2018 Inglés con Propósitos

Específicos I
Universidad Nacional de General
Sarmiento - IDH

Autoras:
Di Gesú, Gabriela (coord.)
Barbero, Vanina
Colucci, Rosa
Gago, Cecilia
 IPE I – Unit 1 – 2018 Barbero, Colucci, Di Gesú, Gago

UNIT 1
Personal and Professional Profile
Introducing yourself in the Social Media
Read this definition from the online MacMillan Dictionary:

introduce - definition and synonyms

VERB [TRANSITIVE] /ˌɪntrəˈdjuːs/
1.
2. 1 to tell someone another person’s name when they meet for the first time
Have you two been introduced?

introduce someone to someone: I would like to introduce you to my friend Martin.

introduce yourself: He introduced himself as (=said his name was) Major Desmond Morton.

Source: https://www.macmillandictionary.com/dictionary/british/introduce

Class work. Talk to your teacher and classmates about these questions:

 When do you need to introduce yourself?

 What information do you usually give?
 How often do you introduce yourself in social media1?

Reading
Before you read

 What social media do you use?

 Have you heard of LinkedIn?
 Why do people use LinkedIn?

1
social media: websites and new technology platforms such as Instagram, Facebook or Twitter used by
people to interact on the internet using a computer or cell phone.

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Source: https://www.linkedin.com/in/quanhanwong/
Read this LinkedIn profile and label the information with these words. There is an
example:
full name (name and surname) – occupation – place of residence – work experience –
personal characteristics – photo

Quan Han W.
Information and Computer Engineering Student
at University of Cambridge
work Accenture
experience University of Cambridge
Cambridge, United Kingdom

A driven individual2 who is curious about the future

Class discussion. Use your cell phone and google these profiles:

 https://www.linkedin.com/in/tian-yi-ng-alex/

2
individual (noun): a person

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 https://www.linkedin.com/in/mohit-nalavadi-8a366088/?locale=de_DE

Then, discuss these questions with your teacher and classmates:

 How do these two profiles compare to Quan Han W.’s profile?

 How similar are the three profiles in organization and layout?
 Which part of the layout is more flexible or free? Why do you think so?

Language Focus: Personal information in a LinkedIn Profile

When you write your LinkedIn Profile, it is important to include your personality traits. This
gives your audience an idea of the kind of career person you are.
 Adjectives are used to describe personality. Remember to use positive adjectives, such
as curious, passionate, sociable, reliable, hard-working, etc.
Adjectives may appear in: In a noun phrase, the
main word is a noun, for
 noun phrases:
example “individual”.
A driven individual who is curious about the future

 sentences with the verb “to be”: The verb “to be” connects
the person with their
I am an enthusiastic and passionate individual… personality traits.

He is a resilient, driven and passionate

individual…

You can use the 1st person “I” or the 3rd person “he/
she” to write about yourself.

Remember to use the correct form of the verb “to be”.

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 It is also important to include some information about your course of studies or your
career. You can do it like this:
He is a resilient, driven and An –ing verb is used for
passionate individual, pursuing economy of words: “pursuing”
Mechanical Engineering in the means “who is pursing” (=
University of Manchester. “who is studying”)

Make sure you know the name of your course of studies. Choose from
this list: Mechanical Engineering, Electromechanical Engineering,
Chemical Engineering, Business Administration, and Economics.

If your course is not here, you can ask your teacher or explore these
university webpages for useful language:

http://explorecourses.stanford.edu/

https://ocw.mit.edu/courses/economics/

Writing your LinkedIn Profile

Activity 1. Individual work. Before you start writing, think of 2 or 3 adjectives3 that best
describe you as a student/ professional. Write them down here:
……………………………………………………………………………………………………………………………………………
Activity 2. Use the adjectives you selected in a noun phrase or sentence with the verb “to
be”. Then, add your course of studies and university using an –ing verb.
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

3
For a list of positive personality traits, visit https://www.englishclub.com/vocabulary/adjectives-
personality-positive.htm. For definitions and examples of positive adjectives, visit
https://www.vocabulary.com/lists/238935.

