first, but there is abasic order you should use:

Determiners: Are articles and other limiters (e.g., a,your, the, five, her).

Observations/Opinions: Describes what is thought about thenoun (e.g., pretty, expensive, delicious).Size: Describes how big or small the noun is (e.g., small,big, tiny, enormous).Age: Describes how young or old the noun is (e.g., young,old, ancient, new).Shape: Describes what shape the noun is (e.g., round,square, flat).Color: Describes what color the noun is (e.g., blue,pinkish, green).Material: Describes what the noun is made of (e.g., wood,cotton, silver, metal).Origin: Describes where the noun is from (e.g., American,eastern, lunar).Purpose/Qualifier: Describes what the noun is used for orwhat it does (e.g., racing [as in racing car], sleeping [asin sleeping bag]).The noun: The word that is being described.It is also important not to overuse adjectives. Two orthree well-chosen adjectives are more than sufficient.Consider this sentence: She had an expensive, big, long,blue, cotton, Coleman sleeping bag. While technicallycorrect, the abundance of adjectives should be avoided infavor of something simpler, such as: She had an expensive,blue sleeping bag.

Of course, as with most rules in English, there areexceptions to this order. For example, you may switchopinion and fact (such as size) adjectives for emphasis: Hehad a big, ugly truck.

Coordinate and non-coordinate adjectives

You may now be wondering how to punctuate adjectives,especially if there is more than one before a noun. Thereare several easy rules. If the adjectives are coordinate,use commas to separate them. If they are non-coordinate, nocommas are needed. There are two simple tests to identifycoordinate adjectives:

1. Does the sentence still make sense if you insert andbetween the adjectives?

He had a big and ugly truck.

2. Does the sentence still make sense if you rearrange theadjectives?

He had an ugly, big truck.

Both sentences still make sense, which means the twoadjectives (big and ugly) are coordinate adjectives and acomma should be used. Non-coordinate adjectives will notmake sense if you rearrange them or if you insert andbetween them. Consider this example:

Mark's two black shirts were in the laundry.

It would not be correct to say:

Mark's two and black shirts were in the laundry.

Nor would it be correct to say:

Mark's black two shirts were in the laundry.

In this example, two and black are non-coordinateadjectives, so there is no need to place a comma betweenthem. We also advise against using a comma between thefinal adjective and the noun being described as this willlikely result in an awkward or possibly incorrect sentence.A comma shouldn't be used if the adjective is modified byanother word either:

It was an especially sad movie.

Especially modifies the adjective sad, not the noun movie,so you do not use a comma.

Other types of adjectives to watch for

There are several other types of adjectives you shouldknow:

1. Possessive adjectives: My, your, his, her, their, our,and its.

Your friend ripped my football jersey.

Your is a possessive adjective in this sentence. Itdescribes whose friend ripped the shirt.

2. Demonstrative adjectives: That, those, this, these, andwhat.

That car is really fast.

In this sentence that modifies car. It tells us which caris really fast.

3. Interrogative adjectives: Which and what.

What medicine does she need to take?

Here, what modifies medicine. It is asking what specifictype of medicine is required.

4. Indefinite adjectives: These refer to somethingidentifiable but not specific. Some common indefiniteadjectives include all, another, something, none, one,several, and many.

Many people went to the party.

In this sentence, many modifies people, telling us moreabout who attended the party.

There is much to learn about adjectives, but just rememberthey generally answer three questions about a noun: Howmany? What kind? Which ones?

7.1 students will practice about the use of adjectives using the following websites:

http://www.k12reader.com/subject/adjective-worksheets/

http://www.k12reader.com/subject/adjective-worksheets/

http://www.k5learning.com/free-grammar-worksheets/adjectives

7.2 Circle the adjectives in the sentences below. Then underline the noun it describes. 1. Sandy picked the pink roses. . 2. A tiny spider crawled up the wall. 3. Alex wiped his dirty hands. 4. Tomorrow is going to be a hot day! 5. We looked up at the tall building. Now it is your turn to write a sentence. After you write the sentence, circle the adjective and underline the noun it describes. Then, draw a picture of your sentence in the box.

Your own sentence: ______________________________________________________________________________________________________________________________



7.3 Circle the adjective(s) in each sentence below. Underline the noun it describes. 1. The kitten drinks warm milk from her bowl. 2. I ate a juicy apple for lunch. . 3. The chirping birds woke us up. 4. We had a picnic in the green grass. 5. My friend has curly hair. 6. Bears sleep in warm dens. 7. Tigers have dark stripes on their bodies. 8. The car had four flat tires. 9. I tasted the sweet ice cream. 10. We sat in the cool shade of the trees.

8. Let’s work on adverbs

The adverbs and the adjectives in English

Adverbs tell us in what way someone does something. Adverbs canmodify verbs (here: drive), adjectives or other adverbs.

Adjectives tell us something about a person or a thing. Adjectives can modify nouns (here: girl) or pronouns (here: she).

adjective adverb

Mandy is a careful girl.

Mandy drives carefully.

She is very careful.

Mandy is a careful driver. This sentence is about Mandy, the driver, so use the adjective.

Mandy drives carefully. This sentence is about her way of driving, so use the adverb.Form

Adjective + -ly

adjective adverb

dangerous dangerouslycareful carefullynice nicelyhorrible horriblyeasy easilyelectronic electronically

irregular forms

good wellfast fasthard hard

If the adjective ends in -y, change -y to -i. Then add -ly.

happy - happilybut: shy – shyly

If the adjective ends in -le, the adverb ends in -ly.Example: terrible – terribly

If the adjective ends in -e, then add -ly.Example: safe – safely

Tip: Not all words ending in -ly are adverbs.adjectives ending in -ly: friendly, silly, lonely, uglynouns, ending in -ly: ally, bully, Italy, melancholyverbs, ending in -ly: apply, rely, supply

There is no adverb for an adjective ending in -ly.

Use of adverbsto modify verbs:The soccer team played badly last Saturday.

to modify adjectives:It was an extemely bad match.

to modify adverbs:The soccer team played extremely badly last Wednesday.to modify quantities:There are quite a lot of people here.

to modify sentences:Unfortunately, the flight to Dallas had been cancelled.

