MINISTÈRE DE L’ENSEIGNEMENT SUPERIEUR REPUBLIQUE DE CÔTE D’IVOIRE

ET DE LA RECHERCHE SCIENTIFIQUE Union – Discipline – Travail

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GROUPE E-CAMBONOU (SA)

ANNEE UNIVERSITAIRE 2022-2023

Établissement d’Enseignement Supérieur

Privé du Haut Sassandra

ANGLAIS 1 ANNEE ère

BTS
ENSEIGNANT
NDRI KOFFI SAMUEL
 TEXT 1

COMPANY ORGANIZATION
At the top of the company, the Chairman of the Board (a) is responsible to the shareholders and the day-to-
day running is the responsibility of the Chief Executive Officer (CEO) (b), who also has a seat on the
Board.
Five directors form the senior management committee of the company. Going from left to right on the
organization chart, we start with the Director of Finance (c), who runs his division with his Deputy (d).
Then we have the Director of Operations (e), who is responsible for production and logistics. The Factory
Manager (f) answers directly to him.
Next we have the Director of Marketing (g), who is also responsible for sales so the National Sales
Manager (h) reports to him on the activities of the whole sales team, which is divided into two regions,
north and south, each managed by a regional sales manager (i; j).
The Director of Human Resources (k) has Training and Development Manager (l) and a Compensation and
Benefits Manager (m), who look after the day-to-day running of her department.
Finally, the Director of Research and Development (n) runs a small but important division of the company.
She too reports directly to the CEO.
ACTIVTY 1: READING FOR COMPREHENSION 1
Example: 6-f
2
A. Vocabulary check: match each word with its definition
1. Chairman of the boar a. everyday activities
2. Shareholders b. someone who holds share in a company 3
3. Day-to-day running. c. direction committee
4. The Chief Executive Officer. d. general director
5. Management committee e. president of the board 4
6. A seat f. a place
B. : read the text and complete these sentences.
1. The …………………………………………is the most important manager. 5
2. The day-to-day running is the duty of the ……………………………………………………..
3. Production and logistics are the duty of the ……………………………………………………
4. The director of research and development conducts…………………………………………… 6 f
5. The compensation and benefit manager supervises ……………………………………………

ACTIVTY 3: Grammar:
Choose the correct answers
1. In the coming day people (created/have created/will create)…………………factories.
2. Managers often (rebuke/rebuked/ are rebuking)….....................................lazy workers.
3. They (fired/fire/are firing)…………………………………………..him two years ago.
4. We (have received/ receive/have been receiving)…………………………..the boss.
5. He has been running this company (since/during/for)……………………..a moment.
 6. English is (speaks/speaking/spoken)……………………………....in Ghana.
7. Now, I (visit/am visiting/visited)…………………………………the factory.
8. If they (take/took/taken)…………………………..me, I would worked hard.
9. The manager (does not/does not/not)………………………play with the job.
10. Next year, I (visited/visit/am visiting) ………………………the company.

ACTIVITY 4: translation.
Translate into French the two fist paragraphs of the text.
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TEXT 2
THE CLASSIFICATION OF BUSINESS ACTIVITIES
Every form of industrial enterprise falls into one of the four broad classifications that constitute
our industrial system:
a) Primary industries
b) Manufacturing industries
c) Distributive industries
d) Services industries
The first class industries provide the raw materials which are basic to the operation of a business
system. Often called the primary industries, they supply the products of agriculture, mining, oil
products, forestry and fishing.
Manufacturing industries are all those engaged in the process of manufacturing products from raw
materials. This process is carried out in factories and manufacturing plants throughout the country
and produces a wide variety of products; for example food products, clothing, wood and paper,
plastics, chemicals, petroleum products, iron and steel, rubber and machinery of all kinds.
The third category, the distributive industries are engaged in the process of distributing raw
materials and manufacturing goods. They move goods from producer to ultimate consumer. They
perform the functions of transportation, storage and marketing.
Finally, services industries are all those businesses and individuals which provide service to the
other processes. The number of individuals and businesses engaged in these industries is very
large. Their activities range from the professions such as doctors and accountant; financial
institution (for example: banks), communication (telephone and telegraph companies), utilities
(gas, water and electricity suppliers) and government departments.
ACTIVTY 1: READING FOR COMPREHENSION
A. Vocabulary check: choose the correct answer.
1. A raw material is:
a. manufactured product answer:………………………………………………
b. synthetic product
c. natural product.
2. The primary industry concerns:
a. services answer:…………………………………………………
b. manufacturing
c. agriculture.
3. Distribution industry:
a. transforms raw materials answer:………………………………………………..
b. transports goods and manufactured goods
c. transports services like bank, communication and utilities.
4. The agricultural products belong to:
a. service industry
b. primary industry. Answer……………………………………………….
c. manufacturing industry.
5. A consumer is
a. buyer
b. seller answer:……………………………………………………..
c. manufacturer.