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Activity 3. Use Quan Han W.’s profile as a model to write your profile. Follow these steps:
1. include this information: full name (name and surname), occupation, place of
residence; work experience;
2. add your personality traits, course of studies and university;
3. choose a photo;
4. organize the information using the LinkedIn layout.

Save this work in your portfolio.

Listening. Meeting people

Audio # 1: edited from https://www.youtube.com/watch?v=niiaT0XzsdY.

Good morning.
Pleased to meet
you.
Pleased to
meet you too!

Listen and check what people say:

Conversation 1 Hello.

Conversation 2 Pleased to meet you.

Conversation 3 Nice to meet you!

Conversation 4 How do you do?

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Listen again and complete the conversations:

Conversation 1

A: How do you do? I’m Hilary Raisbeck.

B: And I’m David Kennett. …………………………………………..
Conversation 2

A: Good morning, ………………………………………….. Hilary Raisbeck.

B: ………………………………………….. . Yang Chong.
Conversation 3

A: Hello. I’m Anna Polsky.

B: …………………………………….. . My name’s Harold Brown.
Conversation 4

A: ………………………………………….., ………………………………………….. ?
B: Yes, I am.
A: I’m Sharon Ward. …………………………………………..

Language Focus: Meeting people

When we meet people, it is important to use a proper register. The register depends on the
situation. To use the right language, it is vital to understand this:

 Who are the people in the conversation?

 What’s the relationship between them?
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 Do they know each other?

 Where is the conversation taking place?
Please match sentences 1-8 with responses a-h. Then complete the columns with the right
responses.
1. Pleased to meet you. a. She is very well.
b. Nice to see you, Thanks!
too!

2. How are you?

c. No, I don’t. Let me
introduce myself. I’m
3. How do you do? Derek Norris.

4. Nice to see you again.

d. Pleased to meet
e. How do you do?
5. How is your wife? you, I’m Rolf.

6. Do you know my colleague?

f. Fine, and you?

7. Can I introduce myself? I’m

Luis Valvoa.
h. Pleased to meet
you, Dr. Keys. I’m
8. Good morning Sam. How g. Pleased to meet Sam O’Hara.
are you? Look, this is my you too.
colleague from Toronto. She’s
Dr. Keys.

Two people meeting for the first time Two people who know each other

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Speaking
Pair work. Use these situations to have short conversations. Use your real names.
Situation 1. You meet at a conference in Rio de Janeiro.
Situation 2. You are friends from secondary school. You haven’t met for 1 year. You meet at
the train station.
Situation 3. You are colleagues. You meet at the office after the weekend.
Situation 4. You meet at a trade fair in Santiago de Chile.
Now, change partners and practise the same situations.

Listening. Asking for and giving personal information

Audio # 2: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/getting-id-card
Before you listen
Match the words with the definitions. There is an example:

words definitions
ID card In the UK, a school for students aged 11-18.
form Your family name.
surname For example British, Japanese, Mexican.
address An identity card with a photo to certify who you are.
nationality A paper document with spaces for information.
secondary school The place where you live, including number of the house,
name of the road/street, name of the town/city and
postcode.

Listen to understand the situation. Check your answers with the class.

 How many people are taking part in the conversation?

 Who do you think they are?
 Where are they?
 What is the main topic of the conversation?

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Now listen and choose the correct option. Check your answers with a partner. Then check
with the class.
1. The student’s name is …
A) Abdul Saeed B) Ahmed Saeed C) Ahmed Suri
2. He’s…
A) 14 B) 15 C) 16 years old
3. He lives at …
A) 14 Spring Avenue, Leicester
B) 40 Spring Avenue, Lester
C) 40 Spring Avenue, Lemster
4. He’s …
A) Chinese B) Russian C) British
5. He goes to …
A) Newtown Secondary School B) Newtown College C) Newton Secondary School
6. His date of birth is …
A) 2nd July 1997 B) 2nd June 1998 C) 22nd June 1998
Listen again and number the questions in the order that you hear them. Check your
answers with a partner. Then check with the class. There is an example:
______ Can you spell that, please?
______ And what’s your nationality?
______ What’s your postcode?
______ What’s your date of birth?
______ Have you got a photo?
__ 1 __ Have you got the form?
______ What’s your address?
Class discussion. Discuss the following questions with your teacher and classmates:

 Do you have an ID card?

