Inglês Técnico - Guia Do Formador

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Ing lês Técnico ng lês Ténico

Ing lês Técnico ng lês Ténico

Guia do Formador



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ

Colecção MODULFORM - Formação Modular

Título Inglês Técnico

Suporte Didáctico Guia do Formador

Coordenação Técnico-Pedagógica IEFP - Instituto do Emprego e Formação ProfissionalDepartamento de Formação ProfissionalDirecção de Serviços de Recursos Formativos

Coordenação do Projecto ISQ - Instituto de Soldadura e QualidadeDirecção de Formação

Autor Sónia Figueira

Capa SAF - Sistemas Avançados de Formação, SA

Maquetagem e Fotocomposição ISQ / Alexandre Almeida

Revisão OMNIBUS, LDA

Montagem BRITOGRÁFICA, LDA

Impressão e Acabamento BRITOGRÁFICA, LDA

Propriedade Instituto do Emprego e Formação ProfissionalAv. José Malhoa, 11 1099-018 Lisboa

1.ª Edição Portugal, Lisboa, Agosto de 2004

Tiragem 100 Exemplares

Depósito Legal

ISBN



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Índice Geral

ÍNDICE GERAL

A - APRESENTAÇÃO GLOBAL DO MÓDULO

• Objectivos globais AGM.1

• Conhecimentos prévios AGM.1

• Campo de aplicação AGM.1

• Perfil do formador AGM.2

• Plano do módulo AGM.3

• Metodologia recomendada AGM.4

• Recursos didácticos AGM.5

• Bibliografia AGM.6

B - EXPLORAÇÃ O PEDAGÓGICA DAS UNIDADESTEMÁTICAS

I. LOOK WHAT HAPPENED TO ENGLISH

• Sessions plan I.1• Reading Comprehension I.2

• Transparencies I.3

II THE UNITED NATIONS THE EARLY DAYS



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQÍndice Geral

III. THE RAPID GROWTH OF INDUSTRIAL PRODUTIONIII. AND INDUSTRIAL OUTPUT

• Sessions plan III.1

• Reading Comprehension III.3

• Transparencies III.4

IV. BUILDING ON SUCCESS

• Sessions plan IV.1

• Reading Comprehension IV.3

• Transparencies IV.4

V. THE DECLINE OF SERVICE QUALITY IN AMERICA

• Sessions plan V.1

• Reading Comprehension V.3

• Transparencies V.4

VI. THE IMPACT OF INFORMATION EXPLOSION

• Sessions plan VI.1

• Reading Comprehension VI.3

• Transparencies VI.4



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Índice Geral

VIII. THE BASICS OF ISO 9000

• Sessions plan VIII.1

• Reading Comprehension VIII.3

• Transparencies VIII.4

IX. PUTTING THE CONTROL IN INVENTORY CONTROL

• Sessions plan IX.1

• Reading Comprehension IX.2

• Transparencies IX.4

C - AVALIAÇÃO

PRÉ - TESTE

TESTE

RESOLUÇÃO DO PRÉ - TESTE

RESOLUÇÃO DO TESTE

ANEXO - TRANSPARÊNCIAS




A - Apresentação Global do Módulo

A - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do MóduloA - Apresentação Global do Módulo



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Apresentação Global do Módulo

No final deste módulo, os formandos deverão estar aptos a:

• Utilizar o inglês técnico no domínio do planeamento, qualidade e organizaçãoindustrial, nas formas verbal e escrita.

Este módulo permite ao formando adquirir maior capacidade para resolver eprojectar as situações que se lhe deparam no seu dia-a-dia de trabalho nos

campos de planeamento, qualidade e organização industrial.

OBJECTIVOS GLOBAIS

CONHECIMENTOS PRÉVIOS

CAMPO DE APLICAÇÃO

Módulo(s)obrigatório(s)

Saberes prévios

- Conhecimentos básicosde língua inglesa.

Módulo(s)aconselhado(s)

Saberes desejáveis



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQApresentação Global do Módulo

PERFIL DO FORMADOR

Competência técnica

- Domínio da língua inglesa;

- Conhecimentos de vocabuláriotécnico em inglês.

Aqu isição

– Licenciatura em Línguas eLiteraturas Modernas - Estudosingleses ou equivalente:

– Ou Certificate of Proficiency inEnglish;

– Experiência de uti l ização/tradução de manuais técnicos emlíngua inglesa.

Competência pedagógica

Domínio de conhecimentos,técnicas e atitudes facilitadoras deaquisição e integração, por parte

dos formandos, de saberes gerais,saberes linguísticos (práticos eteóricos) e de comportamentos.

Aqu isição

– Curso de formação pedagógicade formadores;

– Certificado de Aptidão

Pedagógica; – Experiência de formação.




PLANO DO MÓDULO

Unidades Temáticas Duração Indicativa(horas)

I. Look What Happened 11h00I. to English

II. The united nations 11h00II. - the early days -

III. The rapid growth of 12h00III. industrial productionIV. and industrial output

IV. Building on success 13h00

V. The decline of service 13h00V. quality in America

VI. The impact of information 17h00

V.I explosion

VII. Taking quality as 10h00V.II seriously as profits

Objectivos

• Express advice.

• Give recommendation.

• Write letters of complaint.

• Share experiences using present perfect and pastprogressive.

• Share ideas using simple present and future tenses.

• Give an opinion.

• Describe situations.

• Make relations between situations that happened indifferent occasions in the past.

• Make relations between the present and its conse-quences in the future

• Understand and report the job process.

• Define his/her role in the world of job.

• Make reports.

• Explain an argument.

• Share possibilities.

• Give advices.




O módulo deverá ser iniciado pela realização do teste de entrada/diagnóstico,com o resultado do qual o formador se aperceberá rapidamente das principaisdificuldades dos formandos em relação à língua inglesa na sua vertente técnica.

A situação real está longe da ideal, em que todos os formandos se situariam nomesmo nível de conhecimentos e prática em relação à língua inglesa.

Assim, tornar-se-á necessária a colaboração dos formandos mais adiantados emais à vontade com a língua , de forma a diminuir os contrastes, ajudando oscolegas nomeadamente na participação oral.

A participação dos formandos dever-se-á suscitar, através de discussõesorientadas, nas sucessivas descobertas dos temas e na análise dos textosapresentados no Guia do Formando.

Seria esperado que os formandos a frequentar o módulo de Inglês Técnicopossuíssem um nível básico de compreensão do Inglês. É de reconhecer, noentanto, que o seu nível de entendimento seja diferente do oralmente produzido.

Este módulo foi concebido de forma a que os formandos consolidem os seusconhecimentos da língua, colocando-os mais à vontade na sua utilização,

fornecendo-lhes, ao mesmo tempo, os itens linguísticos e vocabulário de quenecessitarão na sua actividade profissional.

Dado que as necessidades em termos linguísticos poderão variar ao longo domódulo, é apresentado um esqueleto programático com o qual o formador - eespecialmente os formandos - poderão fazer as escolhas mais adequadas.Caberá ao formador planear as sessões de acordo com o que considerar maisadequado à personalidade e necessidades do grupo de formandos em presença.