B. Read the text again and answers these questions.

1. What are the different sectors of an industrial system?
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2. What is the role of the primary industry?
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3. Why is the distribution industry so important?
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4. Are raw materials important? Justify your answer.
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5. These jobs belong to which sector: a taxi driver, farmer, transporter of merchandise,
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Activity 2: grammar.
A. Report these sentences.
1. Every form of industrial enterprise falls into one of the four broad classifications that
constitute our industrial system
The manager said that:
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2. Manufacturing industries are all those engaged in the process of manufacturing products
from raw materials
They declared
that…………………………………………………………………………………………………
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.........................................................................................................................3. services industries
are all those businesses and individuals which provide service to the other processes.
He said that
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 4. They supply the products of agriculture, mining, oil products, forestry and fishing.
He said that:
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5. The number of individuals and businesses engaged in these industries is very large.
He said that:
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B. Complete with any, many, some, much.
1. ………………………workers are absent today.
2. People work in order to earn ………………………money.
3. Can I have …………………………..water with you?
4. Please pour ………………………water in the cooking pot.
5. I cannot lend you ……………………..money.

ACTIVITY3: Translation.
A. Translate these sentences into English.
1. Le président du conseil d’administration est un bosseur.
……………………………………………………………………………………………….
2. Le secteur agricole est le pilier de l’industrie de transformation.
……………………………………………………………………………………………….
3. L’industrie de distribution est d’une importance capital dans le system industriel.
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4. Le directeur des ressources Humaines rend compte au président directeur général.
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5. Ici le client est roi.
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B. Translate this passage into English.
“The third category, the distributive industries are engaged in the process of distributing raw
materials and manufacturing goods. They move goods from producer to ultimate consumer. They
perform the functions of transportation, storage and marketing”
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TEXT3 COOPERATIVES IN AFRICA

Women workers in the agriculture sector

In Africa, women are known to produce up to 80% of the food. Yet, when it comes to agricultural
inputs and services, the share going to women is small. They receive only 7% of agricultural
extension services, less than 10% of the credit offered to small-scale farmers, and own only 1% of
the land. In this context, women are often found concentrated in subsistence agriculture and
unpaid farm work. They are also excluded from more lucrative agricultural opportunities such as
cash crop production.

Cooperatives can change this. They can work for working women. Regardless of the sector they
belong to or the types of cooperative they represent, cooperatives are powerful vehicles of social
inclusion and political and economic empowerment of their members. Moreover cooperatives are
based upon values and principles such as equality and equity, solidarity, social responsibility, and
caring for others. That’s why their very mandate places cooperatives in a unique position to
ensure and promote gender equality.

The role of agricultural cooperatives is to enable women to come together for acquiring inputs,
production services, and the marketing of their produce, so as to enhance productive capacity and
give access to markets to those who when operating individually would not be able to benefit
from these opportunities - because of a low purchasing power, a lack of productive assets and
cultural barriers.

Women’s presence in agricultural cooperatives in Africa is limited because of some factors.

However women are more and more organized cooperatively and there is solid evidence that
cooperative membership enhances productivity, incomes and the quality of life for both the
members as well as the community.

Adapted from: www.ilo.org/.../employment/coop/ women day

ACTIVTY 1: READING FOR COMPREHENSION.

A. Vocabulary check. Choose the meaning among these words.
 1. Inputs means: difficulties – actualities – facilities.
2. Small-scale farmers are: big producers – small producers – in cooperatives.
3. Cash-crops are: to be sold – to be eaten – to kept for next years.
4. Powerful means: more force – less force – any force.
5. Empowerment means: liberation – condemnation – liability.
6. To enhance means to: reduce – ameliorate – continue.
7. Purchasing power is: financial capacity – agricultural power – poverty.
8. Assets: problems – advantages – difficulties.
9. Incomes means: expenses – revenues – products.
10. Subsistence agriculture is for: feeding the family – sale – distributing.
Answers:

1………………………………………….2…………………………………………
3………………………………………….4…………………………………………
5…………………………………………6……………………………………………
7………………………………………….8…………………………………………
9…………………………………………10…………………………………………