 When do you use it?
 What do you use it for?

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Language Focus: Personal information in conversations

 When you ask for personal information, use questions with the verb “to be”. For
example:
What’s your nationality? / Remember to use contractions in
Where are you from?
oral speech: What’s …? = What is …?
What’s your school?
“What’s your address?” is similar to
What’s your address?
“Where do you live?”

Activity 1. Can you write other questions with the verb “to be”? Then check with the class:
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
Activity 2. Pair work. Use the questions in Audio # 1 and the questions in Activity 1 to ask
and answer about personal information.
Example: Student A: What’s your date of birth?
Student B: 1st October 1998.

 If you need spelling, repetition or clarification, ask these questions:

Can you spell that?
For spelling words, you have to
Can you repeat that? learn the letters of the alphabet!
Can you say that again?

Activity 1. Pair work. Do you know the meaning of these internet acronyms? If you don’t,
google them. Then practise spelling them. Then check with the class.
SMS – DIY – LOL – FAQ – OMG – AKA – EOM – DGMW - THX

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Activity 2. Whole-class work. Do you use acronyms and/or abbreviations when text
messaging? Tell the class about them.

If you need to revise the letters of the alphabet, you can find
these websites useful:
https://www.youtube.com/watch?v=AIMrS6kC000

https://www.youtube.com/watch?v=EgzHCuzVKb8

 When referring to dates, use ordinal numbers:

You write… You say…

2nd June 1998 the second of June, nineteen ninety-eight
2/6/1998 The second of the sixth, nineteen ninety-eight

Activity 3. Pair work. Practice asking and answering about your dates of birth.

 If you ask for something, ask and answer like this:

Extract 1 Extract 2
Assistant: Have you got the form? Assistant: Have you got a photo?  REQUESTING
Student: Yes. Here it is. Student: Yes. Here you are.  HANDING IN

Activity 4. Pair work. Practice short dialogues, requesting and handing in the following
items:
a dictionary / a piece of paper / a spare pen / correction fluid / tissue paper /
your ID card / your driving licence

Practise the verb “to be” and ordinal numbers.

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Speaking
Situation 1. Pair work. Imagine you need to get your International Student Identity Card
(ISIC). Use the following flowchart to act out a conversation. One of you is the student and
the other one is the assistant. Ask your teacher for help to understand the chart.

Student Assistant

Greet. Say you want to get

your ISIC.
Respond. Request the form.
Hand in the form.
Ask for full name.
Say full name.
Request spelling.
Spell name and then surname.
Ask for nationality.
Say nationality.
Ask for address.
Give address.
Ask for repetition.
Repeat address.
Ask for name of university.
Say name of university.
Ask for date of birth.
Say date of birth.
Request photo.
Hand in photo.
Thank and hand in card.
Thank and say goodbye.

Situation 2. Pair work. Imagine you need to get your university library card. Use the chart
in Situation 1 as a guide. Make the necessary changes. Practice the dialogue. Then, record
it on your cell phone and email or whatsapp the recording to your teacher.

Read about the International Student Identity Card.

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Reading
Before you read
Class discussion. Talk to your teacher and classmates about these questions:

 What do you know about “Engineers Australia”? If nothing, please google it.
 Is there an organization like that in Argentina? If you don’t know, you can find out.
 Do you know the word “chat”? How/ When / In which situations do you use it?
 Read the title of the article. What does “chat” mean in that context? Can you find a
synonym in English?
While you read
You are going to read an adapted version of an interview published on
https://www.engineersaustralia.org.au/portal/news/quick-chat-wonder-science-ambassador

Read the interview and complete the chart:

Date of publication
Author
Topic

Find these acronyms in the text and explain what they mean:

 QUT:
 WoS:
Complete this chart about Dr Afsaneh Narimani:

Nationality
Place of residence
Studies
Present position
Likes/ interests

Personal traits

Class discussion. What exactly does Dr Afsaneh Narimani do as a Young Science

Ambassador? Read the answers to the 2nd and 3rd questions and explain what you
understand. You can do this in Spanish.