A participação do formador será a de introduzir os temas, acompanhar a suaanálise, propor diferentes actividades, adaptando cada sessão em função daevolução do grupo. É para permitir esta adaptação que o programa, como já foireferido, constitui um "esqueleto": uma estrutura que permite um vasto campode manobra. Assim, o conteúdo, a avaliação e os materiais de apoio podem ser modificados de modo a ter em conta as necessidades e os interesses dos

METODOLOGIA RECOMENDADA




Material didáctico

• Transparências.

Equipamento

• Retroprojector (com uma lâmpada sobressalente);

• Projector Multimédia;

• Marcadores (4 cores);

• Quadro de conferência;

• Quadro cerâmico;

• Gravador áudio;

• Camara de Vídeo;

• Cassetes áudio.

Nota: Aconselha-se a existência de dicionários Inglês-Inglês (Dictionary of Contemporary English - Longman) para utilização em sala e em número mínimode um por cada três formandos.

RECURSOS DIDÁCTICOS




BOSSI, António e Esio Sesto, Instalações eléctricas, Hemus livraria editora,

1978.

FITZGERALD, Kingsley, Umans, Electric Machinery, McGraw-Hill, 1985.

MILMAN - Halkias, Microelectronics, McGraw-Hill, 1990.

OLDELFT - Sensor laser system, 1991.

PAPENKORT, Diagramas eléctricos de comando e protecção, E.P.U., 1975.

SANTOS, Oliveira e Quintino, Luísa, Automatização e Robotização em

Soldadura, Edições Instituto de Soldadura e Qualidade, 1992.

TAUB, Herbert, Circuitos Digitais e Microprocessadores, McGraw-Hill, 1984.

TAUB, Herbert, Digital Integrated Electronic, McGraw-Hill, 1990.

VASSALO, Francisco Ruiz, Manual de interpretação de esquemas eléctricos,Plátano Editora, 1977.

Catálogo geral Omron, 1990.

Folhetos de produtos da Telemecanique (detectores indutivos e capacitivos),

1991.

“Harmonic-Drive, DC-Servo Systems”, Harmonic-Drive, 1992.

Introduction to serial link, SAIA, 1991.

Manual reference guide series PCD SAIA 1991

BIBLIOGRAFIA




B - Exploração Pedagógica das Unidades Temáticas

B - Explor B - Explor B - Explor B - Explor B - Explor ação Pação Pação Pação Pação Pedaedaedaedaedagógica das Unidadesgógica das Unidadesgógica das Unidadesgógica das Unidadesgógica das Unidades TTTTTemáticasemáticasemáticasemáticasemáticas




Look What Happened to English

Look What Happened to EnglishLook What Happened to EnglishLook What Happened to EnglishLook What Happened to EnglishLook What Happened to English



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Look what happened to English!

SESSIONS PLAN

Meios

Duração

Conteúdodidácticos

indicativa

(horas)

I.1 “Look what happned 3h00

I.1 to english”

I.2 Reading 4h00

I.2 comprehension

I.3 Grammar notes 2h00

I.4 Language notes 2h00

Metodologiade desenvolvimento

• Trainees read the text for themselves, underline

unknown words and look for their meaning in the

dictionaries in order to better understand the text.

• Then the text is read by the trainees in loud voice

so that any question about vocabulary andspelling may be explained by the teacher.

• Trainees work preferably in pairs and answer to

the questions or do the activities proposed.·

• Trainer leads a group discussion about the

importance of English language in today's

globalised society.

• Trainer uses transparencies to remember the

difference between temporal clauses.

• Trainees write examples using verbs in the

present, in the past and in the future.

• Transparencies I.1 to I.3

• Trainer uses transparencies to present ways of

expressing advice and recommendation.

• Trainees write small dialogues using just-learn

vocabulary and role-play them.



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQLook what happened to English!

A. Explain the meaning of the following words from the text:

vernacular: the (non-official) language spoken in a country or region.

popping up: appearing suddenly or unexpectedly.

drawl: to speak slowly, lengthening vowels.

mongrels: something that is a mixture of two types of things; an animal

whose parents were from different breeds.

scope: range; the area within the limits of a subject.

intelligible: which can be understood.

B. Answer the fol lowing questions:

1. What has mainly promoted the English language in recent times?

The economic power of the United States of America.

2. What are the other reasons for the triumph of English as a global language?

English is a user-friendly language and has a formidable adaptability.

3. Explain in your words what is meant by "There is nothing less pure than En-

glish".

What is meant is that English has suffered many influences from other

languages.

4 Do you think it is important to have an European Community language?

READING COMPREHENSION



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Look what happened to English!

TRANSPARENCIES

Inglês Técnico I.3 Inglês Técnico I.4

Inglês Técnico I.1 Inglês Técnico I.2

Present simple Past simple

Future actions Expressing for asking for advice and

giving recommentation

Inglês Técnico I.5

Complaint letter




The United Nations - The Early Days

The United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early DaysThe United Nations - The Early Days



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The United Nations - The Early Days

SESSIONS PLAN

MeiosDuração


indicativa

(horas)

II.1 “The united nations - 3h00

II.1 the early days”

II.2 Reading 4h00

I.2 comprehension

II.3 Grammar notes 2h00

II.4 Language notes 2h00

Metodologia

de desenvolvimento





so that any question about vocabulary and

spelling may be explained by the teacher.


the questions or do the activities proposed.·

• Trainer leads a group discussion about the role

of the united nations in the 20th /21th century

history.

• Trainer uses transparencies to explain the

difference between paste eith used to past

progressive and present perfect.

• Trainees write examples using past progressive

and present perfect.

• Transparencies II.1 to II.3

• Trainer uses transparencies to present ways of

expressing advice and recommendation.

• Trainees write small dialogues using just-learnt

vocabulary and role-play them.



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe United Nations - The Early Days

A. Answer the fol lowing questions using your own words:

1. What do you know about the League of Nations - for example, after its for-

mation on 28 June 1918, it strongly penalised Germany which, many years

later, Hitler "respond to" - What else can you tell the class about it, if you did

History at school?

(this question is to be answered according to the trainees' previous knowl-

edge of the 20th century History)

The League of Nations was founded immediately after the First World War. It

originally consisted of 42 countries, 26 of which were non-European. At its

largest, 57 countries were members of the League. The League was created

because a number of people in France, South Africa, the UK and the US

believed that a world organization of nations could keep the peace and pre-

vent a repetition of the horrors of the 1914-18 war in Europe. An effective

world body now seemed possible because communications were so much

better and there was increasing experience of working together in interna-

tional organizations. Coordination and cooperation for economic and social

progress were becoming important.

2. Who were some of its members and who were the "Great Powers"?

Some of its members were France, the United Kingdom, and South Africa.

The "Great Powers" were the United States of America, Germany, the USSR,

and Japan.

3. Before the collapse of the political system in Eastern Europe what did theSecurity Council try to do?

Before te collapse of the political system in Easter Europe, the Security

Council tryed to include all ex-enemy states, with which treaties have been

concluded as members of the UN




IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The United Nations - The Early Days

6. Did the United Nations "keep disputes between both great and small Pow

-ers within peaceful bounds"?

United Nations try to keep disputes within peaceful bounds and prepare

further progress towards a settlement.

7. How has the United Nations "changed" since the recent political changes in

Eastern Europe?

With the breaking of the comunistic regimes, ONU cooperated with these

countries in establishing democracy sending out peace treaties to establish

security in the several conflicts and made available humanitary help. In ex-

change, these country compromised to respect the human rights.

