1

INSTITUT SUPERIEUR D’ETUDES SOCIALES: ISES/KANANGA

COURS: ANGLAIS TECHNIQUE
PROMOTION: L2: FN, GRH, sociol, GAP
VOLUME: 45 Heures
30: Théories
15: Praticques
ENSEIGNANT: CT MOISE KATENGA NGOMBUA
CONTENU DU COURS
Le cours d’Anglais Technique, II est la continuite de l’Anglais technique vu
en 2er Graduat.
Il a pour but de former les techniciens en Gestion de ressources humaines
afin d’atteindre les objectifs suivants:
A.GENERAL
A la fin de ce cours l’étudiant sera capable de discerner l’importance de
l’Anglais non seulement dans leur communication mais aussi et seulement dans
le monde du travail comme l’un des criteres exigés pour l’ambochement.
B.SPECIFIQUE
- L’étudiant qui as suivis ce cours doit etre capable d’ecrire differentes
correspondances en Anglais tout en utilisant correctement ses style des
phrases.
- Lire un texte technique, saisir le sens, le résumer et le traduire en
Francais ou vis versa.
- Maitriser les mots techniques de leur domaine.

LE PLAN DU COURS
0.1. INTRODUCTION
0.2. IMPORTANCE OF THE COURSE
0.3. OBJECTIVES OF THE COURSE
0.4. EVALUATION OF STUDENTS
0.5. METHOD AND TECHNIQUES
0.6. BIBLIOGRAPHY

Chapter One: Check Dictionary

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1.1. Definition
1.2. Key to dictionary entries
1.3. Pages, Phonetics sounds, Nature, Signs
1.4. Cross- References
1.5. Reference Section Contents in Oxford Dictionary
1.6. Practice
Chapter two: Agreement and Clause
2.1. Agreement of subject and verb
2.1.1. The Number of subject
2.1.2. Indefinite pronoun
2.1.3. A Compound subject
2.1.4. The verb agrees
2.1.5. Collective Noun
2.1.6. An Expression of an amount
2.1.7. The Title of creative work
2.1.8. A verb agrees with its subject
2.1.9. Agreement of pronoun and Antecedent
2.1.10. A Pronoun agrees with its antecedent in number and gender
2.1.11. Indefinite pronoun may be singular, plural or either.
2.1.11. a. A Plural Pronoun.
2.1.11. b. A Singular pronoun
2.1.12. When a singular and plural antecedent.
2.1.13. A Collective Noun.
2.1.14.14. The Title of a creative work.
2.2: CLAUSE
2.2.1. Definition
2.2.2. The Independent clause

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2.2.3. Subordinate clause

2.2.4. The Adjective clause
2.2.5. The Noun clause
2.2.6. The Adverb clause
2.2.7. The Elliptical clause
2.2.8. Practice
CHAPTER III: Paragraphs and Writing Process
3.1. PARAGRAPH
3.1.1. Definition
3.1.2. The parts of a paragraph
3.1.3. Kinds of paragraph
3.1.3. a. Topic Sentence
3.1.3. b. Supporting sentence
3.1.4. Clincher sentence
3.1.5. Tips
3.1.6. Qualities of paragraphs
3.1.6. a .Unity
3.1.6. b. Coherence
3.1.7. Practice
3.2. Writings process
3.2.1. Stages of the writing process
3.2.1. a. Prewriting
3.2.1. b. Writing
3.2.1. c. Revising
3.2.1. c. Publishing
3.2.2. Questions for proofreading
3.2.3. Symbols for revising proofreading

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3.2.4. PRACTICE
CHAPTER IV: Technical English Texts
0. INTRODUCTION

This English course is teaching to Students of L2 to speak correctly the

language as far as is English Language. It has so many rules to master the thing
is that which Student should do his best to interpret this rules and a replay
them in this reel speech. That’s why we have two parts in this course: Part of
speech and the Technical texts, in the second part. The Students must be
understand the meaning and know same words from their option.

0.1. IMPORTANCE OF THIS COURSE

To be able to speak English language in communication to the middle of

the work force and others strangers.

0.1. OBJECTIVES OF THE COURSE

- At the end of this course students will be able to check their dictionary.
- To distinguish some agreement in the sentences and the paragraphs in
writing.
- To distinguish the clauses in their speech.
- And to be able to use the technical words according to their option in
their daily speech.