B. Read the text again and say if these statements are true (T) or false (F) and give the lines.
1. In Africa, women produce 20% of food. …………………………………………...
2. Women benefit from many advantages to produce food. ………………………….
3. Cooperatives empower men in Africa. …………………………………………….
4. Women are concentrated in primary industry……………………………………..
5. Cooperatives cannot change women situation…………………………………….
6. Women’s presence in cooperatives in Africa is not limited………………………
7. Cooperatives facilitates social inclusion…………………………………………..
8. Women do not like cooperatives……………………………………………………
9. Cooperatives memberships destroy their productivity……………………………..
10. Cooperatives are profitable for women only……………………………………….
ACTIVTY2: grammar.
A. Compare. Example: 1: are more courageous than
1. Some women (courageous)………………………………………………some men.
2. Adhere to cooperative (good)………………………………………working alone.
3. Working alone is the (bad)………………………….thing for a women in Africa.
4. Cooperatives (important) ………………………………working individually.
5. In Africa, farms (far)………………………………………….villages.
6. Women are the (determined)…………………………..in Africa.
7. Agriculture is (important)……………………………….in .rural areas.
A. Choose the correct answers.
Example: 1- a little.
1. Can women benefit from (few/a few/lithe/a little) ……………….money to invest?
2. There were (few/ a few/ little/ a little)………………people for such a ceremony.
3. (little/a little/few/ a few)…………………………women go to school in Africa.
4. The woman has (little/ a little /few/ a few)………………water, she can you some.
5. I have (few/ a few/little/a little)…………………………knowledge about computer. I
don’t know how to use it.
6. (little/a little/ few/ a few) …………………………children in the household is good
for women.
ACTIVTY3: Translation into English the following passage.
“Women’s presence in agricultural cooperatives in Africa is limited because of some factors.
However women are more and more organized cooperatively and there is solid evidence that
cooperative membership enhances productivity, incomes and the quality of life for both the
members as well as the community.”

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Correction:
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 TEXT 4: AGRIBUSINESS AND DEFORESTATION
Agribusiness combines the words agriculture and business and it involves a range of activities and
methods used involving modern food production. This involves farming, seed supply,
agrichemicals, farm machinery, wholesale and distribution of products, processing, marketing,
and retail sales. Agribusiness plays a vital role in economic development, contributing a major
portion of the Gross Domestic Product (GDP), employment, and foreign exchange earnings in
many developing countries. In these countries, investors and governments don’t necessarily take
into consideration environmental best practices when doing business. Their ultimate result is
profit.
The boom in industrial scaled agriculture is responsible for much of deforestation that is occurring
in the rainforests in the Amazon and Southeast Asia. Large multinational corporations are
responsible for cutting much of forests to create soybean and palm oil monocultures. 75% of
greenhouse gas emissions in Brazil are due to clearing and burning the rainforest. The “slash and
burn” method, used by companies to clear land for monoculture farms contributes to climate
change.
The destruction of the world’ rainforest is one of the most prominent issues in decades. The
Amazon rainforest is the world’s largest tropical rainforest and is described as the earth’s air
conditioner; vital to climate regulation. As trees burn and vegetation decays, a substantial amount
of CO2 is released in the atmosphere. Monocultures impoverish soil and lead to soil erosion.
Another concern is the massive requirements of fertilizer and pesticides needed for huge harvests
in poor soil while protecting them from pests. Loose safety standards in these countries enable
companies to use many banned pesticides. Hundreds of thousands of people are affected by direct
or indirect contact. Much of the rivers are contaminated, killing aquatic life and poisoning the
water for drinking.
Agribusiness is directly linked to the loss of biodiversity. Monocultures cause soil degradation
and the excessive use of agrochemical affects the indigenous plant life and the animals. The
practices of agribusiness harm the environment.
Adapted from Agribusiness Magazine
ACTIVTY 1: READING FOR COMPREHENSION.
A. Vocabulary check; Read the definition and find the word in the text. Example: 1-
agribussiness.
1. Economic activities in agriculture (L1)……………………………………………
2. Cultivating (L2)…………………………………………………………………….
3. Business of selling goods in large quantity (L3)…………………………………..
4. Sell in detail (L4)………………………………………………………………….
5. Total value of goods and services produced in country (L5)………………………
 6. The synonym of soya (L11)……………………………………………………….
7. Gas that destroys the ozone layer (L1)……………………………………………
8. Agricultural method that consists in cutting and burning trees……………………..
9. Decomposes (L17)…………………………………………………………………..
10. Interdicted (L21)…………………………………………………………………….