8. Have United Nations' congresses and conferences helped international in-

dustry? How?

Yes. (make reference to the several treaties, guidelines that emerged from

the World conferences in order to promote worldwide cooperation and com-

merce, to protect the environment, etc.)

9. Can you think of any of the United Nations' agencies - for example, the Pos-

tal Union, the International Bureau of Weight and Measures, the UN High

Commission on Refugees?

For example: ILO - International Labour Organization; FAO - Food and Agri-

culture Organization; UNESCO - UN Educational Scientific and Educational

Organization; WHO - World Health Organization.

B. Complete the following sentences

1. The powers and the functions of the League of Nations were not as extensive

as those of the United Nations.

2. The powers vested in the Security Council are expected to provide adequate

machinery for countering agression at its early stages.

3. The thought and ideas of the nineteenth century are the origins of the United

Nations' claims and principles



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe United Nations - The Early Days

Inglês Técnico II.3 Inglês Técnico II.4

Inglês Técnico II.1 Inglês Técnico II.2

Past progressive Used to

Present perfect I Expressing advice and recommendation

TRANSPARENCIES




The Rapid Growth of Industrial Prodution and Industrial Output

The Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial OutputThe Rapid Growth of Industrial Prodution and Industrial Output



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Rapid Growth of Industrial Production and Industrial Output

SESSIONS PLAN

MeiosDuração


indicativa

(horas)

III.1 “The rapid growth 2h00

II .1 of industrial prodution

II. 1 and industrial outut”

III.2 Reading 3h00

I .2 comprehension

III.3 Grammar notes 4h00

Metodologia

de desenvolvimento








the questions or do the activities proposed.

• Trainer leads a group discussion about the

development in the last decades: what kind of

industry “has died” and what industry has risen

up.

• Trainer uses transparencies to explain howdefining and non-defining relative clauses are

used.

• Trainees write examples.

• Trainees uses transparencias to explain the use

of have (got).

• Trainees write small.

• Trainees write examples.

• Trainer uses transparencies to explain what

phrasal verbs are.



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Rapid Growth of Industrial Production and Industrial Output

MeiosDuração


indicativa

(horas)

III.4 Language notes 3h00

12h00

Metodologia

de desenvolvimento

• Trainees uses examples from the text and

transparency III.4 to show how to use expressions

for rate of exchange.

• Trainees built sentences using vocabulary.

• Trainees write reports (e.g. stock exchange

reports, metorological reports, etc.).

Total:



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Rapid Growth of Industrial Production and Industrial Output

A. Make questions for the fol lowing answers. For example:

A: The first clumsy aeroplane flown by the Wright brothers in 1903.

Q: What has given way to jet planes in less than 60 years?

1. What had the United States have for the transportation of people and goods

that in 1965 totalled more than 3 million miles?

An highway system of roads, turnpikes, parkways and throughways.

2. What has made possible the creation of compact computers?

The use of transistors.

3. What was a striking example of the application of mass production meth-

ods?

The development of the "assembly line" for the manufacture of automobiles.

4. What, along with the application of new scientific knowledge, devices andtechniques, made arise the growth of industrial output?

Mass production methods did.

5. How did the production of electricity change in the middle of the century?

It increased by eighteen times between 1920 and 1959.

6. What was the difference between the number of workers needed to produce

105 tons of steel in the 50's and in the 60's?

568 000 workers were needed in 1951, although only 450 000 in 1961.




IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Rapid Growth of Industrial Production and Industrial Output

Inglês Técnico III.3 Inglês Técnico III.4

Inglês Técnico III.1 Inglês Técnico III.2

Defining and non - defining relative clauses Have (got)

phrasal verbs Expressions for rate of exchange

TRANSPARENCIES




Building on Success

Building on SuccessBuilding on SuccessBuilding on SuccessBuilding on SuccessBuilding on Success



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Building on Success

SESSIONS PLAN

MeiosDuração


indicativa

(horas)

IV.1 Building on success 5h00

«

IV.2 Reading 3h00

I .2 comprehension

IV 3 Grammar notes 2h00

Metodologia

de desenvolvimento

• Trainees describe themselves, and/or their town.

Ideally, they should do some research in the formof oral history, speaking to people (older relatives?older workers?) who can tell them interesting facts.

• The same idea could be expanded to the work

area/industry in which they are training; i.e., ways

in which the job or the workers have changed,and why. for example, is their area of training moreor less important now than it used to be? Why?

• Future predictions could be related to the areasabove.

• Trainees read the text for themselves, underlineunknown words and look for their meaning in the




• Trainees work preferably in pairs making the

questions and doing the activities proposed.

• Trainees analyse the differences between Chineseand European economies and compare theinformation obtained in the previous unit with whatis described in this one.

• Trainer uses transparency IV 1 to explain the use



IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQBuilding on Success

MeiosDuração


indicativa

(horas)

IV.4 Language notes 3h00

13h00

Metodologia

de desenvolvimento

• Trainer uses transparency IV.2 to present

expressions for increase and decrease.

• Trainees write reports like in the previous unit using

these expressions.

• A role-play can be done (trainees play economists,

consultants or others and discuss, for example,the state of the world's economy).

Total:





ANSWER: A behemoth of light industry.

QUESTION: What has foreign investment transformed the country into ?

1. What are thousand of export-oriented factories producing in China?

Brand-name television sets and tape decks.

2. Who is responsible for the production of 90 million pairs of shoes a year for Nike?

The six Chinese factories, that make a fifth of its global production.

3. How many companies had been registered in China in 1992?

Nearly 54 000 joint ventures, co-operative enterprises and foreign-funded firms.

4. What had been the percentage rise in China's industrial output in 1992?

21%.

5. What was the effect of the industrial leap forward?

It has outsiders dazzled.

6. How much is the percapita income in Shenzen?

As much as $2 500 a year.

7. What lies beneath the thick layer of relatively efficient light industry that is onthe top of Beijing's economy?





Inglês Técnico IV.1 Inglês Técnico IV.2

Present perfect II Expressions for increase and decrease

TRANSPARENCIES

IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ TTTTTh Dh Dh Dh Dh D li fli fli fli fli f SSSSS i Q lit ii Q lit ii Q lit ii Q lit ii Q lit i A iA iA iA iA i




The Decline of Service Quality in America

TTTTThe Deche Deche Deche Deche Decline of line of line of line of line of Ser Ser Ser Ser Ser vice Quality invice Quality invice Quality invice Quality invice Quality in AmericaAmericaAmericaAmericaAmerica

IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ Building on Success




SESSIONS PLAN

MeiosDuração


indicativa

(horas)

IV.1 Building on success 5h00

«

IV.2 Reading 3h00

I .2 comprehension

IV 3 Grammar notes 2h00

Metodologia

de desenvolvimento

• Trainees describe themselves, and/or their town.

Ideally, they should do some research in the formof oral history, speaking to people (older relatives?older workers?) who can tell them interesting facts.

• The same idea could be expanded to the work

area/industry in which they are training; i.e., ways

in which the job or the workers have changed,and why. for example, is their area of training moreor less important now than it used to be? Why?

• Future predictions could be related to the areasabove.

• Trainees read the text for themselves, underlineunknown words and look for their meaning in thedictionaries in order to better understand the text.



• Trainees work preferably in pairs making the

questions and doing the activities proposed.