Types of adverbs1) Adverbs of manner quicklykindly2) Adverbs of degreeveryrather3) Adverbs of frequencyoftensometimes

4) Adverbs of time nowtoday5) Adverbs of place herenowhere

How do know whether to use an adjective or an adverb?

John is a careful driver. In this sentences we say how Johnis - careful.If we want to say that the careful John did not drive the usual way yesterday - we have to use the adverb: John did not drive carefully yesterday.

Here is another example:I am a slow walker. (How am I? -- slow --adjective)I walk slowly. (Ho do I walk? -- slowly -- adverb)

Adjective or Adverb after special verbs

Both adjectives and adverbs may be used after look, smell and taste. Mind the change in meaning. Here are two examples:

adjective adverb

The pizza tastes good.(How is the pizza?)

Jamie Oliver can taste well.(How can Jamie Oliver taste?)

Peter's feet smell bad.(How are his feet?)

Peter can smell badly.(How can Peter smell?)

Do not get confused with good/well.Linda looks good.(What type of person is she?)Linda looks well.(How is Linda? -> She may have been ill, but now she is fit again.)How are you? - I'm well, thank you.One can assume that in the second/third sentence the adverb well is used, but this is wrong.well can be an adjective (meaning fit/healthy), or an adverb of the adjective good.

Conclusion: Use the adjective when you say something about the person itself.Use the adverb, when you want to say about the action.

8.1 An adverb gives more information about a verb in a sentence. It usually answers the questions: how, how much, where, or when.

B. Circle the adverbs and adverbial phrases in each sentence.

Underline the verb that the adverb or adverb phrase modi es.fiCheck answers: file:///C:/Users/user/Documents/Adverb12_Identifying_Adverbs.pdf

1. Alexandra practiced soccer frequently.2. Jeffrey always wanted to be an astronaut.3. Aaron’s father sang the song loudly.4. The small girl eagerly licked her ice cream cone.5. My parents will arrive tomorrow.6. We skied on the tallest mountain.7. Alice fell into the rabbit hole.8. We expect rain all week.9. The angry bear in the forest growled menacingly.10. The captain quickly boarded the boat anchored in theharbor.11. The show will begin soon.12. The sneaky snake slithered swiftly and silently. 13. Jessica and Ashleigh are reading their books in theyard.14. My next-door neighbors often visit their grandmother.15. Janie and her friend play hopscotch on the sidewalk.

8.2 Identifying Adverbs: Circle the adverbs in thefollowing sentences.

../../../C:/Users/user/Documents/Adverb12_Identifying_Adverbs.pdf

../../../C:/Users/user/Documents/Adverb12_Identifying_Adverbs.pdf

(1) I attend church everySunday faithfully. (2) When Justin had hiscrayons stolen, Kimberlyselflessly bought him a newset. (3) Alexander went to thecompany meetingreluctantly. (4) When Paige spilled hersoda,Zachary generously gave herhis.(5) After the late show, Idraggedmyself wearily into bed.(6) Garrett evenly handedthe cookies out to thechildren.(7) Molly quietly tiptoedpast her sleeping father. (8) Hannah stroked the cattenderly while it laysleeping in her lapquietly. (9) Connor carefully wroteout his answers to eachmath problem.

(10) We visited the zooyesterday but the snakehouse was closed.(11) The writer becameextremelyannoyed by his neighbor’sextremely loud music.(12) We will be eatinglunch outside so that wecan enjoy the fine weather.(13) William carelesslyforgot to put his name onhis homework.(14) I awkwardly wrote myname with my left hand.(15) Angela fondlyremembered the friends shehad at her old school.(16) We drove down to thepolice station torightfully claim ourreward.(17) Mark ran quickly tothe payphone andfrantically called the firedepartment.(18) I hastily finished myhomework just before classbegan.

9. English Spanish cognates and false cognates

Cognates are words that are similar in English and another language (in this case, Spanish).False cognates: a word in a language that looks or sounds similar to a word in another language but means something different.

True cognates

A anaconda anaconda

animal animalB banana banana

bicycle bicicletaC camera cámara

chimpanzee chimpancécoyote coyote

crocodile cocodriloD desert desierto

diamond diamanteE elephant elefanteF family familia

flower florfruit fruta

G garden jardíngiraffe jirafagorilla gorila

H helicopter helicópterohippopotamus hipopótamo

I insects insectosisland isla

J jar jarraL lemon limón

lion leónM machine máquina

map mapamicroscope microscopio

music músicaN nectar néctar

nervous nervioso(a)O ocean océanoP paper papel

penguin pingüinopiano piano

R rock rocaradio radio

S secret secretosurprise sorpresa

T telephone teléfonotelevision televisión

tomato tomateU uniforme uniforme

V vegetables vegetales

False cognates (false friends)

ENGLISH-SPANISH SPANISH-ENGLISHActually: en realidad Actualmente: currently,

at presentAdvice: consejo Aviso: warning

Argument: discusión Argumento: plot, storyCarpet: alfombra, moqueta Carpeta: file, folderCasualty: víctima, baja en

combateCasualidad: chance,

accidentConference: congreso Conferencia: lecture,

talkConstipation: estreñimiento Constipado: cold

Diversion: desvío Diversión: funEducated: culto Educado: polite, well-

manneredEmbarrassed: avergonzado Embarazada: pregnantExciting: interesante,

entretenido, emocionante.Excitante: stimulating

Exit: salida Éxito: successFlan: tarta de frutas Flan: caramel custard

Gracious: afable, cortés Gracioso: funnyIdiom: modismo, dicho Idioma: language

Large: grande Largo: longIllusion: espejismo Ilusión: hope, thrillLecture: Conferencia Lectura: readingLibrary: biblioteca Librería: bookshopMiserable: triste Miserable: shamefulMisery: tristeza Miseria: poverty

Motorist: conductor de coche Motorista: motorcyclistNotice: anuncio, letrero, aviso Noticia: news item

Parcel: paquete Parcela: plot of landParents: padres Parientes: relativesPetrol: gasolina Petróleo:

petroleum, crude oilScholar: erudito, sabio,

estudiosoEscolar: schoolchild

Sensible: sensato Sensible: sensitive

Stranger: forastero Extranjero: foreignerSympathetic: compasivo Simpático: nice,

pleasantVicious: agresivo, feroz Vicioso: dissolute

person

9.1 EXERCISES

A. Read the following sentences and decide which of thewords in bold are false cognates. (false cognates are also called false friends)

1. John is such a sensible person; he always knows thebest thing to do in any situation.

2. I wasn´t actually there, but I heard it was a fantastic party.

3. Steve is so insecure; he always asks us to help himmake a decision.

4. She had good intentions, but everything went completely wrong.

5. He was so embarrassed that his face turned bright red.

B. Match each false friend with it correct meaning.

1. demonstrate a. take away

2. sensible b. very big

3. remove c. a place where you can borrow

4. actually d. very unhappy.