0.2. EVALUATION

- Quizzes (2)
- Practical works (5)

0.5. METHODOLOGY and TECHNICALS

The Inductive method will suit to the teaching of the structures of the
English Language in these lectures.

0.3. BIBLIOGRAPHY

- Joanna Turnbull & C. (2010), Oxford advanced learner’s Dictionary, England

- Holt, Rinehart at al. (2008), Element of Literature, Alabama, New York, USA.
- usingEnglish.com

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- African Studies Centre (2011), Fundamentals of Human Resource

Management Emerging experiences from Africa, University of Groningen,
Mzumbe University.

CHAPTER ONE: CHECK DICTIONARY

1.1. DEFINITION
- Dictionary is a book that given a list of the words of a language in
alphabetical order and explains what they mean, or gives a word for
them in a foreign language.
- Or Glossary of usage that is an alphabetical list of words an expressions
with definitions, explanations, and examples. Some examples in this list
are labeled standard nonstandard, formal, or informal. The labels
standard and formal identify usage that is appropriate in serious writing
and speaking (such as in compositions and speeches). The labels informal
indicates standard English commonly used in conversation and in
everyday writing such as personal letters. The label nonstandard
identifies usage that does not follows the guidelines of Standard English
usage.
E.G. Accept and Except
Accept is a verb meaning ‘’to receive’’ but except may be either a verb meaning
‘’to leave out’’ or a proposition meaning ‘’excluding’’
- I will accept another yearbook assignment.
- Should the military services except women from combat duly.
Same of them: affect/effect; all ready/already; all the farther/all the faster;
allusion/illusion; almost/most; and/but; and/or.

1.2. KEY TO DICTIONARY ENTRIES

Information in the dictionary is given in entries, arranged in alphabetical
order or headwords, compound words are in separate entries also arranged
alphabetically.
a).Headword: a word that forms a heading in a dictionary, under which its
meaning is explained.
b). Compound words: a noun, an adjective or a verb made of two or more
words or parts of words written as one or more words, or joined by a hyphen.
E.G. Travel agent, dark-harried, bathrooms: are all compounds.

1.3. Pages, Signs, Nature, Phonetics Sounds.

A).As a book, there are pages and each is contained a number page.

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b).After each word: beside there is a phonetically sound in slash / / or in

bracket .c). Nature: after each phonetic sound there is a nature of a word, may
be in abbreviation: n, v; adj; adv, etc.
d).Signs dictionary has got many symbols and abbreviations, you can check the
list of them to the dictionary.

1.4. Cross-References
Refers you to information in order parts of the dictionary compare refers
to a word a contrasting meaning.

1.5. Reference section contents in Oxford Dictionary.

It helps to discover and know the meaning of the :irregular verbs, verbs,
phrasal verbs, nouns an adjectives, collation, idioms, notes on usage, the
language of literary criticism, punctuations, numbers, common first names,
geographical names, British and American English, the Academic word list,
pronunciation and phonetic symbols in the Dictionary.

1.6. PRACTICE

CHAPTER II: AGREEMENT AND CLAUSE

2.1. Agreement of subject and verb.

2.1. 1. A Verb.
A verb should agree in number with its subject. Singular subjects take
singular verbs. Plural subjects take plural verbs.
Singular: E.G. The character lives on a farm in Yoknapatawpha Country.
Plural: E.g. Both of the stories were written by William Faulkner.

2.1.2. The number of subject

The number of subject is not changed by a phrase or a clause following
the subject.
Singular: Langston Hughes, who wrote several books of poetry, was a major
figure in the Harlem Renaissance.
Plural: The students, as well as Ms. Ramos, are eager to use the new software.

2.1.3. Indefinite Pronouns.

Indefinite Pronouns may be singular, plural, or either.
N.B. The following indefinite pronouns are singular: anybody, anyone, anything,
each, either, one, everybody, everyone, everything, neither, nobody, no one,
nothing, somebody, someone, and something.

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EXAMPLE:
Neither of the books contains that story.
N.B. The following indefinite pronouns are plural: both, few, many, and several.
Eg. Both of the poem were written by Moses Katenga.
N.B. The indefinite pronouns: all, any, most, and some are singular when they
refer to singular words and are plural when refer to plural words.
E.g. Singular: Some of her artwork is beautiful. (Some refers to artwork.)
Plural: Some of her paintings are beautiful. (Some refers to paintings.)