• Trainees analyse the differences between Chineseand European economies and compare theinformation obtained in the previous unit with whatis described in this one.

• Trainer uses transparency IV 1 to explain the use





MeiosDuração


indicativa

(horas)

IV.4 Language notes 3h00

13h00

Metodologia

de desenvolvimento

• Trainer uses transparency IV.2 to present

expressions for increase and decrease.

• Trainees write reports like in the previous unit using

these expressions.

• A role-play can be done (trainees play economists,

consultants or others and discuss, for example,the state of the world's economy).

Total:




IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQ Building on Success


ANSWER: A behemoth of light industry.

QUESTION: What has foreign investment transformed the country into ?

1. What are thousand of export-oriented factories producing in China?

Brand-name television sets and tape decks.

2. Who is responsible for the production of 90 million pairs of shoes a year for Nike?

The six Chinese factories, that make a fifth of its global production.

3. How many companies had been registered in China in 1992?

Nearly 54 000 joint ventures, co-operative enterprises and foreign-funded firms.

4. What had been the percentage rise in China's industrial output in 1992?

21%.

5. What was the effect of the industrial leap forward?

It has outsiders dazzled.

6. How much is the percapita income in Shenzen?

As much as $2 500 a year.

7. What lies beneath the thick layer of relatively efficient light industry that is onthe top of Beijing's economy?





IEFPIEFPIEFPIEFPIEFP ISQISQISQISQISQu d g o Success

Inglês Técnico IV.1 Inglês Técnico IV.2

Present perfect II Expressions for increase and decrease

TRANSPARENCIES

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTThe Impact of he Impact of he Impact of he Impact of he Impact of Inf Inf Inf Inf Inf or or or or or mamamamamation Explosiontion Explosiontion Explosiontion Explosiontion Explosion



The Impact of Information Explosion

ppppp ppppp

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Impact of information Explosion



MeiosDuração


indicativa

(horas)

VI.1 The impact of the 3h00

IV.1 information explosion«

VI.2 Reading 3h00

I.2 comprehension

VI.3 Grammar notes 1h00

VI.4 Grammar notes 7h00

Metodologia

de desenvolvimento







• Trainees work preferably in pairs and make

questions as proposed.

• The subject of industrial relations and problems

at work can be brought again to discussion, using

now the information from this text and from

previous units.

• Trainer explains how and when imperative is used.

• Trainees try to give other examples using

imperative clauses.

• Trainer uses transparency VI.1 and VI.2.

• Trainees write sentences using this vocabulary.

• Trainees watch the videos. Then they discuss how

globalisation has changed information policies.

• Classification of different types of "media".

• Traineesshould investigatethe interplaybetween

SESSIONS PLAN

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Impact of information Explosion



MeiosDuração


indicativa

(horas)

VI.4 Language notes 3h00

17h00

Metodologia

de desenvolvimento

• Trainees design and/or write a Newsletter for their

workplace.

Total:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Impact of information Explosion



A. Make quest ions for the following answers:

1. To what does the call the Second Industrial revolution?

The author calls it to the current industry changes and the Information Explo-sion.

2. What do the changes that the author refers to involve?

They involve globalisation, the de-Iayering of corporations, the growth of

computerisation and the emergence of information highway.

3. When did the Second Industrial Revolution begin?

It began in the 1970s.

4. Before the 80s, what were the computers used to?

They were used to automate repetitive paper-intensive processes.

5. How can product planners, designers and manufacturing workers from differ-ent countries meet regularly and share information?

They can do it by using High-speed data and video links.

6. What does "the de-layering of organizations mean"?

It means that the management hierarchy is flattening out.

7. Formerly, employees only did what they were told to. What happens nowa-

days?

Today, employees assume responsibility for directing themselves, for im-

proving theirprocessesandbeing productivemembersofselfdirected teams


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Impact of information Explosion



Inglês Técnico VI.1 Inglês Técnico VI.2

Imperative you Linking words for time relations: duration of

time

TRANSPARENCIES

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTTaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriouslaking Quality as Seriously as Pr y as Pr y as Pr y as Pr y as Pr of of of of of itsitsitsitsits



Taking Quality as Seriously as Profits

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Taking Quality as Seriously as Profits



MeiosDuração


indicativa

(horas)

VII.1 Taking Quality as 2h00

IV .1 seriously as profits«

VII.2 Reading 3h00

I.2 comprehension

VII.3 Grammar notes 2h00

Metodologia

de desenvolvimento







• Trainees work preferably in pairs and answer


• The class may discuss the importance of pursuing

quality, what are quality standards, how can they

be applied, what exactly is a QSA.

• Trainer presents what are Modals of Obligation;

gives examples.

• Trainees try to give other examples and use think

+ (you) should and think + (you) ought to.

• Give advice and make suggestions; justifying why:

If I were you... (set phrases).

• Trainer uses transparency VII.1.

• Trainer uses transparency VII.2 to explain the

differences between the three types of

conditionals.

• Trainees writesentences using this vocabulary

SESSION PLAN

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTaking Quality as Seriously as Profits



MeiosDuração


indicativa

(horas)

VII.4 Language notes 3h00

10h00

Metodologia

de desenvolvimento

• By using transparency VII.3, trainer presents

several ways of enriching a report: expressing

proportions, using linking words for facts and

generalisation.

• Trainees prepare own reports.

Total:




A. Answer the following questions:

1. How do CEOs and customers disagree, in what concerns with quality?

CEOs in general feel their companies' level of quality has improved while

customers feel their expectations haven't been met.

2. Which is the best way to eliminate discrepancies and offset the problem of

how to measure quality?

It is by applying a Quality of Service Audit, identifying and defining custom-ers' real requirements and acting according.

3. How do the majority of American employees feel about the quality issue?

They feel they would feel more committed to achieving their companies' fi-

nancial goals if their managers were more concerned with quality.

4. What are the main benefits for a company, once a QSA has taken place?

The main benefits are the perception of the quality service level and the

acquisition of useful information in the design of a quality program.

B. Make a brief description of a QSA process.

A QSA process can be divided in 6 steps (phases). The first step is to design

the audit: define clear goals to be incorporated in the following phases of the

audit, define the target population, identify specific concepts to be measured

and develop a general structure for the analysis and choosing how data will

be collected. The next step will be the design of the questionnaire itself:

questions must be adapted to the objectives and type of questionnaire. The

third step is to complete a pre-test in order to verify that the questions are


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTaking Quality as Seriously as Profits



C. What is the meaning of these words underlined in the text? You shouldbe able to work this out from the context.

• partnership - joint venture

• flaw - error

• survey - study

• striking - outstanding

• sample - test

•reliability - consistency

• bias - prejudice

• random - unsystematic

• assessment - evaluation




TRANSPARENCIES

Inglês Técnico VII.3

Inglês Técnico VII.1 Inglês Técnico VII.2

Modals of obligation Conditional

Reporting the results of a survey

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000The Basics of ISO 9000



The Basics of ISO 9000

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000



MeiosDuração


indicativa

(horas)

VIII.1 The basics of 3h00

IV. 1 ISO 9000«

VIII.2 Reading 4h00

I .2 comprehension

VIII.3 Grammar notes 4h00

Metodologia

de desenvolvimento







• Trainees work preferably in pairs and answer


• The discussion about the importance of quality

processes brought to class in the previous unit

may be completed by the understanding of the

role of standards.