5. embarrassed e. kind, understanding

6. large f. something positive which you achieve

7. sympathetic g. practical, reasonable

8. library h. really, in fact

9. success i. uncomfortable or ashamed

10. miserable j. take part in a march or meeting in order to show support.

C. Complete the sentences with the false friends in Exercise B.

1. I haven´t got an encyclopedia at home so I have to go to the ..............

2. The students plan to .............................against the new law.

3. She was very ...............................when I told her my terrible story.

4. Daniel was ...................................when everyone saw what he had done.

5. The bookshop in the town center has got a ......................selection of books.

6. Please.........................your books from the table immediately!

7. I wasn´t at the party last night. Tell me what........................happened

8. Everyone wished him .............................and happiness in his new job.

9. Everyone agreed that he had made a ..............................decision.

10. Marta was...............................when she heardshe had failed the exam.

11- Most common suffixes and prefixes

Prefixes and suffixes

Prefixes and suffixes are sets of letters that are added tothe beginning or end of another word. They are not words intheir own right and cannot stand on their own in a sentence: if they are printed on their own they have a hyphen before or after them.PrefixesPrefixes are added to the beginning of an existing word in order to create a new word with a different meaning. For example:word prefix new wordhappy un- unhappycultural

multi-

multicultural

work over- overwork

space cyber-

cyberspace

market

super-

supermarket

SuffixesSuffixes are added to the end of an existing word.

For example:

word suffix new wordchild -ish childish

wor -er worker

ktaste -less tasteless

idol

-ize/-ise

idolize/idolise

like -able likeable

The addition of a suffix often changes a word from one word class to another. In the table above, the verb like becomes the adjective likeable, the noun idol becomes the verb idolize, and the noun child becomes the adjective childish.

Word creation with prefixes and suffixesSome prefixes and suffixes are part of our living language, in that people regularly use them to create new words for modern products, concepts, or situations.

For example:word prefix or suffix new wordsecurity bio- biosecur

ityclutter de- declutte

r

media multi- multimedia

email -er emailer Email is an example of a word that was itself formed from a new prefix, e-, which stands for electronic. This modern prefix has formed an ever-growing number of other Internet-related words, including e-book, e-cash, e-commerce, and e-tailer.

11.1 Prefixes exercise

a- Add a prefix to each of the following words to make newwords.If you get stuck on one, move onto the next one and then goback to it.

Prefixes you might needUn- dis- re- mis- de- im- In- Il- non anti pre

-

_____clockwise _____code _____prove_____behave _____visible _____able_____sense _____connect _____play_____possible _____fiction _____frost_____place _____mind _____wind_____fix _____appear _____obey_____lucky _____view _____cover_____legal _____happy _____honest_____healthy _____chief _____serve_____sent _____historic _____ fair

11.2 suffixes exercise

C. Complete the sentences with the write suffixes.

'I would like to put my head down on a (comfor) __________ pillow ! '

- 'Don't be so nasty! (friend) _____________ mustbe our ideal.'

- 'I suppose you won't help me! You (hard) _______ ever work . '

- 'Grumpy, can you please show me how to work? I will be your (train) _________’

- ' Your anger is (child) _______Grumpy, and Dopey will do his best, I'm sure ! '

- ' You don't (real) ___________ that my job is a serious one. ' He could be (injure) _________ ! '

Author: Andrés Giovanny Medina Castro

Level: Technology

Subject: ESP English for specific purposes level 1.

Unit 1:

Name of the workshop: Livestock production: recent trends, future prospects

LIVESTOCK PRODUCTION COURSE

WORKSHOP Nº.1

LIVESTOCK PRODUCTION: RECENT TRENDS, FUTURE PROSPECTS

Objectives:

1- To have a general idea about modern tendencies and future advancements in livestock production.

2- To reflect on the threats that farmers may encounter to keep a sustainable business.

3- To describe the positive and negative effects of livestock systems on the natural resources.

4- To improve technical vocabulary related to livestock production.

A. EXPERIENCE (A. VIVENCIA)


1- Students work in groups to know each other and atthe same time to share their life projects.

2- Students check understanding of the key wordsshowed below.

3- Students work in groups to write short definitionsand examples of the key words.

KEY WORDS AND EXPRESSIONS

Pre- reading tasks1-Students will have some time to answer the following

questions.a- Do you think that the demand for livestock products

is increasing or going down? Why?b- How livestock farming contributes to improving

smallholder farmers in the area?

2-Students read the article and take notes of ideas theyconsider of interest. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

livestock

livestock

systems breeding animal

welfare

genetic gains

terrestrial

surface

smallholder

farmers

vulnerable

communities

providers crops demand

for

__________________________________________________________________________________________________________________________________________________________________________ .

LIVESTOCK PRODUCTION: RECENT TRENDS, FUTURE PROSPECTS

The livestock sector globally is highly dynamic. Indeveloping countries, it is evolving in response to rapidlyincreasing demand for livestock products. In developedcountries, demand for livestock products is stagnating,while many production systems are increasing theirefficiency and environmental sustainability. Historicalchanges in the demand for livestock products have beenlargely driven by human population growth, income growthand urbanization and the production response in differentlivestock systems has been associated with science andtechnology as well as increases in animal numbers. In thefuture, production will increasingly be affected bycompetition for natural resources, particularly land andwater, competition between food and feed and by the need tooperate in a carbon-constrained economy. Developments inbreeding, nutrition and animal health will continue tocontribute to increasing potential production and furtherefficiency and genetic gains. Livestock production islikely to be increasingly affected by carbon constraintsand environmental and animal welfare legislation. Demandfor livestock products in the future could be heavilymoderated by socio-economic factors such as human health

concerns and changing socio-cultural values. There isconsiderable uncertainty as to how these factors will playout in different regions of the world in the comingdecades.