B. Read the text again and answer these questions.

1. How does the text define agribusiness?
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2. Cite three agricultural domains concerned by agribusiness?
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3. Give the main cause of deforestation in the text.
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4. Why is the Amazon rainforest so important for the world?
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5. Why are monocultures dangerous for the environment?
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6. Explain this passage: “Agribusiness is directly linked to the loss of biodiversity”.
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7. What is the main cause of greenhouse gas emission in Brazil
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8. What does agribusiness do to the environment?
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ACTIVTY 2: Grammar.
A. Write in words. Example 12.30%: twelve point three oh percent.
1. 05.12%: ……………………………………………………………………………….
2. 145.000………………………………………………………………………………..
3. 75.03%..........................................................................................................................
4. 45,504,000…………………………………………………………………………….
5. 24.05%..........................................................................................................................
 6. 1,000,000,000…………………………………………………………………………
B. Write in figures. Example: twenty five thousand: 25,000.
1. Seventy million……………………………………………………………………
2. Height thousand, five hundred million…………………………………………….
3. Thirteen point ho three percent…………………………………………………….
4. Nine point height four percent……………………………………………………
5. Seventy one million, two hundred and twenty nine………………………………..
6. Oh point one oh two percent.
ACTIVITY3: Translation.
Translate into English this passage.
“ Sommes nous à l’ abri d’une catastrophe à l’échelle planétaire?, rien n’est moins sure quand on
voit la vitesse a laquelle nos forets tropicales disparaissent. Mais il est encore possible d’y
remédier à condition de changer nos habitudes. Pour cela, il est recommandé d’être ami de la
nature, en reboisant nos terres. Mais il faut surtout arrêter l’agriculture sur brulis, une technique
agricole qui détruit dangereusement l’environnement.
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TEXT 5: TRAVEL AND WORLD TOURISM

Ecotourism: What on Earth Is It?
Ecotourism can simply mean visiting a place where the nature — or ecology — is the main
attraction. Ecotourism involves travel to natural habitats, places where the land and wildlife are
the reason for visiting and may be in need of preservation. Sustainable tourism on the other hand
is when tourists make a smaller impact on the place they are visiting. This means respect for the
local culture as well choosing businesses that have sustainable practices. Ecotourism and
sustainable tourism are ethically similar, and shouldn’t be confused with adventure tourism, as
tour packages that take visitors to national parks or reserves may not necessarily be operated by
companies that are actively preserving or supporting the location.
In countries like Australia, Sweden, Costa Rica and Kenya, ecotourism guidelines have been put
in place, but elsewhere the classification is loose and tourism businesses can make use of the term
without committing to the environment.
A legitimate ecotourism destination respects and supports the indigenous people of the area.
Those of us who dream of an adventure in the Galapagos or taking wildlife photographs in misty
jungle locations should look for an eco tour with a genuine operator so our tourist dollar goes
towards the local community and conservation of the surrounding environment.
Just because we’re on holiday — drinking cocktails at midday on a Tuesday or devouring a
seafood banquet that would make Neptune tremble — doesn’t mean we stop caring what happens
to the empty bottles after our cocktail has been poured, and whether our seafood dinner has been
fished using sustainable practices.
Holidays are supposed to be an escape from the responsibilities of work and home, but these days
we don’t want our fun to be at the cost of the environment and the community we are visiting. We
can find holiday packages that support the local community and its environment, or we can take a
sustainable approach, with special attention to supporting tourism businesses that take into
account their impact on the environment. If we’re not the ones taking out the recycling at our
holiday destination, then who is?

Adapted from PAINT THE WORLD GREEN,BY JESSIE KOLLEN

ACTIVTY 1: READING FOR COMPREHENSION.

A. Vocabulary check. Match the words or expressions in column (A) with its
definition or synonym in column (B) like in the example.

Column A column B Answers

1. Wildlife a. fish, crab, oyster 1 -h
2. Sustainable b. tropical forest 2………….
3. Tour packages c. free 3…………….
4. Misty jungle d. authentic 4……………
 5. Loose e. amusement 5……………..
6. Genuine f. tourist voyages 6………………
7. Seafood g. durable 7………………
8. Fun h. animals and plants. 8……………….
B. Read text and say if these statements are true (T) or false (F).
1. Ecotourism respects local communities……………………………….
2. Ecotourism destroys nature……………………………………………
3. In Kenya, tourism is regulated………………………………………..
4. In Australia tourism is not controlled ……………………………….
5. Ecotourism advocates the destruction of the environment……………

ACTIVITY 2: Grammar: rewrite these sentences by starting with the underlined

words. Number 7 is example.
1. Tourists must respect local communities.
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2. Tourists are destroying wildlife.
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3. Classical tourism impact negatively local communities.