• Trainer uses transparency VIII.1 and VIII.2 toexplain the differences between the three types

of conditionals.

• Trainees write sentences using this vocabulary,

emphasising the meaning/context.

• Trainees shall revise: Zero conditional; 1st

conditional; 2nd conditional.

• Obligation vs. possibility.

• Because/so.

• 3rd and "4th" conditional (where "4th" conditional

SESSIONS PLAN

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Basics of ISO 9000



MeiosDuração


indicativa

(horas)

VIII.4 Language notes 3h00

14h00

Metodologia

de desenvolvimento

• Trainer uses transparency VIII.3 and VIII.4 to

present linking words for time relations.

• Trainees must now integrate all the vocabulary

they have learnt, as well as grammar items, inorder to describe any kind of process.

• Different industrial processes flow charts may be

given to trainees so that they can use what they've

learnt and write process descriptions.

Total:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ The Basics of ISO 9000



A. Answer the following questions:

1. What exactly is ISO 9000?

ISO is the International Standards Organization, based in Geneva.

2. In what consists the ISO 9000? How many standards does it include?

ISO 9000 is a description of standard series. It includes 4 standards: 9001,

9002, 9003 and 9004.

3. What is the main difference between ISO 9000 and the other industry stan-

dards?

ISO 9000 standards can be applied throughout a company and can also be

applied to services companies, while the other industry standards are ap-

plied only in manufacturing divisions.

4. What are the major benefits that come from the application of ISO 9000? And

what are the main disadvantages?

The major benefits are the increase in productivity, the reduction of loss-time

accidents and better employee morale and communication.

The main disadvantages are the costs of certification and the non regulation

of ISO 9000 consultants.

B. Explain the meaning of the following words from the text:

• standard - benchmark; rule

• design - create

i


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQThe Basics of ISO 9000



Inglês Técnico VIII.1 Inglês Técnico VIII.2

Marginal auxiliaries Marginal auxiliaries (continuação)

TRANSPARENCIES

Inglês Técnico VIII.3

Two simultaneous actions

Inglês Técnico VIII.4

One action after another

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ PuttingPuttingPuttingPuttingPutting TTTTThe Contr he Contr he Contr he Contr he Contr ol in Inol in Inol in Inol in Inol in Invvvvventor entor entor entor entor y Contr y Contr y Contr y Contr y Contr ololololol



Putting The Control in

Inventory Control

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Putting the Control in Inventory Control



MeiosDuração


indicativa

(horas)

IX.1 Auto ID...puting the 2h00

IV.1 control in inventory

IV.1 control

IX.2 Reading 4h00 I.2 comprehension

IX.4 Language notes 4h00

Metodologia

de desenvolvimento







• Trainees work individually or in pairs and makesentences as proposed (using vocabulary from

the text).

• Past narrative: overview.

• Opinions, suggestions

• Hypotheticals.

• General revision.

• Trainer presents one more group of linking words,

using transparency IX.1.

• Trainees use simple present, simple past, present

perfect future and conditional sentences (making

speculations).

• Trainees use different kinds of linking words

(justifying speculations).

• As a mean of integration and consolidation of all

SESSION PLAN

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPutting the Control in Inventory Control



A. What is the meaning of these words underl ined in the text? You should

be able to work this out from the context.

shor tage - lack

inventory - list of stock

staging - period of resting

keystrokes - hitting of keys (in a keyboard)

average - mean

warehouse - stockroom

devices - equipments

tags - labels

scanner - a device that reads a label as it passes over it.

B. Write one sentence using each word in the previous activity.

Example:

(shortage)

There has been a shortage of water for the last few months.

(inventory)

We are currently working in the inventory of the recently arrived goods.

( t i )


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Putting the Control in Inventory Control



(warehouse)

The goods have not been shipped yet: they are still in the warehouse.

(devices)

Nowadays there are the strangest devices to do almost everything you may

think about.

(tags)

She's so organised that she puts tags in every shelf of her wardrobe.

(scanner)

He's used the scanner to put the picture into the computer.

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPutting the Control in Inventory Control



TRANSPARENCIES

Inglês Técnico IX.1

Linking words for purpose

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ C - AvaliaçãoC - AvaliaçãoC - AvaliaçãoC - AvaliaçãoC - Avaliação



C - Avaliação

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ TTTTTestesestesestesestesestes



Testes

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Pré-Teste



Formador:

Classificação:

Rubrica:

Pré-Teste de Inglês Técnico

Nome:(Maiúsculas)

NOTE: In exercises I to IV, please write only in the gaps

I - Choose the best answer and complete the sentences.

1. He was always very bad ................... languages.

a) in

b) at

c) on

2. The story wasn't true: she'd .................. it up.

a) made

b) make

c) taken

3. They've lived here .................... 1985.

a) since

Data:

Local:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPré-Teste



5. If she .................... we'll ask her.

a) will come

b) comes

c) came

6. She told me she .................... to become a musician.

a) wanted

b) has wanted

c) would want

7. The children weren't very interested .................... the lecture.

a) for

b) in

c) on

8. He had a black beard and .......................................... .

a) thick moustaches

b) the thick moustache

c) a thick moustache

9. Could you ........................ to lock the door?

a) remember

b) remind

c) forget

10 If he hungry he wouldn't have eaten so much food




11. She has written the .................... book on the subject.

a) late

b) latest

c) later

12. The train was .................... up by problems on the line.

a) brought

b) bold

c) held

II. Complete the second sentence so that it means the same as the fi rst one.

1. He arrived late so he missed the match.

If he hadn't arrived ................................................................................. .

2. She came to live here years ago.

She's lived here ..................................................................................... .

3. A policeman found their car.

Their car ................................................................................................ .

4. You don't work hard so you don't get good results.

If you worked ......................................................................................... .

5. She's a very good violinist.

She plays the violin ............................................................................... .

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQPré-Teste



9. She told me she'd been on holiday.

I ............................................................................................................. .

10. He invented a story to explain his absence.

He made ..................................................................................................

III. Use a word formed from the word in capitals to complete the sentences.

1. She worked as a ................................. at the university. LECTURE

2. He found the film quite ....................................... FASCINATE

3. He wasn't at all ............................................ when her dog died. SYMPATHY

4. She ran into the burning building in a very ..................... manner. COURAGE

5. The city air was dirty and ..................................... . POLLUTE

6. The box was ........................................ and made of metal. RECTANGLE

7. It's surface was smooth and ......................................... SHINE

8. They brought an old ................................ table. WOOD

9. Her shoes were so ................ that she had to take them off. COMFORT

10. She always wears very ........................................ clothes. FASHION

IV. Use the appropriate form of one of the phrasal verbs below to complete the sentences.

turn down give away back up try on tell off pay back




V. COMPOSITION

You belong to the generation who will manage the destiny of the world in the near future. Bearing this in mind, write

an essay (about 150 - 200 words) with the following title:

THE WORLD I WOULD LIKE TO LIVE IN

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Teste



Formador:

Classificação:

Rubrica:

Teste de Inglês Técnico

Nome:(Maiúsculas)

1. Before reading the text, answer the following question:

Nowadays you have no choice but to operate in a world shaped by globalisation and the information revolution.

There are two options. Adapt or die.

• Do you agree with the above view? Why? Why not?