Livestock systems occupy about 30 per cent of the planet'sice-free terrestrial surface area (Steinfeld et al. 2006)and are a significant global asset with a value of at least$1.4 trillion. The livestock sector is increasinglyorganized in long market chains that employ at least 1.3billion people globally and directly support thelivelihoods of 600 million poor smallholder farmers in thedeveloping world (Thornton et al. 2006). Keeping livestockis an important risk reduction strategy for vulnerablecommunities, and livestock are important providers ofnutrients and traction for growing crops in smallholdersystems. Livestock products contribute 17 per cent tokilocalorie consumption and 33 per cent to proteinconsumption globally, but there are large differencesbetween rich and poor countries (Rosegrant et al. 2009).

Livestock systems have both positive and negative effectson the natural resource base, public health, social equityand economic growth (World Bank 2009). Currently, livestockis one of the fastest growing agricultural subsectors indeveloping countries. Its share of agricultural GDP isalready 33 per cent and is quickly increasing. This growthis driven by the rapidly increasing demand for livestockproducts, this demand being driven by population growth,urbanization and increasing incomes in developing countries(Delgado 2005).

3- Students work in groups to share the ideas or phrases selected from the article.

4-Students write on white bond paper and discuss some conclusions.

B. SCIENTIFIC FOUNDATION B. FUNDAMENTACIÓN CIENTÍFICA.

INDIVIDUAL WORK (TRABAJO INDIVIDUAL)

1- Students read the article and answer the mainquestion.

Pre-reading tasks

a- Verb synonyms:

1- Match the verbs on column A with a synonym incolumn B.

Verbs A Synonyms Bto agree Complementto increase Emphasizelead to Alleviateto adapt Familiarizeto mitigate Bring onto add Riseto highlight Approve

2- Match the nouns on column A with a synonym incolumn B.

Nouns A Synonyms Bgrowth Sectorsassessments Assetdevelopments new ideasmallholder someone who owns a very small

farminnovation Advancesinvestment ValuationsFronts Development

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=farm

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=small

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=very

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=a

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=owns

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=who

http://www.macmillandictionary.com/search-thesaurus/british/direct/?q=someone

Note: the nouns used for this exercise are highlighted inblue in the text.

3- Students read the following article and write aparagraph giving answer to the main question.

General conclusions about the future for livestock systems

Several assessments agree that increases in the demand forlivestock products, driven largely by human populationgrowth, income growth and urbanization, will continue forthe next three decades at least. Globally, increases inlivestock productivity in the recent past have been drivenmostly by animal science and technology, and scientific andtechnological developments in breeding, nutrition andanimal health will continue to contribute to increasingpotential production and further efficiency and geneticgains. Demand for livestock products in the future,particularly in developed countries, could be heavilymoderated by socio-economic factors such as human healthconcerns and changing socio-cultural values.

In the future, livestock production is likely to beincreasingly characterized by differences between developedand developing countries, and between highly intensiveproduction systems on the one hand and smallholder andagro-pastoral systems on the other. How the various drivingforces will play out in different regions of the world inthe coming decades is highly uncertain, however. Of themany uncertainties, two seem over-arching. First, canfuture demand for livestock products be met throughsustainable intensification in a carbon-constrainedeconomy? Some indications have been given above of theincreasing pressures on natural resources such as water andland; the increasing demand for livestock products willgive rise to considerable competition for land between food

and feed production; increasing industrialization oflivestock production may lead to challenging problems ofpollution of air and water; the biggest impacts of climatechange are going to be seen in livestock and mixed systemsin developing countries where people are already highlyvulnerable; the need to adapt to climate change and tomitigate greenhouse emissions will undoubtedly add to thecosts of production in different places; and the projectedgrowth in biofuels may have substantial additional impactson competition for land and on food security.

A second over-arching uncertainty is, will future livestockproduction have poverty alleviation benefits? Theindustrialization of livestock production in many parts ofthe world, both developed and developing, is eithercomplete or continuing apace. The increasing demand forlivestock products continues to be a key opportunity forpoverty reduction and economic growth, although theevidence of the last 10 years suggests that only a fewcountries have taken advantage of this opportunityeffectively (Dijkman 2009). Gura (2008) documents manycases where the poor have been disadvantaged by theindustrialization of livestock production in developingcountries, as well as highlighting the problems andinadequacies of commercial, industrial breeding lines, onceall the functions of local breeds are genuinely taken intoaccount. The future role of smallholders in global foodproduction and food security in the coming decades isunclear. Smallholders currently are critical to foodsecurity for the vast majority of the poor, and this roleis not likely to change significantly in the future,particularly in SSA. But increasing industrialization oflivestock production may mean that smallholders continue tomiss out on the undoubted opportunities that exist. Thereis no lack of suggestions as to what is needed to promotethe development of sustainable and profitable smallholder

livestock production: significant and sustained innovationin national and global livestock systems (Dijkman 2009);increasing regulation to govern contracts along foodcommodity chains, including acceptance and guarantee ofcollective rights and community control (Gura 2008); andbuilding social protection and strengthening links to urbanareas (Wiggins 2009). Probably all of these things areneeded, headed by massive investment, particularly inAfrica (World Bank 2009).

It is thought that humankind's association withdomesticated animals goes back to around 10 000 BC, ahistory just about as long as our association withdomesticated plants. What is in store for this associationduring the coming century is far from clear, although it issuffering stress and upheaval on several fronts. The globallivestock sector may well undergo radical change in thefuture, but the association is still critical to thewellbeing of millions, possibly billions, of people: inmany developing countries, at this stage in history, it hasno known, viable substitute.

C. PRACTICE (C. EJERCITACIÓN)

What is the future for livestock systems globally?

________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

D. IMPLEMENTATION (D. APLICACIÓN)


4- Case study Nº 1

Farm animal welfare

These case studies from livestock producers all over theworld provide examples of how humane and sustainablefarming is working. From small scale dairy producers in theHighlands of Kenya that keep their cows on pasture, tolarge scale chicken production in the most industrializedstate of Brazil - animal welfare is at the heart of thesefinancially successful models of production.