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4. People should respect tourists
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5. They promote ecotourism
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6. We have changed the impact of tourism on people.
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7. They cannot ignore Ecotourism.
Ecotourism cannot be ignored by them

ACTIVITY 2: translation.
Translate into French the passage below.
Ecotourism can simply mean visiting a place where the nature — or ecology — is the main
attraction. Ecotourism involves travel to natural habitats, places where the land and wildlife are
the reason for visiting and may be in need of preservation. Sustainable tourism on the other hand
is when tourists make a smaller impact on the place they are visiting. This means respect for the
local culture as well choosing businesses that have sustainable practices. Ecotourism and
sustainable tourism are ethically similar, and shouldn’t be confused with adventure tourism, as
tour packages that take visitors to national parks or reserves may not necessarily be operated by
companies that are actively preserving or supporting the location.
In countries like Australia, Sweden, Costa Rica and Kenya, ecotourism guidelines have been put
in place, but elsewhere the classification is loose and tourism businesses can make use of the term
without committing to the environment.
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Correction:
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TEXT6
Data, Information and Knowledge.
Data: Facts and figures which relay something specific, but which are not organized in any way
and which provide no further information regarding patterns, context, etc. So data means
"unstructured facts and figures that have the least impact on the typical manager.
"Information: For data to become information, it must be contextualized, categorized, calculated
and condensed. Information thus paints a bigger picture; it is data with relevance and purpose. It
may convey a trend in the environment, or perhaps indicate a pattern of sales for a given period of
time. Essentially information is found "in answers to questions that begin with such words as
who, what, where, when, and how many".
Knowledge: Knowledge is closely linked to doing and implies know-how and understanding. The
knowledge possessed by each individual is a product of his experience, and encompasses the
norms by which he evaluates new inputs from his surroundings. The content of the human mind
can be classified into four categories:
1. Data: symbols
2. Information: data that are processed to be useful; provides answers to "who", "what", "where",
and "when" questions
3. Knowledge: application of data and information; answers "how" questions
4. Wisdom: evaluated understanding. We need to understand that processing data produced
Information and process Information produces Knowledge and so on.

Adapted from***http://www.acobas.net/teaching/survival/handouts/pcwebopedia.pdf
ACTIVTY 1: READING FOR COMPREHENSION.
A. Vocabulary check. Choose the synonym among these words.
1. Provide: give – connect – understand……………………………………
2. Patterns: object – model – lesson………………………………………..
3. Relevance: useless – pertinent – pattern…………………………………
4. Purpose: action – objective – prevision…………………………………
5. Linked: touched – related – created……………………………………
6. Encompasses: touches – includes – concludes………………………..
B. Read the text and answer these questions.
1. Can we use data to teach? Why?
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 2. What do you understand by contextualization of data?
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3. Set the difference between the three notions in three main words
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4. Among the three notions, which one is appropriate for teaching? Justify your answer.
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5. How can we have knowledge from data according to text?
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ACTIVTY 2: Grammar.
A. Complete the sentences with can /cannot, may/may not, will /will not, shall/ shall not.
1. A good student ……can ……….speak English fluently because he has the ability.
2. He is from Liberia, he ………………..speak good English.
3. Please sir………………. I seat near you? Oh yes. ………………. take this chair?
4. One day computer …………………do everything for humans on hearth.
5. This man is seriously ill, he ………………….be operated on immediately.
B. Complete the sentence with the articles: the /no.
Example: 7-no
1. My brother started computer science in …………..USA.
2. ……….Côte d’Ivoire is also a scientific country.
3. ………..Europe and …………Africa are linked by science.
4. …………..Africa of yesterday is not the one we know today.
5. I need ………..computer on the table.
6. My dream is to visit ………………..United Kingdom.
7. ……………school is highly important.