2.1.4. A Compound Subject

A compound subject, which is two or more subjects that have the same
verb, may be singular or plural.
- Subject joined by and usually take a plural verb.
E.g. Ngalula, Mulumba, Tshiowa are students.
- A compound subject that names only one person or thing takes a singular
verb.
John Kadima’s sister and sole companion is Madeline.
- Singular subjects joined by or or not take a singular verb.
E.g. Either Amy or Eric plans to report on William Byrd.
Neither the rain nor the wind has stopped.
- When a singular subject and a plural subject are joined by or or nor, the
verb agrees with the subject nearer the verb.
E.g. neither the performers nor the director was eager to rehearse.
N.B. Whenever possible, revise the sentence to avoid this awkward
construction.
Eg. The director was not eager to rehearse the scene again, and neither were
the performers.

2.1.5. THE VERB AGREES

The verb agrees with its subject even when the verb precedes the
subject, such as in sentences beginning with here, there nor where.
E.g. Here is (or here’s) a copy of the Declaration of Independence.
Here are (not here’s) two copies of the Declaration of Independence.

2.1.6. A COLLECTIVE NOUN

A Collective noun (such as class, herd, or jury) is singular in form but
names a group of persons or things. A collective noun takes a singular verb
when the noun refers to the group as a unit and takes a plural verb when the
noun refers to the parts or members of the group.

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E.g. Singular: The cast of A Raisin in the sun is made up entirely of juniors. (The
cast as a unit is made up of juniors)
Plural: After the play, the cast are joining their families for a celebration. (The
members of the cast are joined their families.)

2.1.7. AN EXPRESSIONS OF AN AMOUNT

An expression of an amount (a length of time, a statistic, or a fraction, for
example) is singular when the amount is thought of as a unit or when it refers
to a singular word. An amount is plural when it is thought of as many parts or
when it refers to a plural word.
E.g. Singular: Twenty years was a log time for Rip Van Winkle to sleep. (One
unit)
Plural: Fifty percent of the Students have already read Walden. (The
percent- age refers to students.)
- Expressions of measurement (length, weight, capacity, area) are usually
singular.
E.g. Seventy-five degrees below zero was the air temperature in ‘’To Build a
Fire’’
Four and a half miles was how far the man walked in an hour.

2.1.8. THE TITLE OF A CREATIVE WORK

The Title of a Creative work (such as a book, song film, or painting) or the
name of an organization, a country, or a City (even if the names is plural form)
takes a singular verb.
E.g. ‘’Birches’’ was written by Robert Frost.
The United States calls its flag Old Glory.

2.1.9. A VERB AGREES WITH ITS SUBJECT.

A verb agrees with its subject, not with its predicate nominative.
E.g. Singular: One symptom of flu is sore muscles.
Plural: Sore muscles are one symptom of flu.

2.1.10. AGREEMENT OF PRONOUN AND ANTECEDENT

A pronoun usually refers to a noun or another pronoun. The word to
which a pronoun refers is called its antecedent.

2.1.10.1. A Pronoun agrees with its antecedent.

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A pronoun agrees with its antecedent in number and gender. Singular

pronouns refer to singular antecedents. Plural pronouns refer to plural
antecedents. A few singular pronouns indicate gender (neuter, feminine,
masculine.)
E.g. Maianne Moore published her first book of poems in 1921. (Singular,
feminine)
Pyton Farquhar thinks he has escaped.(singular, masculine)
Benjamin Franklin wrote,’ Three may keep a secret if two of them are
dead’’ (plural)

2.1.10.2. Indefinite pronouns may be singular, plural or either

- Singular pronoun are used to refer to the indefinite pronouns anybody,
anybody, anything, each, either, everybody, everyone, everything, neither,
nobody, no one, nothing, one, somebody, someone, and something. The
gender of any of these pronouns is often determined by a word in a phrase
following the pronoun.
E.g. each of the girls has already memorized her part.
One of the boys gave his interpretation of ‘’Nothing Gold Can Stay’’
- If the antecedent may be either masculine or feminine, use both the
masculine and feminine pronouns to refer to it.
E.g. Anyone who is qualified for the job may submit his or her application.
- Whenever possible, revise the sentence to avoid this awkward construction.
E.G. Anyone who is qualified for the job may submit an application.
- Plural pronouns are used to refer to the indefinite pronouns both, few, many,
and several.
E.g. Both of the finalists played their best.
- Singular or plural pronouns may be used to refer to the indefinite pronouns
all, any, most, none, and some. These indefinite pronouns are singular when
they refer to singular words and are plural when they refer to plural words.
E.g. Singular: All of our planning achieved its purpose.
Plural: All of your suggestions had their good points.