Setting the scene: livestock farming in Namibia

The Namibian Agricultural Union estimates that 70 per centof the Namibian population is directly or indirectlydependent on agriculture for their livelihoods, with themain component being livestock.

In this country’s semi-arid, rainfed conditions, extensivegrazing is the only production system that can viablysustain the nation’s vibrant agricultural sector. Thoughoften seen as environmentally inefficient and providingonly a small amount of meat, countries like Namibia rely onextensive systems – in which animals graze outdoors freely– as the backbone of their rural economy. These systemshave a number of advantages: in addition to enabling betteranimal health and welfare, the appropriate management oflivestock grazing is vital to the maintenance ofpastureland and wider ecosystems. On the other hand, thehigh cost of production, limited food sources, adverseweather conditions, the lack of training programs oneffective low cost production systems and insufficientgovernment support to vulnerable communities; make

livestock production unsustainable and likely to be of lowquality.

1- Do you find similar scenarios in the local region asthe ones described in the case? Discuss with yourpartners and write some conclusions.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

2- Can you list specific difficulties that smallholderfarmers encounter in your area?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

3- Research question

How to increase high quality livestock goods production inyour local area, with the aim of improving the incomes ofsmallholder farmers?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

.

WORKSHOP Nº.2

ENTREPRENEUR AND ENTREPRENEURSHIP

Objectives:

After going through this lesson students should be able to:

1- Awake students’ desire to take up Entrepreneurship asa Career

2- Differentiate between Wage employment, Self-employmentand Entrepreneurship

3- Define and know the Meaning of the terms Entrepreneur and Entrepreneurship.

4- Learn about the Functions performed by an Entrepreneur5- Understand the Role of Entrepreneurship in Economic

Development6- Differentiate the roles of an Entrepreneur and a

Manager

ENTREPRENEUR AND

ENTREPRENEURSHIP

STRUCTURE

1- Introduction2- Concepts and definitions 3- Role of entrepreneurship in economic development4- Functions of an entrepreneur

5- Role of entrepreneurship in economic development6- Entrepreneur vs. Manager Relationship7- Self-assessment questions

1-INTRODUCTION

After finishing your graduation you will be at thecrossroads of life. You will face the dilemma of choosingwhat you have to do in life. The vast majority of humanbeings direct their activities towards earning a living,generating wealth and improving their standard of living.You can choose your career from two broad categories ofoptions – Wage Employment or Entrepreneurship. The term‘career’ signifies a continuous, ever evolving, everexpanding opportunity for personal as well as businessgrowth and development. We may define entrepreneurship as acareer in your own business rather than wage employment. Ifyou opt for a job then you will work for others. In caseyou opt for entrepreneurship you will be your own boss.

In case of wage employment one is engaged in routine workcarried on for others for which he receives salary orwages. He has to follow instructions and execute plans laiddown by his superior. One can choose to be employed inGovernment Service or the Public Sector or the Privatesector.

Do you know that there are millions of unemployed youth inthe country and by the time you graduate, this number wouldhave increased substantially? Do you want to be part of

that group which keeps knocking from pillar to post,checking with employment exchanges, relatives, friends, andneighbors and still not able to get a job to their likingand then settle for a second or third rate job?

1.1 Place the following phrases in the correctcategory.

Work for Others Follow Instructions Earning is fixed Own Boss Make own plans Creative activity Does not create wealth Can choose from- Government service Public Sector

Private Sector. Routine Job Creates Wealth, contributes to GDP (gross domestic

product). Can choose from- Industry Trade or Service Enterprise

Wage Employment Entrepreneurship

2- CONCEPTS AND DEFINITIONS

ENTREPRENEUR

An entrepreneur is a person who starts an enterprise. Hesearches for change and responds to it. A number ofdefinitions have been given of an entrepreneur- Theeconomists view him as a fourth factor of production alongwith land labour and capital. Still others feel thatentrepreneurs are innovators who come up with new ideas forproducts, markets or techniques. To put it very simply anentrepreneur is someone who perceives opportunity,organizes resources needed for exploiting that opportunityand exploits it.

The term entrepreneur is used to describe men and women whoestablish and manage their own business. The processinvolved is called entrepreneurship. Entrepreneurship is anabstraction whereas entrepreneurs are tangible people.Entrepreneurship is a process and an entrepreneur is aperson. Entrepreneurship is the outcome of complex socio-economic, psychological and other factors. Entrepreneur isthe key individual central to entrepreneurship who makesthings happen. Entrepreneur is the actor, entrepreneurshipis the act. Entrepreneurship is the most effective way ofbridging the gap between science and the market place bycreating new enterprises. An entrepreneur is the catalystwho brings about this change Computers, mobile phones,washing machines, ATMs, Credit Cards, Courier Service, andReady to eat Foods are all examples of entrepreneurialideas that got converted into products or services.

2.1 Can you identify 3 enterprising ideas, which can beexplored?

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ENTREPRENEURSHIP

Entrepreneurship can be described as a process of action anentrepreneur undertakes to establish his enterprise.Entrepreneurship is a creative activity. It is the abilityto create and build something from practically nothing. Itis a knack of sensing opportunity where others see chaos,contradiction and confusion. Entrepreneurship is theattitude of mind to seek opportunities, take calculatedrisks and derive benefits by setting up a venture. Itcomprises of numerous activities involved in conception,creation and running an enterprise.

According to Peter Drucker Entrepreneurship is defined as‘a systematic innovation, which consists in the purposefuland organized search for changes, and it is the systematicanalysis of the opportunities such changes might offer for

economic and social innovation. Entrepreneurship is adiscipline with a knowledge base theory. It is an outcomeof complex socio-economic, psychological, technological,legal and other factors. It is a dynamic and risky process.It involves a fusion of capital, technology and humantalent. Entrepreneurship is equally applicable to big andsmall businesses, to economic and non-economic activities.Different entrepreneurs might have some common traits butall of them will have some different and unique features.

If we just concentrate on the entrepreneurs then there willbe as many models as there are ventures and we will not beable to predict or plan, how and where, and when theseentrepreneurs will start their ventures.