ACTIVITY3: translation.
A. Translate this passage into French.
Knowledge: Knowledge is closely linked to doing and implies know-how and understanding. The
knowledge possessed by each individual is a product of his experience, and encompasses the
norms by which he evaluates new inputs from his surroundings. The content of the human mind
can be classified into four categories:
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TEXT7
BANKS
Banks are financial institutions where individuals or organizations keep their money and which
offer other services such as loans and transfers. The commercial banks (called high- street banks
in the UK because they have branches in most towns) are those which allow deposits and
withdrawals by individuals. Merchant banks lend only to companies and deal in international
finance. Banks offer interest on money placed in certain accounts and make their own money by
investing (i.e by property investments or by trading on the stock exchange and by charging
interest on loans. In the UK, building societies which used to be financed houses are concerned
only with savings and loans regarding house purchased. Post office also acts as a bank through its
giro system. Most banks belong to the clearing system which allows customer’s cheques drawn
on any particular bank to be honoured by another. Banks now offer a wide range of accounts and
savings plans. A current account enables its holder to pay in or withdraw money at will and to
make payments by cheque or by bank card. A current account does not normally earn interest and
may be liable to bank charges if the account is overdrawn. Deposit accounts, investment account,
etc…are all types of savings account which earn varying amounts of interest. Loans are granted at
rates of interest related to the length and amount of the loan and will reflect the current rate of
interest set by the central bank. Overdraft facilities may also be granted.
ACTIVTY 1: READING FOR COMPREHENSION
A. Vocabulary check. Fill in the gaps with the appropriate words from the text.
1. If you do not have money in your account, you can take a ………………from your bank.
2. Loans are ……………………..at a rate of 10% in many banks in Côte d’Ivoire.
3. …………………..is money that banks give to their clients each month to help them.
4. A ……………….is system of banking to pay salaries.
5. The owner of an account in a bank is a …………………………………………….
6. In bank, the account holders are …………………………to the charges of their accounts.
 B. Read the text again and answer these questions.
1. What is a bank according to the text?
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2. What is a commercial bank according to the text?
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3. What is the difference between a commercial bank and a merchant bank?
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4. What is the name of commercial bank in the United Kingdom?
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5. Why is post office considered as a bank?
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6. What is the particularity of a current account?
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7. Give the difference between a current account and a deposit account?
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ACTIVITY 2: Grammar.
A. Put the verbs into the correct form.
1. If the banks reduce the rate of their loans, many people (to borrow)
……………….....................................from them.
2. If a client borrowed much money, he (to pay) …………………………..back in seven
years.
3. The bank (to give)…………………………………………………… me a loans if my
salary has not been inadequate.
4. They (to lend)……………………………………you money if your salary allows it.
5. If I have had a loan, I (to build)……………………………………………a big house
6. If banks did not change their system, people (to withdraw) …………………………..their
money and keep it at home.
 7. What will you do if the bank (to refuse) …………………………to give you a loan?
ACTIVITY 3: translation.
Translate into English these sentences.
1. En Côte d’Ivoire, les taux bancaires sont trop élevés pour les clients.
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2. Souvent, if est préférable de contracter un prêt bancaire que d’aller chez les usuriers.
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3. N’ayons pas peur des prêts bancaires, ils faits pour nous.
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4. L’Etat doit facilite aux populations l’accès aux crédits bancaires.
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5. Les femmes ont aussi le droit d’avoir des prêts bancaire dans les pauvres.
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6. La femme rurale est un pilier de l’économie dans les pays en voie de développement.
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7. La CEDEAO doit revoir le taux des prêts bancaire a la baisse dans la lutte contre la
pauvreté.

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8. Les échanges commerciaux entre Etats dans l’espace CEDEA doit s’accroitre.
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 TEXT 8

ENTREPRENEURSHIP DYNAMICS
The idea of entrepreneurship in farming is complex; to succeed five main stages of development are
to be taken into account.
The first one is Establishment. At this stage, the farmer has to find resources to set his farm as an
enterprise. It will need the motivation of the farmer, the availability of resources and basic business
skills and the assistance of financial institutions if possible. The establishment stage helps the
farmer evaluate his entrepreneurial skills. Then comes the survival stage, the focus is on the
relationship between the income earned and the costs entailed. The farmer could check if he can
generate enough money to expand or diversify his production and replace his capital equipment.
Many farmers will need to consider if they want to do the work to keep growing. If they do, they
will need to figure out how to build on the success of the enterprise to move to the next stage.
Early growth. To achieve this, the farmer needs to diversify his products, taking into account the
market exigencies in order to maintain profitability. At this stage he needs a better management
and recruits more skilled workers to manage the increased production.
Rapid growth: Once the farm enterprise is working as a well-integrated farm business, it is in a
position where it can achieve rapid growth. One way to grow is by increasing the amount of land
planted or raising more livestock. Another way is to add value to the product by transforming it or
packaging it.
The final stage is maturity. This means that it stops growing or expanding. It reaches a point of
balance where land size, market opportunities and the scope of activities are in balance with the
skills and vision of the farmer. Here everything lies on the good and skillful management,
otherwise the enterprise will decline.