FROM AN INDUSTRIAL AGE TO AN INFORMATION AGE

There are three stages of technological development. First, the new technology follows the line of least resistance;

second, the technology is used to improve previous technologies; and third, new directions or uses are discovered

that grow out of the technology itself.

During the first stage of technological innovation, technology takes the path of least resistance, that is, it is applied

in ways that do not threaten people. The way society handled the introduction of microprocessors is a classic

example of this first stage. The first applications of the microprocessor were in toys. Who could object? Robots (for

dangerous tasks) and toys represented the unthreatening path of least resistance.

At the same time, this path has created a whole generation of computer-comfortable kids. Young people entering the

labour force will have had some form of information device in their hands most of their live - from calculators to

computer games to push-button telephones.

Data:

Local:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTeste



But now labour planners are gritting their teeth again and dusting off the gloom-and-doom scenarios, largely because

of the advent of the microprocessor. Why is the microprocessor causing such widespread concern? The reason is

simple: its widespread applicability. Earlier computer technology could be applied to some products, electronics,

and large-scale office information equipment, for example, but not others. Microprocessors can improve almost

anything, anywhere, and are consequently, far more threatening. In fact, there is virtually no limit to the sectors of the

world economy where microprocessors can be put to work.

It is clear that we are still in the second stage of technological innovation and that the introduction of technology into

the industrial workplace is on a collision course with much of the workforce, organised or not.

Labour unions are quick to describe the negative de-humanised work environment after technological innovation.

Clearly, automation will remain a key labour- management issue in the coming decade. Yet, much of debate so far is

based on the old industrial paradigm of labour-management relations. Technology is seen by labour as management's

latest tool for harnessing workers.

But the transition from an industrial to an information society does not mean manufacturing will cease to exist or

become unimportant. Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food

in the agricultural era; now 3 percent of us produce 120 percent.

In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on which

the physical depends.

Information is an economic entity because it costs something to produce because people are willing to pay for it.

Value is whatever people are willing to pay for. So even if an economy built around information seems less real than

one built around automobile and steel, it doesn't matter so long as people will pay for information or knowledge.

Electronics - undeniably an information industry - has become the largest business ever created on the planet.

Perhaps now even the sceptics among us will for the first time grasp the reality -and the wonder -of the new information

society.

In MEGATRENDS by John Naisbitt ( adapted and abridged)

2. Explain the meaning of the following words and expressions from the context (using your own words):

a) grow out

b) takes the path of the least resistance

c) awesome

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Teste



4. Now answer the following questions using your own words:

a) In the 2nd paragraph it is referred that the first applications of the microprocessor were in toys. Imagine that

you are in charge of verifying if those toys are suitable for children. What would you do?

b) How can industry and its output be enriched?

5. Find the sentences in paragraphs 6 to 12 where the author does the following:

a) explains the fears caused by the microprocessor.

b) exemplifies why workers' fears are unfounded.

c) explains what work will be like in the information age

6. Rephrase the following sentences:

a). "Twenty years ago computerised machinery was nothing but a dream".

The chairman said that _______________________________________________

b) You should have checked the device earlier in order to avoid the damages.

If you had __________________________________________________________

c) At first microprocessors didn't seem to have much use.

Microprocessors seemed to be_________________________________________

d) I don't have enough strength to help you carrying that heavy box.

If I ________________________________________________________________

7. Complete the following statements with an appropriate word or expression.

a) I would ……………………… some advice on this subject.

b) I'm too tired. I ……………………………….. a holiday this year.

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQTeste



8. Choose the word (from the ones in brackets) that completes each sentence:

a) Automation was not so evident in the C.I.S. but ………………………………….. (mass-production/manual/ro-

bot) methods were widely employed there.

b) The curiosity to want to know, to discover, to read, to test and to conquer a problem is becoming rare

……………………………... (accommodation, commodity, common) in our society.

c) Almost ninety percent of American employees said they would feel more ………………………… (preoccupied/

glad/committed) to achieving their companies' financial goals if their managers were more concerned withdelivering quality to the customer.

Composition

You belong to the generation that will manage the destiny of the world in the near future. You will certainly make use

of what you have learnt. Bearing all this in mind, write an essay (about 150- 200 words) with the following title:


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ RRRRResolução dosesolução dosesolução dosesolução dosesolução dos TTTTTestesestesestesestesestes



Resolução dos Testes

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Resolução do Pré-Teste



Formador:

Classificação:

Rubrica:

Resolução do Pré-Teste de Inglês Técnico

Nome:(Maiúsculas)

NOTE: In exercises I to IV, please write only in the gaps

I - Choose the best answer and complete the sentences.

1. He was always very bad ................... languages.

a) in

b) at

c) on

2. The story wasn't true: she'd .................. it up.

a) made

b) make

c) taken

3. They've lived here .................... 1985.

a) since

Data:

Local:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQResolução do Pré-Teste



5. If she .................... we'll ask her.

a) will come

b) comes

c) came

6. She told me she .................... to become a musician.

a) wanted

b) has wanted

c) would want

7. The children weren't very interested .................... the lecture.

a) for

b) in

c) on

8. He had a black beard and .......................................... .

a) thick moustaches

b) the thick moustache

c) a thick moustache

9. Could you ........................ to lock the door?

a) remember

b) remind

c) forget

10 If he hungry he wouldn't have eaten so much food




11. She has written the .................... book on the subject.

a) late

b) latest

c) later

12. The train was .................... up by problems on the line.

a) brought

b) bold

c) held

II. Complete the second sentence so that it means the same as the fi rst one.

1. He arrived late so he missed the match.

If he hadn't arrived late, he wouldn't have missed the match.

2. She came to live here years ago.

She's lived here for years.

3. A policeman found their car.

Their car was found by a policeman.

4. You don't work hard so you don't get good results.

If you worked harder you would get better results.

5. She's a very good violinist.

She plays the violin very well.

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQResolução do Pré-Teste



9. She told me she'd been on holiday.

I was told by her that she had been on holiday.

10. He invented a story to explain his absence.

He made up a story to explain his absence.

III. Use a word formed from the word in capitals to complete the sentences.

1. She worked as a lecturer. at the university. LECTURE

2. He found the film quite fascinating FASCINATE

3. He wasn't at all sympathetic when her dog died. SYMPATHY

4. She ran into the burning building in a very courageous manner. COURAGE

5. The city air was dirty and polluted POLLUTE

6. The box was rectangular and made of metal. RECTANGLE

7. It's surface was smooth and shiny SHINE

8. They brought an old wooden table. WOOD

9. Her shoes were so comfortable that she had to take them off. COMFORT

10. She always wears very fashionable clothes. FASHION

IV. Use the appropriate form of one of the phrasal verbs below to complete the sentences.

turn down give away back up try on tell off pay back




V. COMPOSITION

You belong to the generation who will manage the destiny of the world in the near future. Bearing this in mind, write

an essay (about 150 - 200 words) with the following title:


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Resolução do Teste

F d D t



Formador:

Classificação:

Rubrica:

Resolução de Teste: Inglês Técnico

Nome:(Maiúsculas)

1. Before reading the text, answer the following question:

Nowadays you have no choice but to operate in a world shaped by globalisation and the information revolution.

There are two options. Adapt or die.

• Do you agree with the above view? Why? Why not?

FROM AN INDUSTRIAL AGE TO AN INFORMATION AGE

There are three stages of technological development. First, the new technology follows the line of least resistance;

second, the technology is used to improve previous technologies; and third, new directions or uses are discovered

that grow out of the technology itself.