Entrepreneurship is a process. It is not a combination ofsome stray incidents. It is the purposeful and organizedsearch for change, conducted after systematic analysis ofopportunities in the environment. Entrepreneurship is aphilosophy- it is the way one thinks, one acts andtherefore it can exist in any situation be it business orgovernment or in the field of education, science andtechnology or poverty alleviation or any others.

2.2 According to the definitions and your own ideas,write differences between entrepreneur andentrepreneurship.

ENTREPRENEUR ENTREPRENEURSHIP

Key Words

2.3 Identify six key words used in this section

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2.4 Check your progress

Give two examples each of

Government Service--------------------------------------------------------------------------

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PublicSector--------------------------------------------------------------------------------------

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PrivateSector-------------------------------------------------------------------------------------

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Industry---------------------------------------------------------------------------------------------

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Trade and Serviceenterprises-----------------------------------------------------------------

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3- ROLE OF ENTREPRENEURSHIP IN ECONOMIC DEVELOPMENT

Entrepreneurship is basically concerned with creatingwealth through production of goods and services. This results in a process of upwardchange whereby the real per capita income of a country rises overtime or inother words economic development takes place. Thusentrepreneurial development is the key to economicdevelopment. In fact it is one of the most critical inputsin the economic development of a region. It speeds up theprocess of activating factors of production leading to ahigher rate of economic growth, dispersal of economicactivities and development of backward regions. If a regionis unable to throw up a sufficient number of entrepreneursthen alien entrepreneurs usually step in to provide goodsand services needed by the people.

Entrepreneurship begets and also injects entrepreneurshipby starting a chain reaction when the entrepreneurcontinuously tries to improve the quality of existing goodsand services and add new ones. E.g. when computers came

into the market there was continuous improvement in themodels, their functions etc. like first generationcomputers, personal computers, laptops, palmtops etc. Notonly had this fostered the development of the softwareindustry, computer education institutes, computermaintenance and stationery units etc. but also otherindustries like banking, railways, education, travel,films, medical and legal transcriptions, business processoutsourcing etc.

3.1

4- FUNCTIONS OF AN ENTREPRENEUR

An entrepreneur frequently has to wear many hats. He has toperceive opportunity, plan, organize resources, and overseeproduction, marketing, and liaison with officials. Mostimportantly he has to innovate and bear risk.

Developing countries even the imitator entrepreneurs arevery important and the entrepreneurial role encompasses thefollowing:

A. Perception of market opportunitiesB. Gaining command over scarce resourcesC. Purchasing inputsD. Marketing the productsE. Dealing with bureaucratsF. Managing human relations within the firmG. Managing customer and supplier relationsH. Managing financeI. Managing production

J. Acquiring and overseeing assembly of thefactory

K. Industrial engineeringL. Upgrading process and productM. Introducing new production techniques and

products

FOUR PRIMARY CHARACTERISTICS OF SUCCESSFUL ENTREPRENEURS

5- ENTREPRENEUR vs. MANAGERRELATIONSHIP

Are all small entrepreneurs managers? Are all smallbusiness managers entrepreneurs? The terms entrepreneur andmanager are many times used interchangeably yet they aredifferent. An entrepreneur starts a venture then a managertakes over to organize and co-ordinate continuous

production. An entrepreneur is being enterprising as longas he starts something new then the routine day-to-daymanagement of the business is passed on to the manager. Themain differences between the two are summed up below:

Entrepreneur ManagerAn entrepreneur is involved with thestart-up process

A manager with running the businessover a long period of time

An entrepreneur assumes financial,material and psychologicalrisks

A manager does not have tobear risks

An entrepreneur is driven byperception of opportunity.

A manager by the resources he currently possesses.

An entrepreneur initiateschange.

A manager follows rules &procedures

An entrepreneur is his ownboss

A manager is a hiredemployee

An entrepreneur getsuncertain rewards

A manager gets fixed rewardsand salary.

6- SELF ASSESSMENT QUESTIONS

1. Distinguish between wage-employment, income-generation and entrepreneurship. 2. Discuss the main functions of an entrepreneur. 3. Explain the role of entrepreneurship in economic development. 4. Distinguish between entrepreneurs and managers. 5. “Entrepreneurs are born not made”. Discuss as a group.

6.1 Write a short summary including the answers to theself-assessment questions.

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Workshop # _____

BASIC CONCEPTS IN MANAGEMENT

Learning outcomes: The objectives of this lesson are toenable to define management; to describe the nature andscope of management; to know the difference betweenmanagement and administration; to understand various levelsof management; and to describe the various skills that arenecessary for successful managers.

1- Describe what management is 2- Explain the four functions of management

3- Describe different kinds of managers4- Explain the mayor roles and subroles that managersperform in their jobs.5- Explain what companies look for in managers6- 7-

Lesson Structure:

1.1 Introduction1.2 Definition of Management1.3 Characteristics of Management1.4 Management Functions/ the Process of Management1.5 Nature of Management1.6 Management Vs. Administration1.7 Levels of Management1.8 Managerial Skills1.9 The Manager and his job1.10 Principles of Management1.11 Significance of Management1.12 Summary1.13 Self -Assessment Questions

1.1 INTRODUCTION TO MANAGEMENT

A business develops in course of time with complexities.With increasing complexities managing the business hasbecome a difficult task. The need of existence ofmanagement has increased tremendously. Management isessential not only for business concerns but also forbanks, schools, colleges, hospitals, hotels, religiousbodies, charitable trusts etc. Every business unit hasSome objectives of its own. These objectives can beachieved with the coordinated efforts of several personnel.

Management is the integrating force in all organizedactivity. Whenever two or more people work together toattain a common objective, they have to coordinate theiractivities. They also have to organize and utilize theirresources in such a way as to optimize the results. Not

only in business enterprises where costs and revenues canbe ascertained accurately and objectively but also inservice organizations such as government, hospitals,schools, clubs, etc., scarce resources including men,machines, materials and money have to be integrated in aproductive relationship, and utilized efficiently towardsthe achievement of their gals. Thus, management is notunique to business organizations but common to all kinds ofsocial organizations.