2.1.10.3. A plural pronoun.

A plural pronoun is used to refer to two or more singular antecedents
joined by and.
E.g. Jerry and Frank read the sonnets they wrote about Olaudah Equiano.

2.1.10.4. A Singular Pronoun.

A singular pronoun is used to refer to two or more singular antecedents
joined by or or nor.

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E.g. Neither Cindy nor Carla thinks she is ready to write the final draft.
2.1.10.5. When a singular and a plural antecedent are joined by or or nor, the
pronoun agrees with the nearer antecedent.
E.g. Either Jerry or the Twins will bring their stereo.

2.2. CLAUSE

2.2.1. DEFINITION
A clause is a group of words that contains a verb and its subject and that
is used as part of a sentence. There are two kinds of clauses: the independence
clause and the subordinate.
2.2.2. THE INDEPENDENT CLAUSE
E.g. Emily Dckinson wrote nearly eighteen hundred poems.

2.2.3. THE SUBORDINATE CLAUSE

A subordinate (or dependent) clause does not express a complete
thought and cannot stand alone as a sentence.
E.g. that we read
N.B. The thought expressed by a subordinate clause becomes complete when
the clause is combined with an independent clause.
E.g. The last book that was read was Blue Highways.

2.2.4. The ADJECTIVE CLAUSE

An adjective clause is a subordinate clause that modifies a noun or a
pronoun.
An adjective clause follows the word or words that it modifies. Usually, an
adjective clause begins with a relative pronoun, which (1) relates the adjective
clause to the word or words the clause modifies and (2) performs a function
within the adjective clause.
E.g. Li recommends every poem that Denise Levertov has written. (The relative
pronoun that relates the adjective clause to the noun poem and serves as the
direct object of the verb has written.)
- An adjective clause may begin with a relative adverb, such as when or where.
E.g. From 1914 to 1931, Isak Dinesen lived in Kenya, where she operated a
coffee plantation. Sometimes the relative pronoun or relative adverb is not
expressed.
E.g. The book (that) I am reading is a biography.

2.2.5. THE NOUN CLAUSE

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A noun clause is a subordinate clause that may be used as a subject, a

predicate nominative, a direct object, an indirect object, or an object of a
preposition.
- Words commonly used to introduce noun clauses include how, that,
what, whether, who, and why.
E.g. A catchy slogan is what we will need for this campaign. (Predicate
nominative)
- Emerson liked what Whitman wrote. (Direct object)
- The director will give whoever does best in this audition the lead role.
(Indirect object)
E.g. Do any of you know who wrote Spoom River Antbology? (The word who
introduces the noun clause and serves as subject of the verb wrote.)
She told Wlter that he was driving too fast and should slow down. (The
word that introduces the noun clause but does not have any function within
the noun clause.)
- The word that introduces a noun clause is not always expressed.
E.g. I think (that) I’ve read all of Langston Hughe’s poetry.

2.2.6. THE ADVERB CLAUSE

An adverb clause is a subordinate clause that modifies a verb, an
adjective, or an adverb.
An adverb clause, which may come before or after the word or words it
modifies. Tells how, when, where, why, to what extent, or under what
condition. An adverb clause is introduced by a subordinating conjunction- a
word or word group that relates the adverb clause to the word or words the
clause modifies.
E.g. William Cullen Bryant wrote the first version of ‘’Thanatopsis’’ when he
was a teenager. (The adverb clause modifies the verb wrote, telling when
Bryant wrote the first version.)
Zoe can explain naturalism to you better than I can. (The adverb clause
modifies the adverb better, telling to what extent Zoe can better explain
naturlism.)
- An adverb clause that begins a sentence is always set off a comma.

2.2.7. THE ELLIPTICAL CLAUSE

Part of a clause may be left out when the meaning can be understood
from the context of the sentence. Such a clause is called an elliptical clause.
E.g. Roger knew the rules better than Elgin Pond (did).
While (he was) living at Walden Pond, Thoreau wrote his first book.
- For information about using pronouns in elliptical clauses.