During the first stage of technological innovation, technology takes the path of least resistance, that is, it is applied

in ways that do not threaten people. The way society handled the introduction of microprocessors is a classic

example of this first stage. The first applications of the microprocessor were in toys. Who could object? Robots (for

dangerous tasks) and toys represented the unthreatening path of least resistance.

At the same time, this path has created a whole generation of computer-comfortable kids. Young people entering the

labour force will have had some form of information device in their hands most of their live - from calculators to

computer games to push-button telephones.

Data:

Local:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQResolução do Teste

B t l b l itti th i t th i d d ti ff th l d d i l l b



But now labour planners are gritting their teeth again and dusting off the gloom-and-doom scenarios, largely because

of the advent of the microprocessor. Why is the microprocessor causing such widespread concern? The reason issimple: its widespread applicability. Earlier computer technology could be applied to some products, electronics,

and large-scale office information equipment, for example, but not others. Microprocessors can improve almost

anything, anywhere, and are consequently, far more threatening. In fact, there is virtually no limit to the sectors of the

world economy where microprocessors can be put to work.

It is clear that we are still in the second stage of technological innovation and that the introduction of technology into

the industrial workplace is on a collision course with much of the workforce, organised or not.

Labour unions are quick to describe the negative de-humanised work environment after technological innovation.

Clearly, automation will remain a key labour- management issue in the coming decade. Yet, much of debate so far is

based on the old industrial paradigm of labour-management relations. Technology is seen by labour as management's

latest tool for harnessing workers.

But the transition from an industrial to an information society does not mean manufacturing will cease to exist or

become unimportant. Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food

in the agricultural era; now 3 percent of us produce 120 percent.

In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on which

the physical depends.

Information is an economic entity because it costs something to produce because people are willing to pay for it.

Value is whatever people are willing to pay for. So even if an economy built around information seems less real than

one built around automobile and steel, it doesn't matter so long as people will pay for information or knowledge.

Electronics - undeniably an information industry - has become the largest business ever created on the planet.Perhaps now even the sceptics among us will for the first time grasp the reality -and the wonder -of the new information

society.

In MEGATRENDS by John Naisbitt ( adapted and abridged)

2. Explain the meaning of the following words and expressions from the context (using your own words):

a) grow out - emerge

b) takes the path of the least resistance - proceeds without being stopped or retained by obstacles

c) awesome - frightening

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ Resolução do Teste

c) Computer technology is less threatening than mechanisation was



c) Computer technology is less threatening than mechanisation was.

True - "Until now, however, the worst fears about automation-related job loss have not materialized."

d) Western industrialised countries have found no competitor for the past decades.

False - "'During the 1960s and 1970s, … … mature industries in developed countries became less competitive

than new industries in Japan or in the more advanced developing countries."

4. Now answer the following questions using your own words:

a) In the 2nd paragraph it is referred that the first applications of the microprocessor were in toys. Imagine that

you are in charge of verifying if those toys are suitable for children. What would you do?

[Sample answer] Having such a responsible task, I would have to make sure that the toys would go out of the

factory to the client in perfect conditions and with the best quality possible. Therefore, the toys that would

come out of the production line would have to go through quality control. The toys would have to be in

accordance with the quality standards assumed by the factory without forgetting the safety aspect.

b) How can industry and its output be enriched?

The industry and its output can be enriched through development, improvement and diffusion of modern

technological devices, quality control, industrial planning, work distribution and organization, skilful workers…

5. Find the sentences in paragraphs 6 to 12 where the author does the following:

a) explains the fears caused by the microprocessor.

"Microprocessors can improve almost anything, anywhere, and are, consequently, far more threatening. Infact there is virtually no limit to the sectors of the world economy where microprocessors can be put to work."

b) exemplifies why workers' fears are unfounded.

"Did farming end with the industrial era? Ninety percent of us produced 100 percent of the food in the agricultural

era; now 3 percent of us produce 120 percent."

c) explains what work will be like in the information age

"In the information age, the focus of manufacturing will shift from the physical to more intellectual functions on

which the physical depends."

6. Rephrase the following sentences:

IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQResolução do Teste

d) I don't have enough strength to help you carrying that heavy box



d) I don t have enough strength to help you carrying that heavy box.

If I were stronger, I would help you carrying that heavy box.

7. Complete the following statements with an appropriate word or expression.

a) I would appreciate some advice on this subject.

b) I'm too tired. I need / must have a holiday this year.

c) If I'd seen you, I would have invited you to come with me to the cinema.

d) For /Over the last few months two months, the temperatures have been over 20°C

e) This is the third time I've called you evening! Is there any problem with your telephone?

f) I don't agree with your attitude towards your customers! In my opinion /I think you should be more polite with

them.

8. Choose the word (from the ones in brackets) that completes each sentence:

a) Automation was not so evident in the C.I.S. but mass-production (mass-production/manual/ro-bot) methods

were widely employed there.

b) The curiosity to want to know, to discover, to read, to test and to conquer a problem is becoming rare mass-

production (accommodation, commodity, common) in our society.

c) Almost ninety percent of American employees said they would feel more committed (preoccupied/glad/com-

mitted) to achieving their companies' financial goals if their managers were more concerned with delivering

quality to the customer.

Composition

You belong to the generation that will manage the destiny of the world in the near future. You will certainly make useof what you have learnt. Bearing all this in mind, write an essay (about 150- 200 words) with the following title:


IEFPIEFPIEFPIEFPIEFP · ISQISQISQISQISQ AneAneAneAneAnexxxxxo -o -o -o -o - TTTTTr r r r r ansparênciasansparênciasansparênciasansparênciasansparências



Anexo - transparências

Present simple



Inglês Técnico I. 1

Present simple uses the base form of the verb with -s for the 3rd person

singular. It is used in the following four situations:

· The timeless present – also called ‘state present’ as it is used with verbs

of stative meaning

Wind blowsIt never falls

I know you very well

· The actual present (instantaneous present)

I ’m very well, thank you!

I admit I was wrong.· Present simple for fixed future – it is used for an event in the future that

we are certain about...

The day I see you, that wi ll be the day!

or in subordinate clauses (particularly with i f and when)

If I start feeling sick, I’ll call for you.· Present simple for past meaning – it is rarely used ( it is mainly found in

literature and newspaper headlines ).

The thunder builds up....

Past simple




Past simple uses the -ed form of the verb.

I fainted

NOTE: Some verbs (irregular verbs) have different forms like I came, he

saw.

(A list of most common irregular verbs can be found in Appendix I)

Future actions




The difference between will and going to:

will – is used when we decide to do something at the time of speaking

decision now

I will ...

past now future

going to – is used when we have already decided to do something

decision before

I’m going to...

past now future

Expressing for asking for advice

and giving recommendation




I am writing to askI would be gretefulI wonder

I would

if

likeappreciatebe grateful for

you could help me (with)... you could advise me (on)...you could recommend...

some advice on...some help with...

Complaint letter




The letter should be short and direct and objective:

Your adress

Date

Adress of who you're sending it to

Subject: in a short sentence, describe the object of your complaint

Dear Sir/Madam,

In the first paragraph you should express your complaint.

In a second and third paragraph, you should give some advice or

recommendation on how to improve the behaviour, preventing what caused

your complaint to happen again.