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Quick Chat with Wonder of Science Ambassador

Tuesday, 18 April 2017

Quick Chat with Wonder of Science (WoS) Young

Science Ambassador Dr Afsaneh Narimani

Afsaneh Narimani is an electrical design engineer from Iran. She holds a Master’s Degree in
Engineering from Queensland University of Technology (QUT). She is an active member of
WoS as a Young Science Ambassador.

What is your current job title and function?

I work at QUT as a Research Assistant. My team works on generation expansion planning of the
National Electricity Market and Queensland’s network to achieve the renewable energy target
scheme.

What does being a WoS Ambassador involve and what do you most enjoy about it?

It is a great opportunity to motivate young students to think about ‘what’ is happening in the real world
and investigate about ‘why’ things happen. I really like working with young people. They are creative
and they enjoy innovating, trying new ideas.

Why are programs like WoS important for the engineering profession?

Such programs help students find their future career pathways. One of the main aims of the program
is to help hidden talents shine.

What is the most recent book you read?

Lying on the Couch by Irvin D. Yalom. This book is amazing. I recommend it to everyone.

How would you describe yourself in three words?

Calm, patient and organised!

How do you achieve work/life balance?

I don’t work on holidays, I never do! Also, I plan my free time to use it efficiently. In this way, I enjoy
work and holidays in a balanced way.

What do you like doing in your spare time?

Hiking, reading books, watching movies and cooking.

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Language Focus: Jobs and Occupations

There are different ways to talk about jobs and occupations4. Look at the examples from
the text:
 To talk about jobs, use the verb “to be” + job. This is
general information. It refers to your occupation or Use A/ AN before the
to your university degree: job/ position.

Afsaneh Narimani is an electrical design

engineer from Iran.
 To talk about current position, use the verb “work” + [place] + position. This is more
specific information. It depends on the
organization of the place where you work: Study the pattern!
I work at QUT as a Research Assistant. I work at … as a/an ….

Speaking
Roleplay. Imagine you are at a conference and meet for the first time. Introduce
yourselves to each other5. Try to keep the conversation going. Ask about Include
nationality, job, current position, and so on.

Language Focus: Likes and Interests

Look at these examples from the text:
I enjoy work and holidays in a balanced way.
A: What do you like doing in your spare time?
B: [I like] Hiking, reading books, watching movies and cooking.

4
For a list of jobs with pictures, go to http://www.madridteacher.com/Activities/Files/jobs/print-jobs-
pictures-list-words.htm. For a list of jobs with explanations and extra vocabulary, visit
https://www.learnenglish.de/vocabulary/jobs.html. Or check other webpages.
5
For more phrases for introductions, go to the Moodle room.

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The most common way of talking about likes and interests is using verbs such as like, enjoy,
and love. Study the patterns:
 like/ enjoy/ love + noun:
I enjoy work and holidays…
I love science fiction films.
I like tea, but I prefer coffee.

 like/ enjoy/ love + verb –ing + [complement of the verb]:

A: What do you like doing in your spare time?
B: [I like] Hiking, reading books, watching movies and cooking.

Whole-class work. Walk around the classroom. Ask and answer about likes and interests.
Find:
 3 people who like playing football at weekends.
 2 people who likes sleeping in his/ her spare time.
 3 people who likes watching horror films.
 someone who likes studying at weekends.
 Someone who likes spiders.
 Someone who prefers salad to pizza.
 Someone who hates chocolate.
When you finish, report your findings to the teacher. She will record the results on the
board.

Listening. Interviewing about daily routines

Audio # 3: http://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice/interview-swimmer
Before you listen
Number the activities in order you perform them:
_______ Go to bed.
_______ Get dressed and have breakfast.
_______ Have classes or go to work.
_______ Have lunch.
_______ Wake up and have a shower.
_______ Have dinner and watch TV.

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Compare your answers with a partner. Discuss differences with your teacher and class.

Now listen to a conversation with a swimmer. Write TRUE or FALSE:

1. Dan gets up early.
2. He has a small breakfast.
3. He’s a student.
4. Dan has lunch at home.
5. He goes swimming after classes.
6. Dan watches TV or goes on the internet before bed.
Listen again and correct the false sentences.
Listen again and complete Dan’s diary with these activities:
get up/ go to university/ meet friends/ have lunch/ have breakfast
have dinner/ go swimming

Dan’s diary
5 a.m.
6 a.m.
8 a.m.
11 a.m.
2 p.m.
5 p.m.
7 p.m.