ACTIVITY1: READING FOR COMPREHENSION

A. Vocabulary check. Match the words or expressions in column (A) with its
definition or synonym in column (B) like in the example.
Example: 7-c

Column A column B Answers

1. Entrepreneurship a. talented
2. Availability b. dimension
3. Skills c. animal kept on farm
4. Focus d. understand
5. Entailed e. generated
6. Figure out f. base on
7. Livestock g. abilities
8. Scope of h. at your disposal
9. Skillful. i. the fact of starting business
Answers:

1………………2……………..3…………………4……………….......5………
6……………7………..8……………………9…………
 B. read the text again and answer these questions.
1. Why does the text mention that entrepreneurship in farming id complex?
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2. What does the author mean by entrepreneurship is complex?
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3. What is the importance of establishment in entrepreneurship?
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4. How can the farmer reach the stage of early growth?
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5. How can the farmer achieve rapid growth?
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6. Is entrepreneurship important? Justify your answer.
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ACTIVITY2 grammar:
Give the tags of these sentences.
1. Entrepreneurship is important …………………………………………….
2. People don’t like investing…………………………………………………
3. Agriculture has been the pillar of Ivorian economy……………………………
4. The primary sector is changing………………………………………………..
5. We shall encourage entrepreneurship…………………………………………..
6. Climate change does not facilitate agriculture……………………………….
7. Farmers are in trouble due to the drought……………………………………..

ACTIVITY3 : translation
Translate this passage into French.
Early growth. To achieve this, the farmer needs to diversify his products, taking into account the
market exigencies in order to maintain profitability. At this stage he needs a better management
and recruits more skilled workers to manage the increased production.
Rapid growth: Once the farm enterprise is working as a well-integrated farm business, it is in a
position where it can achieve rapid growth. One way to grow is by increasing the amount of land
planted or raising more livestock. Another way is to add value to the product by transforming it or
packaging it.
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Correction:
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 WRITING
A FORMAL LETTER
JOB APPLICATION
CURRICULUM VITAE
I. Writing a Formal Letter
1. Definition and characteristics
Formal letter writing is undoubtedly one of the most challenging types of letter format. When
putting it together, often you are addressing a person or organization with whom you are not
familiar and the quality of your content, including spelling and grammar will be strongly
scrutinized.
Sender's Address: The sender's address usually is included in letterhead. If you are not using
letterhead, include the sender's address at the top of the letter one line above the date. Do not write
the sender's name or title, as it is included in the letter's closing. Include only the street address,
city, and zip code.
Date: The date line is used to indicate the date the letter was written. However, if your letter is
completed over a number of days, use the date it was finished in the date line. When writing to
companies within the United States, use the American date format. (The United States-based
convention for formatting a date places the month before the day. For example: June 11, 2001. )
Write out the month, day and year two inches from the top of the page. Depending which format
you are using for your letter, either left justify the date or tab to the center point and type the date.
Inside Address: The inside address is the recipient's address. It is always best to write to a
specific individual at the firm to which you are writing. If you do not have the person's name, do
some research by calling the company or speaking with employees from the company. Include a
personal title such as Ms., Mrs., Mr., or Dr. Follow a woman's preference in being addressed as
Miss, Mrs., or Ms. If you are unsure of a woman's preference in being addressed, use Ms.
Mr. - for a male
Mrs. - for a married female
Miss - for an unmarried female
Ms. - for a female whose status is unknown or would prefer to remain anonymous
Dr. - for a person with the status of a doctor
If there is a possibility that the person to whom you are writing is a Dr. or has some other title, use
that title. Usually, people will not mind being addressed by a higher title than they actually
possess. To write the address, use the U.S. Post Office Format. For international addresses, type
the name of the country in all-capital letters on the last line. The inside address begins one line
below the sender's address or one inch below the date. It should be left justified, no matter which
format you are using.
Salutation “Use the same name as the inside address, including the personal title. If you know the
person and typically address them by their first name, it is acceptable to use only the first name in
the salutation (for example: Dear Lucy:). In all other cases, however, use the personal title and
last/family name followed by a colon. Leave one line blank after the salutation. If you don't know
a reader's gender, use a nonsexist salutation, such as their job title followed by the receiver's
name. It is also acceptable to use the full name in a salutation if you cannot determine gender. For
example, you might write Dear Chris Harmon: if you were unsure of Chris's gender.
Body: For block and modified block formats, single space and left justify each paragraph within
the body of the letter. Leave a blank line between each paragraph. When writing a business letter,
be careful to remember that conciseness is very important. In the first paragraph, consider a
friendly opening and then a statement of the main point. The next paragraph should begin
justifying the importance of the main point. In the next few paragraphs, continue justification with
background information and supporting details. The closing paragraph should restate the purpose
of the letter and, in some cases, request some type of action.
Closing: The closing begins at the same vertical point as your date and one line after the last body
paragraph. Capitalize the first word only (for example: Thank you) and leave four lines between
the closing and the sender's name for a signature. If a colon follows the salutation, a comma
should follow the closing; otherwise, there is no punctuation after the closing.
Enclosures: If you have enclosed any documents along with the letter, such as a resume, you
indicate this simply by typing Enclosures one line below the closing. As an option, you may list
the name of each document you are including in the envelope. For instance, if you have included
many documents and need to ensure that the recipient is aware of each document, it may be a
good idea to list the names.