Finish it with a «Yours faithfully» or «Yours trully»Signature

Past progressive



Inglês Técnico II. 1

Uses was/were and the -ing form of the verb as in ‘He was singing’:

Was/were – marks the past time

-ing – gives the sense of continuous activity

Past progressive can be used for a single past activity or a series of repeatedactions happening at a past moment:

This time last year I was living in Spain.

It can also be used as:

1. Relationship between a progressive action and simple tenses.

She suddenly woke... something was attacking her!

2. Long-time past (used many times with adverbs).

My grandmother was always telling stories.3. Past plans for the future.

I was going out to do some shopping...

Used to




We use used to:

1. For something that happened regularly in the past but no longer happens:

I used to go to the cinema every weekend, but now I don’t go so often.

2. For something that was true but isn’t true anymore:

She used to play the piano every day.

Present perfect I




Uses has/have before the past participle form of the verb as in

I have written

(In speech we usually use the contracted forms ‘s and ’ve)

It indicates that the event has occurred in the period before now and is at

least partially completed.

1. The action in the past has a result now.

He’s convinced me.

2. A recent event is extended into the present.

We’ve had a very bad time...

3. Present perfect can be used with just, already and yet.

I’ve just had an idea!

Expressing advice and recommendation




In my opinion you...

I would

Because

assince

You

You...

I suggest you...

You... sotherefore

Defining and non - defining relative clauses



Inglês Técnico III. 1

Also called restrictive/non-restrictive or identifying/non-identifying, as these

relative clauses define, identify or restrict the preceding noun.

I know a doctor who would never work in such conditions.

(Notice that there are no commas, there is no spoken pause after the noun.

This is a defining clause and not an additional afterthought.)

Non-defining relative clauses simply add information about something or someone

already identified. We separate this information by commas:

My brother Sam, who lives in Lisbon, is an architect.

Have (got)

Both forms followed by to + infinitive carry the meaning of obligation/necessity:




Both forms, followed by to + infinitive, carry the meaning of obligation/necessity:You have (got) to help me.

In general, British English uses the got form and American English the have

form:

I’ve got to do it! (British English)I have to do it! (American English)

Sometimes, British English make a distinction: they use have got to for a single

present or future activity (1) and have to for an habitual action, present or future (2):

(1) I’m sorry, I’ve got to go!

(2) We ’ll just have to wait once more for the decision.

Notice that both in the past and in the future forms, the got form is less common:

I knew I had to do it!

You ’ll have to see what is best for you...

Phrasal verbs

These are multi word verbs i e verbs that are used with the following words




These are multi-word verbs, i.e., verbs that are used with the following words(adverb particles):

in on up away round about overby

out off down back through along forward

• In the intransitive phrasal verbs the adverb particle cannot be separated fromits verb – adverbs precede or follow the phrasal verb:

He suddenly turned away or

He turned away suddenly.

• The transitive phrasal verbs have a verb + adverb particle + the direct object

of the verb:They were taking off their raincoats.

I switched on the radio.

• Sometimes we change the order of the adverbial particle and the object:

I switched the radio on.

We cannot do it i f the object is a long one:They gave up any attempt to arrest the burglars . (Never ‘they gave any

attempt to arrest the burglars up.’)

Expressions for rate of exchange




Adjective rapidsharpsteepdramaticmarked

QUICKLY SLOWLY

gradualsteady

Adverb rapidlysharplysteeplydramaticallymarkedly

graduallysteadily

Present perfect II



Inglês Técnico IV. 1

We can use the Present Perfect with recently, in the last few days, so far,

since, etc. meaning that we’re referring to a period that continues until now.

Have you heard from him recently?

Everything is going well. I haven’t had any trouble so far.We haven’t seen each other for a long time.

When we use the Present Perfect with today, this morning, this evening it means

that these periods are not finished at the time of speaking.

He has drunk a lot today.

I haven’t had a holiday this year.

We also use Present Perfect as follows:

It’s the first time this has happened. (Not happens)

This is the third time I have called you this morning.

That is the first good news she ’s had for weeks.

Expressions for increase and decrease



Inglês Técnico IV. 2

Noun a rise

an increasean upward trend

UP DOWN

a fall

a decreasea declinea drop

Verb to increaseto shoot up (implies quickly)to soar up (implies quickly)

to decreaseto dropto declineto fallto plunge (impliesquickly)

Modal verb: should

The modal verb should can be used in many ways:



Inglês Técnico V. 1

The modal verb should can be used in many ways:

1. We can use should to give advice or to give an opinion.

You look tired; you should rest.

2. We often use should with , think..., I don’t think..., Do you think...?.I don’t think you should work so hard.

3. We use shouldn’t to show something isn’t a good thing to be done.

You shouldn’t believe everything he says.

4. When something is not right or what we expected...

She should be here by nine!...or when we expect something to happen.

There are many industries here. It shouldn’t be difficult for him to find a

job!

5. We can use should after a number of verbs, specially

suggest propose recommend insist demand

They recommended that we should go to that restaurant.

Imperative you

Imperatives are one of the four types of simple sentences (the others being



Inglês Técnico VI. 1

Imperatives are one of the four types of simple sentences (the others being

declaratives, interrogatives and exclamations).

The form of the imperative is the verb base, usually without subject, though

with any appropriate complementation:“ Sit down” the teacher said.

Sometimes, to avoid ambiguity, we include the subject:

“ You sit down there” , he said.

The negative form of imperatives is built using do as the operator with not ( n’t),

unless a negative pronoun or adverb is present:

Don’t touch it!

Nobody leaves!

When we add the subject you to a negative imperative, it has a particular position:

Don’t you look at me that way!

Linking words for time relations: duration of

time



Inglês Técnico VI. 2

Since March1983

There hasbeen nochange in

the rate ofinflation

From

onwards

For Over the last

three yearstwo months

Up till nowSo far

Modals of obligation



Inglês Técnico VII. 1

Besides the modal should, there are other modals with the same meaning

and in the modality of obligation.

Must has the basic meaning of necessity, which includes obligation.

You must leave tonight. (necessity)

I must remind you that... (obligation)

NOTE: The two meanings have different opposites: the opposite of the first is

needn’t; the opposite of the second is mustn’t.

Ought to is less common than should:

We ought to take care of him, oughtn’t we?

I oughtn’t to pay him compliments. Are you sure you ought to be doing this?

Conditional




“ Zero” conditional: there’s a real possibility that the situation happens.

If I find them, I’ll tell you

If + present ..., (then) future

“ 1st” conditional: we imagine a situation that isn’t much possible to

happen.

If I found a wallet in the street, I would take it to the police.

If past ..., (then) ... would (‘d)

“ 2nd” conditional: when we are talking about the past we use

If + had (‘d), (then) would have...

If I’d had a camera, I would have taken some photographs.If I hadn’t been so t ired last night, I would have gone to the cinema.

Reporting the results of a survey




(vague)

most

of...

A minority

a significant/ substantial number a large number/ proportiona significantly larger proportionthe majorityby far the largest proportion/ number

64%(precise)

last

aquarter ten out of twentytwo in three

half

Linking words for purpose



Inglês Técnico IX. 1

ISO 9000 are applied toso as toin order to

increase quality performance

so that quality performance andawareness can be increase

with the purpose of Increasing quality perdormanceand awareness

Inglês Técnico - Guia Do Formador

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