Language Focus: Habits and Routines

Read this extract from the interview with Dan, the swimmer:
Interviewer: When do you have lunch?
Dan: I have lunch at about 2 o’clock at the university.
Interviewer: What do you do after classes?
Dan: Sometimes I go to the gym and sometimes I meet my friends at a café.
Interviewer: What time do you have dinner?

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Dan: I have dinner at 7 o’clock, then I watch TV or go online and I usually go to bed
at 10 o’clock.
To talk about habits and routines, we use the verbs in the Simple Present Tense, like this:
I have lunch…
I go to the gym…
I meet friends…

Whole-class work. Complete the rules with examples from the interview with Dan and
the article about Dr Afsaneh Narimani:

SIMPLE PRESENT

AFFIRMATIVE Wh- QUESTIONS NEGATIVE

I/ you/ we/ they + verb Wh- + ………… + ………… + base I/ you/ we/ they + …………… +
form of the verb? base form of the verb
Examples: Examples: Examples:
What time do you get up?

He/ She/ It + verb + ………. Wh- + DOES + ………… + …………? He/ She/ It + DOESN’T + ………

Examples: Examples: Examples:

My team works on Dan doesn’t have lunch at
generation expansion home. (He has lunch at
planning university.)

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To give a more clear idea of daily habits or routine, we use:

 time expressions:
I have lunch at about 2 o’clock…
I have dinner at 7 o’clock…
Look at the order:

 Subject + verb + time expression

 Subject + frequency + verb
[+time expression]
 Sometimes + subject + verb

 frequency words or expressions:

Sometimes I go to the gym…
I usually go to bed at 10 o’clock.

 words that connect events in a sequence:

What do you do after classes?/ I have dinner at 7 o’clock, then I watch TV.

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Individual work. John is an accountant in the finance department of the regional branch
of a multinational. Look at John’s activities for the week, and then write sentences
indicating how often he does them.

Mon Tues Wed Thurs Fri

Have finance meeting

See customers

Have business lunch

Have English classes

Check the mail

Arrive at the office at 8:00

Leave office before 6:00 p.m.

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

Speaking about routines and habits

Individual work. Think about a typical day in your week. Then, complete your diary.

………………’s diary
….. a.m.
….. a.m.
…………….
…………….
….. p.m.
….. p.m.

Now think about what you do in your spare time (weekends, free time during the week,
etc.). Write your notes here:
……………………………………………………………………………………………………………………………………………

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……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
Pair work. Ask and answer questions about your routine and spare time activities.
Remember to use questions like this:
How often/ When/ What time do you…?
Do you… on (Fridays)?
You must find at least 3 activities in common. Write them down here.
Example: go fishing at weekends / have shower in the morning/ never eat lunch
at work

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
Whole-class work. Tell the class what you and your partner have in common. Examples:

My partner and I (never eat

lunch at work. I have lunch at
university and he/ she has
lunch at home). Both of us enjoy (outdoor
activities). We go (fishing
every weekend).

Write your own social media bio

Before you start writing, discuss these questions with your teacher and classmates:

 Do you use Twitter? If so, how often?

 What is a “Twitter bio”?
 Is there a limited number of words in a Twitter bio?

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Now, look at this sample bio:

Here’s a transcript:
I write books. Draw pictures. Record podcasts. Make movies. Have webinars. Give
speeches. Co-host a tweetchat. I need a nap.
Class discussion. Discuss these questions with the class:

 Why do you think the subject “I” is omitted in most sentences?

 Do you understand the humour in the bio?

Now, plan your Twitter bio. Follow these steps:

1. Think about a typical day in your week. Then, complete your diary.

………………’s diary
….. a.m.
….. a.m.
….. a.m.
…………….
….. p.m.
….. p.m.
….. p.m.

2. Now, write a paragraph about your typical day. Use time expressions, frequency words
and show a sequence of events.
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

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3. Can you add some humour to your daily routine? How? Write it down here:
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
4. Now you are ready to write your Twitter bio! Remember to add a photo. Follow Katie
Davies’ bio as a model for organization and layout.

Save this work in your portfolio.

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