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2.2.8. PRACTICE

CHAPTER III: PARAGRAPHS AND WRITING PROCESS

3.1. PARAGRAPH
3.1.1. DEFINITION
It is a section of a piece of writing, usually consisting of several sentences
dealing with a single subject. The first sentence of a paragraph starts on a new
line.

3.1.2. THE PARTS OF A PARAGRAPH

Paragraphs come in all sorts of shapes and sizes. They can be as short as
one sentence or as long as many pages; they can seamlessly connect several
items or develop a single idea.
In works of nonfiction, including essays that you write for school,
paragraphs usually develop one main idea. These main-idea paragraphs are
often made up of a topic sentence, supporting sentences, and clincher
sentence, as explained in the following part:
a) TOPIC : States the main idea, or central focus, of the paragraph
b) SENTENCE: Is often the first of second sentence of a paragraph; can be
placed at or near the end of a paragraph to create surprise or to
summarize ideas.
c) SUPPORTING SENTENCES: support or prove the main idea in the topic
sentence; use the following kinds of details: sensory details- images of
sight, sound, taste, smell, and texture; facts-statements that can be
proved true E.g. – specific instances or illustrations of a general idea;
examples must be relevant to the main idea and precise rather than
general; anecdotes-brief biography or autobiographical stories used to
illustrate a main idea. Analogies-comparison between ideas familiar to
readers and unfamiliar concepts being explained.
d) CLINCHER SENTENCE: Is a final sentence that emphasize or summarizes
the main idea; can help readers grasps the main idea of a longer
paragraph.

3.1.3. TIPS
- Not all paragraphs have or need topic sentences. In fiction, paragraphs rarely
include topic sentences. Paragraphs in nonfiction works that relate a sequence
of events or steps frequently do not contain topic sentences. In much of the
writing you do for school, however, you’ll find topic sentences useful. They

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provide a focus for readers, and they keep you from straying off the topic as
you develop the rest of your paragraph.
- Many paragraphs- even those that develop a main idea- do not used a
clincher sentence. Use clinchers sparingly in your writing to avoid boring
readers by restating an obvious main idea.
- Putting the parts together look carefully at the parts of the following
paragraph. Notice that the topic sentence at the beginning expresses in the
main ideas.

3.1.4. QUALITIES OF PARAGRAPHS

You wouldn’t build a house without thinking about how the boards,
bricks, and shingles fit together. Paragraphs need to be just as carefully
constructed. A well-written paragraph has unity and coherence.
a) UNITY
Unity simple means that a paragraph’ ’hangs together’’. In other words, all the
supporting sentences work together to develop a focused main idea. A
paragraph should have unity whether the main idea is directly stated or implied
main idea or when all sentences relate to a sequence of events, you can
achieve unity by providing all the steps in the sequence, with no digressions.
b) COHERENCE
In a coherence paragraph, the relationship between ideas is clear-the
paragraph flows smoothly. You can go a long way toward making paragraphs
coherent by paying attention to two things:
- The structure, or order, you use to arrange your ideas
- The connections you make between ideas
3.1.5. PRACTICE

3.2. WRITING PROCESS

N.B. If you have an assignment or a topic. Your plan was to dash something off
quickly and turn it in, so why are you stuck? What is keeping your ideas from
flowing effortlessly onto the page? Realizing that writing is a process requiring
many steps can help you get unstuck?

3.2.1. STAGES OF THE WRITING PROCESS

3.2.1. a. Prewriting
- Choose and narrow a topic and choose a form.
- Identify your purpose and audience.
- Gather information about the topic.
- Begin to organize the information.

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- Draft a sentence that expresses your main point and your perspective on the
topic.
3.2.1. B. WRITING
- Draft an introduction that gets your readers’ attention.
- Provide background information.
- Follow a plan or an organizational pattern that makes sense.
- State your main points, and elaborate on them.
- Wrap things up with a conclusion.

3.2.1. C. REVISING
- Evaluate your draft
- Revise the draft’s content, organization, and style.

3.2.1. D. PUBLISING
- Proofread for spelling, punctuation, and grammar mistakes.
- Share your finished writing with readers.
- Reflect on your writing experience.