Brief History of KFC

There are many inspiring stories about young entrepreneurs,who started a successful business and made some millions.But if you have missed doing this in your salad days, youshould not lose faith. Here is a story about a man in his60s, who founded one of the most popular companies from allover the world – KFC or Kentucky Fried Chicken.

Colonel Sanders was had not an easy childhood, as manyother kids. He learned how severe life can be from a veryyoung age. He started his work career at the age of 12, asa farmer boy and changed several different jobs until hegot 16. At this age he left home and joined the Americanarmy falsifying his birth date. After completing his armycommitment in Cuba, he began working again whatever hecould to make a living.

In his 40s, Sanders had a gas station in Cobrin. He beganoffering chicken meals to his customers to increase theirsatisfaction. He was serving the food at his own diningtable. His cooking was really tasty, and soon peoplestarted visiting him only to have a tasty chicken meal.Here is how everything started. Experiencing a growingdemand for his dishes, Colonel opened a restaurant on theroad with more than 140 seats. He developed a secretcooking recipe with 11 secret spices and the technique forpreparing the food, which is used today. Everything wentwell for the next decade, but his business didn’t expandedvery much. However, he was making a good living and wasslowly gaining popularity.

At the age of 60, 1950, Sanders began building histrademark – his face with goatee and glasses, that canstill be found on any KFC’s product. When he was 65, a newhighway was opened – The Interstate 75, which was moreconvenient for travelers, than the small road, whereColonel’s restaurant was. His sales quickly shrank and hefound himself on a pile of debt, that he had to pay withmuch less income. This crashed his business and he wasforced to sell the restaurant to pay the debts. At 65 hewas poor again, living on his pension checks amounting ahundred dollars monthly.

Sanders’ business completely crashed, but he didn’t giveup. In 1952 he came to the idea to sell his secret recipeto other fast food businesses. This happened to be awonderful and very profitable move. He was driving acrossthe country, cooking chicken meals for food businessowners. If they liked the meal, he got a contract to bepaid just 5 cent for every fried chicken sold. SlowlyColonel got back in the game. After a couple of years hehad more than 600 franchises selling his meals.

At the age of 74, 1964, The Kentucky Fried ChickenCorporation was sold for $2 000 000 dollars to a group ofinvestors headed by John Brown Junior. Sanders kept theCanadian franchises for himself and continued the businessthere. Later he founded the Colonel Harland Sanders Trustand a charity organization with the same name andtransferred the business assets there. His thrusts stillcontinue to sponsor some great causes nowadays.

As far as The Kentucky Fried Chicken Corporation isconcerned, it went public in 1966. A majority share of thecompany was acquired by Heublein Inc. for 285 million, in1971. In 1986 Kentucky Fried Chicken Corporation was boughtby Pepsi for 840 million dollars.

Today Kentucky Fried Chicken Corporation is the most famouschicken restaurant in the world. Every day more than 12million customers, from more than 100 countries have adelicious chicken meal made with the same secret recipethat Colonel developed several decades ago.

Learning Objectives

√ Develop critical thinking skills that will enable them toidentify and evaluate entrepreneurial opportunities, managerisks and learn from the results.

√ Understand the process that enables entrepreneurs withlimited resourcesto transform a simple idea into asustainable success.

√ Understand and apply fundamental aspects ofentrepreneurial thinking across disciplines and as a meansof personal empowerment.

√ Establish goals, identify resources and determine thesteps required to accomplish their goals.

√ Identify and interact with local entrepreneurs andbusiness owners within their own communities.

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http://www.wspa-international.org/Images/animal-welfare-standards-case-study_tcm25-33083.pdf#false

http://www.ifad.org/lrkm/region/pf/mg_91.htm

Entrepreneurship

http://www.ait.org.tw/infousa/zhtw/docs/enterp.pdf

http://wps.pearsoned.co.uk/ema_ge_barringer_entrep_3/139/35761/9155054.cw/index.html

http://www.du.ac.in/index.php?id=856

propedeutic

http://www.esdict.com/English-Spanish-Cognates.html#nouns http://www.colorincolorado.org/ educators/background/cognates/

http://www.colorincolorado.org/pdfs/articles/c o gnates.pdf

http://www.firstschoolyears.com/literacy/word/other/prefixes/worksheets/Prefixes%20Worksheet%20(1).pdf



http://www.colorincolorado.org/pdfs/articles/cognates.pdf

http://www.colorincolorado.org/educators/background/cognates/

http://www.colorincolorado.org/educators/background/cognates/

http://www.esdict.com/English-Spanish-Cognates.html#nouns

http://www.esdict.com/English-Spanish-Cognates.html#nouns

http://www.du.ac.in/index.php?id=856



http://www.ait.org.tw/infousa/zhtw/docs/enterp.pdf

http://www.ifad.org/lrkm/region/pf/mg_91.htm







http://www.firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm

http://www.tolearnenglish.com/english_lessons/suffix-exercises

http://www.prefixsuffix.com/rootchart.php

Propaedeutic de ingles

Primer session 4 horas

Modelo apa

Titulo

Contenido

Introducción

Palabras claves

Abstract

http://www.prefixsuffix.com/rootchart.php





WORKSHOP # 4

MINOR AND MAYOR SPECIES

INTRODUCCCION

This workshop provides an opportunity to discuss the valueof several minor and mayor species to national and regionaleconomies and to identify some of their characteristics, as

well as to offer students training on planning, production,marketing and some other aspects such as the leveraging ofavailable resources found in the farms to improve qualityof products and by-products originated from theseproductive processes.

Colombia counts with potential in production of minor andmayor species producing meat, milk and by-products. As aresult, it is crucial to have qualified farmers able togive answers to any adversity of the sector.

Animal production in the past decades has beencharacterized by the Intensification of farms and the rapidincrease in industrial holdings, mainly mono-gastric, inresponse to the high demand due to growing urbanization andoverall improvement in the income level. Most Globalproduction of meat and milk comes from a few species. Inmany rich countries livestock farms have tended to decreasein number and increase in size to compete, despite numeroussubsidies that are granted in these countries toagricultural production.

In developing countries, the Industrial models have alsoexpanded in order to supply the urban demand, whilesmallholders with mixed farming systems have not beeninvolved so far, except in rare cases of this growingmarket.