2. Example of formal letter.

4 Washington Boulevard
Detroit, MI 48214
June 14, 1999
Personnel Manager
Loudons, Inc.
4619 Drove Lane
Gary, IN 46409

Dear Sir or Madam:

The Detroit Free Press recently reported that Loudons is constructing a new assembly plant near
Gary.
I would like to apply for a position as a foreman in the new plant.
I am a recent graduate of Midlands Community College in Detroit, with an Associates Degree in
Industrial Engineering. In addition, I have worked for the past three years on a part-time basis
while attending Midlands and now on a full-time schedule at Michigan Industries, Inc., as a
special-assignment worker. My duties required me to work closely with the plant foreman,
general foreman, and plant supervisors and gave me extensive exposure to quality-control
techniques and manufacturing processes. Details of my education and work experience are
contained in the enclosed résumé.
I will be happy to meet with you at your convenience and provide any additional information you
may need. You can reach me either at my home address or at (313) 233-6312 during regular
business hours.

Sincerely,
James L. Nardinski

Application: After your BTS you want to work at the American embassy. Write a letter of
application to the ambassador.
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II. WRITING A CURRICULUM VITAE

1. Definition
A CV is a marketing tool and may be one of the most important documents you write in your
professional life. It is the sum and substance of your work history and education and indicates a
particular career direction. It should demonstrate credibility and be interesting. Because your CV
is like a personal advertisement, it should convince a potential employer that you are an
outstanding candidate for the job and that you will contribute to the organization.
Your CV has to sell you in short order. While you may have all the requirements for a
particular position, your CV is a failure if the employer does not instantly come to the conclusion
that you "have what it takes." The first hurdle your CV has to pass - whether it ends up in the
"consider file" or the "reject file" - may take less than thirty seconds.
To prepare a successful CV, you need to know how to review, summarize, and present your
experiences and achievements on one page. Unless you have considerable experience, you don't
need two pages. Outline your achievements briefly and concisely.

2. SAMPLE CURRICULUM VITAE

2 1 0 W . G R E E N S T . , C H A M P A I G N, I L
(217)555-1234•RSTUDENT@ILLINOIS.EDU
EDUCATION
PhD in English May 20xx
University of Illinois at Urbana-Champaign
Dissertation title: “Down on the Farm: World War One and the Emergence of Literary
Modernism in the American South”
Committee: Margaret Black, Naomi Blue, John Jay, Robert Roberts (Chair)
MA in English 20xx
University of Illinois at Urbana-Champaign
BA in English and Communications, summa cum laude 20xx
Butler University, Indianapolis, IN
TEACHING & ADVISING
Composition Instructor 20xx-present
Research Writing Program, University of Illinois
Facilitator for seven sections of English composition.
Planned and taught a writing-intensive course based upon current events.
Used instructional technology to enhance pedagogical technique.
Taught in part with an innovative, interdisciplinary team-teaching program design.
Literature Instructor 20xx-present
Department of English, University of Illinois Instructor of record for two sections of literature,
including Major American Authors and Introduction to Poetry per semester.
Integrated multimedia and humanities approaches to teaching literature using film and
instructional technology.
Coordinating Group Leader
Research Writing Program, University of Illinois
Planned and led required training session for teaching assistants and new composition teachers.
Helped to mentor new hires to the English Department staff to ensure their engagement and
professional development.
Provided job shadowing and training opportunities to assist new hires in adjusting to the pace
of work and the tone and style of the University.
Discussion Leader 20xx
Carolina Summer Reading Program, University of Illinois
Led group discussion for first-year students on academic topics.
Teaching Assistant 20xx-20xx
Department of English, University of Illinois at Urbana-Champaign
Taught a section on film criticism, including film history, theory and technical vocabulary.
Planned lessons and assignments, led discussion sections, graded papers and exams.
Organized and led group discussions on social and academic issues.
Address
Phone Number
Email
Application: use this sample to write your own curriculum vitae .
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End of the seminar.