N.B. This process is recursive, which means you have the flexibility to jump
forward to another stage of the process, go back, or start all over again.
Suppose you are drafting a report and discover that you need additional facts
to elaborate on a point. Simply go back to the prewriting task of gathering
information. Then, pick up where you left off, insert the new information, and
continue the process.
As you progress through each stage in the writing process, make sure you do
the following:
- Keep your ideas and coherent and focused: Present a tightly reasoned
argument that will help you achieve your specific purpose. Every idea
should focus on the point you make in your thesis statement.
- Share your own perspective: Give readers a piece of your mind by
clearly communicating your viewpoint on the topic. Leave no doubt
about who is the speaker in your writing, whether that person is you as a
writer or a character you create to narrate a fictional piece.
- Keep your audience in mind: Use your understanding of your specific
audience’s backgrounds and interests to make your writing speak
directly to them. If you have the option, choose a form that will be
familiar or appealing to your readers- for example, a song, poem,
memoir, editorial, screenplay, pamphlet, or letter.
- Plan to publish: Develop every piece as if it might be submitted for
publication. When you proofread, work with a classmate who can help

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you find errors and inconsistencies. Use the following questions to guide
you. The numbers in parentheses indicates the sections in which
instruction on each topic begins in the language Handbook.
3.2.2. QUESTIONS FOR PROOFREADING
- Is every sentence complete, not a fragment or run-on?
- Are punctuation marks used correctly?
- Do sentences and proper nouns and adjectives begin with a capital letter?
- Does each verb agrees in number with its subject?
- Are verb forms and tenses used correctly?
- Are subject and object forms of personal pronouns used correctly?
- Does every pronoun agree with a clear antecedent in number and gender?

3.2.3. SYMBOLS FOR REVISING PROOFREADING

N.B. You must verify the symbols, examples, and meaning of symbols used in
the topic.
3.2.4. PRACTICE

CHAPTER IV : TECHNICAL ENGLISH TESTS

GRH and GAP TESTS

-Teacher Manuel for Science, Art, Management and Other Post Graduate
Courses, For Department of Technical Education Govt. of Uttarakhand (2007)

TEXT No I : MANAGEMENT
Management James Stonner et.al (2003) defined the management as “The
process of planning, organizing, leading and controlling the work of
organization members and of using all available resources to reach stated
organizational goals”. All organizations have people who are responsible for
helping them to achieve their goals. These people are called managers.
Managers are responsible for directing the efforts made by all in the
organization aimed at helping organizations achieving goals. All managers in all
organizations have the same basic responsibility without considering type of
organization. Manager who manages work, leads people and achieves results
through their efforts.
Management is subject to time and human relationships Management is
dealing with matters of time and human relationships. The several elements of
time in organizations are: • Keeping in mind the past and present, management
attempts to forecast the future. • Management produces consequences and
effects over time. The importance of human relationships also involves •

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Managers keep the relationships in which each one is influenced by other. •

Managers try to deal all the activities simultaneously related others.
TEXT No II : THE MANAGEMENT PROCESS
The effective performance of your business will require solid management: the
process of planning, organizing, leading, and controlling resources to achieve
specific goals. A plan enables you to take your business concept beyond the
idea stage. It does not, however, get the work done. For that to happen, you
have to organize things effectively. You’ll have to put people and other
resources in place to make things happen. And because your note-taking
venture is supposed to be better off with you in charge, you need to be a leader
who can motivate your people to do well. Finally, to know whether things are
in fact going well, you’ll have to control your operations—that is, measure the
results and compare them with the results that you laid out in your plan. Figure
7.2 summarizes the interrelationship between planning and the other functions
that managers perform.
TEXT No III : MARKETING
Marketing is a social and managerial process by which individuals and groups
obtain what they need and want through creating and exchanging products
and value with others. Significantly, companies address needs by putting forth
a value proposition which is a set of benefits that they promise to consumers to
satisfy their needs. Hereby marketing management is defined as the art and
science of choosing target markets and building profitable relationships
between organizations and customers. This involves getting, keeping, and
growing customers through creating, delivering, and communicating superior
customer value. There are three major steps in target marketing. The first is
market segmentation—dividing a market into smaller groups of buyers with
distinct needs, characteristics, or behaviors who might require separate
products or marketing mixes. The company identifies different ways to
segment the market and develops profiles of the resulting market segments.
The second step is target marketing— evaluating each market segment's
attractiveness and selecting one or more of the market segments to enter. The
third step is market positioning—setting the competitive positioning for the
product and creating a detailed marketing mix.
TEXT No IV : FINANCIAL MANAGEMENT