The reasons for this are varied and include lack oforganization in the production and marketing, the limitedoffer of appropriate technologies, limited andinappropriate livestock extension and the precariouspolitical will to create policies leading to enhance localand national small holders.

The negative impact on the local environment - pollution ofwater, air and ground-and rural development of industriallivestock farms using high inputs derived from fossilfuels, such as "green revolution" and more recently the

concern of climate change, has made reflect on the need toreturn to more natural production systems to harmonize withthe agricultural production, promote plant and animalbiodiversity, have a beneficial effect to the environmentand promote rural employment and development. For example,organic or biological production, a radical and alternativeresponse to high-input agriculture which is growingrapidly, mainly in rich countries.

Smaller animals, adjective referring to its size or itspopulation more than its potential significance, representan option of diversification for many small producers aimedto meeting local or regional market niche.

Objective:

The main objective is to awaken interest students,technicians and producers in the subject as a minor speciespromising alternative for income generation and improvementof the welfare of rural households. The most importantspecies will be addressed, but certainly at local will besome other species with potential for exploitation.

IMPORTANCE OF DIVERSIFICATION AND INTEGRATED SYSTEMS

Although large-scale farming systems are sustainable andefficient, as is the case of farms under conservationagriculture, direct seeding permanent soil cover and croprotation of grassland, opportunities to develop andmaintain an integrated system of high productivity, withmultiple species of plants and animals, are much higher insmall holdings. However, knowledge and direct humanintervention are essential for optimal management of thevarious system components.

In integrated mixed systems dimensional spaces aremaximized and optimize the use of energy and nutrientrecycling, reduced use of fossil fuels and external inputs.The presence of different species, both plants and animalsincreases with its partial contributions, totalproductivity of the system and complement each well inrelation to use of resources. There is a significantdecrease in the risk of both the producer of farmproduction and marketing to be independent of one productonly.

Role of smaller animals

The minor species considered domestic or semi-domestic mayplay a crucial role within mixed production systems becauseof their individual characteristics among which are thefollowing:

a- Relatively low level of initial investment andproduction costs

b- Independence of the scale of production

c- Flexibility and handling facilities

d- Fast growing number of animals

e- Value and demand for the products

In general, the smaller species require more attention andcare for head or per unit of product compared with large

animal species, and due to the availability of familylabor, including women, the elderly and children are moresuitable for aging at home, whether rural or suburban.

Considering nutritional and dietary requirements inrelation to the body size, the smaller species requirehigher nutritional value of feed to obtain the maximumexpression of genetic potential. As the size of the animaldecreases, food quality should increase and in many casesalso the type of food and presentation. Recognizing thisreality is essential for success in breeding and incompetitiveness.

Large errors, which led programs to fail, have beencommitted in wanting to feed the smaller species with lessquantity of type food, especially developed for largerspecies. Eg

African grasses for cutting or grazing are appropriate forcattle and buffalo but not for sheep and goats. Animalscertainly eat if they have no alternative, but if given achoice, would prefer higher quality forages (eg legumes,broad leaves). The same goes for rabbits and guinea pigs,which when herbivores, they are commonly offered cuttinggrasses of low quality, and being consumed, not so much bychoice but by necessity, is considered appropriate forthem.

High quality foliage, among which are the mulberry (Morusalba) , the Poppy (Hibiscus rosa - sinensis), sweet potatoor sweet potato (Ipomoea batata) , cassava (Manihotesculenta), Chaya (Cnidoscolus acunitifolius , Cnidosculoschayamansa) and Ramon (Brosicum alicastrum) and climbinglegume , butterfly pea (Clitoria ternatea ) Teramnus(Teramnus labialis) , forage soybean (Glycine wightii) ,perennial peanut (Arachis pintoi) and shrub, leucaena(Leucaena leucocephala ) , albitzia ( Albizia lebbek )

sesbania (Sesbania grandiflora), among many others, aremuch better choices as forage for small herbivores .

Food search, which is the basis of poultry extensively, canbe significantly improved and supplemented with local resources with few inputs.

Characteristics of minor species

The following table illustrates, on a comparative basis,the general characteristics of the minor species and itsmain products. The features, advantages and limitations ofthese species will be discussed in more detail.

Table 1: General characteristics of minor species

Animal spice product characteristicsMammalsgoat milk meat skin Hardiness,

prolificacy,acceptance, highperformance ofdairy breeds evenintropicalconditions

Creole Pork meat Hardiness,acceptance, valuepotentialmeat products

rabbit meat hairskin

Prolificacy,widespreadacceptance

guinea pig meat Hardiness, ease ofbreeding, highqualityMeat

Long hair sheep Meat sheepskin Prolificacy, meatyield, high demandmeat

Tepezcuintle (Eltepezcuintle seconoce localmentecomo paca, jochipintado, sari,guagua, lapa yguanta).

meat The high value ofmeat

BirdsOstrich Meat skin feathers Omnivorous, high

prolificacy, rapidgrowth, variedproducts

Creole hen Meat eggs Hardiness,acceptance, valueof products

Guinea hen meat Hardiness,acceptance

pigeon meat Ease of breeding,adaptation

American duck Meat eggs Hardiness, easehandle

Turkey Meat Hardiness, highseasonal demand

BatrachiansFrog Meat skin High reproduction,

high valueproducts

Molluskssnail meat Conservation

efficiency, highvalue product.

ReptilesIguana Alive animal

meatHigh productdemand as a petand meat.

Lizards Skin meat High skin demandInsectsbee Honey, wax, Benefits to

pollen, real jelly agriculture, highvalueproductscomplementary toagriculture

stingless bees honey Benefits toagriculture, highvalue of honey

Final conclusions

Except in special cases, the minor species have beenneglected by government programs and only those with thepotential for industrial exploitation rate have beentargeted by commercial houses. However, in the past, as inthe present and future, the smaller species have much tooffer the small producers to improve nutrition and familyincome for the wide variety of options, flexibility inraising and demand, current and potential products.

FAO provides technical assistance and information on theexploitation of the species children and has publishedseveral books., many of which are available in Internet.

Objectives:

1. Recognize general characteristic of caprina animals and ovine animals.

2- Identify basic aspects of so

Livestock course 1

Documents

Transcript of Livestock course 1