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Accounting is the process of identifying, measuring and communicating

economic information to permit informed judgments and decisions by users of
the information. Nowadays, Profit and loss account, Balance Sheet, and
Statement of Changes in Financial Position are important in the accounting
process. Accounting, especially, cost accounting, as a tool of management, is an
integral part of the management process. Cost accounting records relevant
date from production and other activities on a regular basis and reports these
data to management for managing the undertaking. Cost accounting is the
processing and evaluation of monetary and non-monetary data to provide
information for internal planning, control of business operations, managerial
decisions and special analysis, external reporting. Economic Order Quantity and
Re order level make ease accountants and financial managers in the process of
placing an order with the answer of questions when and how many. The two
types of inventory systems, perpetual inventory method requires a continuous
record of additions to or reductions in materials, work-in-progress, and cost of
good sold on a day-to-day basis and the stock-taking task which is long and
costly is avoided under this method; Under the periodic method, the entire
book inventory is verified at a given date by an actual count of materials on
hand and this physical inventory is usually taken near the end of the accounting
period. The difference between Cost accounting and Managerial accounting
makes clear its usages. Cost accounting largely uses data about production,
sales, wages, and overhead services. Managerial accounting utilizes the same
(and also additional) data to prepare budgets, performance reports, and
control reports and data analyses for decision-making purposes. Cost- Volume-
Profit (CVP) analysis is an important tool that provides the management with
useful information for managerial planning and decision-making. A break-even
analysis is performed to identify the level of operations at which the .entity has
covered all costs but has not yet earned any profit. The break-even point
identifies the volume of activity at which total revenues equal total costs. This
is an important point to the management because it represents a minimum
acceptable level of operations and it indicates that profitable operations can
only result when the level of activity exceeds the break-even point.

TEXT V: Human resource policies

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No formal organization can exist and function well without formal ‘rules
of engagement’ in managing people. These are general guidelines that express
how the management intends to manage people and what is expected of
employees in the workplace (Cuming 1985; Armstrong 2006). Such guidelines
include human resource policies.
Other guidelines could be in the form of memos, circulars, codes of ethics
and conduct and standing orders. Policies could be implicitly embodied in the
organization’s vision and mission statements or explicitly established in its
strategic plan and/or human resource strategic plan. Policies define philosophies
and values that the organizations attach to employees. They will express how
employees are valued or not valued as a resource, management position with
regards to decision making in staffing matters and roles to be played by each
stakeholder in the employment relationship. Without policies that are explicit
and known to both the management and staff, there are dangers of arbitrary
decision-making that can de-motivate both managers and staff and hinder the
whole organization’s performance. This chapter dwells on the human resource
policy as a separate topic in human resource management in order to give it the
weight it deserves as a tool in guiding human resource decisions in an
organization. The chapter will cover a number of important areas in
understanding why managers and employees need policies, key human resource
management functions that require explicit policies, and how policies are
developed and implemented. The chapter emphasizes the fact that having a
policy, which cannot be effectively implemented or used effectively, is as good
as having none; thus it is even better not to have any policy all together.

TEXT VI: Human resource development

Human resource or employees are the most dynamic and usually the most
expensive of all the organization’s resources. They need to be supported and
nurtured if they are to achieve their full potential, both for themselves and for
the organization. As a manager/ administrator one is responsible for the
performance of all of his/her staff and he/she should be actively involved in the
process of identifying and attempting to satisfy their training needs. However, as
Torrington et al. (2005) rightly argue, any success in human resource
development owes much to the extent to which such success is linked with
corporate strategy.
Education, training and development
A frequently asked question is ‘What is the difference between training and
development or between education and training?’ Usually the difference is based
on the theoretical paradigm one wishes to use to justify for training or education
(Mankin 2009).
For example, in human capital theory Becker (1964) propounds that
although education and training are not the same in terms of scope and strategy

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used both help organizations to derive economic value from employees as a

result of knowledge, skills and experience.
What makes the two concepts different can be observed from the following
definitions and descriptions.

TEXT VII: SEXUAL HARSSSMENT

You are entitled to be protected from sexual harassment in the workplace.

Sexual harassment includes repeated and unwarranted sexual comment, looks,
suggestions, or physical contact that create an uncomfortable working
environment for an employee, or that threaten the employee’s job or chance for
promotion. For example, if sexual contact is a condition of work, job training or
promotion, this may be considered sexual harassment. Sexual harassment may
different for each person. If you feel that you are being sexually harassed in your
job or you have any questions about what is meant by sexual harassment, you
should contact the B.C Council of Human Rights or labor Canada office nearest
you.
Text VIII: HEALTH AND SAFETY ON THE JOB

You and your employer have certain health and safety responsibilities.
You must act in a safe manner and avoid injuring yourself o employee. Your
employer must not place you in any danger and must try to prevent or reduce
any risk of injury to you. You have several rights in workplace/
The right to refuse to work if you think that work may be dangerous
The right to know about hazards or dangers in the workplace
The right to identify health and safety problems and talk about them with a
safety officer from Labor Canada or your union representative
Y our employer must set up a health and safety committee when there are 20 or
more employees in the workplace.
You or your employer may also ask Labor Canada to send a safety officer to
examine the workplace.

FINANCE TESTS
TESTNO 1 : English Idioms about Spending Money

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Welcome back to Business English Pod for another look at English

idioms related to spending money.
Think of the people close to you, particularly your family members, and
consider how they spend money. Does everyone have the same
approach? Or do they all handle things differently? Chances are, you can
easily think of differences in peoples’ approaches to money
management. And it shouldn’t be surprising to learn that money is one of
the top sources of conflict in a relationship.

This is true in business just as it is in families. How a company uses its

financial resources is a huge strategic concern. Does the company risk
some to get some? Or does the company favor saving and safety? And
does the short-term strategy differ from the long-term strategy? These
are all important questions, and it’s no wonder that English has so many
idioms to talk about how people spend money.

In today’s dialog, we’ll rejoin Shelly, Martin, and Vince, three managers
at a tech company. They are talking about how their company should
spend money on staffing. And as we’ll hear, they don’t really agree on
the best approach. During their conversation, they use many business
English idioms related to spending money. See if you can spot some of
these as we go through the dialog, and we’ll explain them later in the
debrief.

Listening Questions
1. What does Martin say about companies that already work in the sector
they are considering?
2. How does Martin describe office space on the south side of the city?
3. How does Vince describe the company’s possible future situation of
having lots more money to spend?

TEST NO 2 :Business English – Inflation and Interest Rates

In this Business English News lesson we look at business English

vocabulary related to the economy, particularly the relationship between
inflation and interest rates.
Government spending throughout 2021 was a boon to the business
sector. Jobs returned, production rose, and many countries ended the
year on a positive note. But growth – and years of low interest rates –
has raised the specter of inflation, or rising prices. Now all eyes are on
central banks, especially in the United Stated, to see how they’ll respond.
As the NY Times reports:

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 21

Federal Reserve policymakers have moved into inflation-fighting mode

saying they would cut back more quickly on their pandemic-era stimulus
at a moment of rising prices and strong economic growth. This move will
cap a challenging year with a policy shift that could usher in higher
interest rates in 2022.

TEST NO3 : Financial English: Discussing Taxes

Welcome back to Business English Pod for today’s lesson on financial

English vocabulary for discussing taxes.
Spring is a busy time for accountants in the U.S. and many other
countries. That’s because spring is when corporations and individuals
have to file a tax return with the government. It’s our yearly reminder that
we don’t get to keep everything we earn.

Of course, those busy accountants aren’t just calculating your revenue

and costs. They’re looking for ways to reduce the amount you – or your
business – have to pay in tax. And that’s why the chatter around offices
and board rooms is all about ways to avoid handing over too much
money to the tax man.

Listen to these conversations and you’ll notice many useful expressions.

For example, I’ve already used the phrase “file a tax return.” That verb
“file” always goes with “return” when we talk about our annual
submission to the government. You can learn those words together, as
one expression or “collocation.”

A collocation is just a natural combination of words that native English

speakers learn as a chunk. With English collocations, we don’t have to
go searching for every word in our brain. Instead, we pull out a string of
words that matches our intended meaning. Learning these strings of
words is more efficient, and will make you sound more natural. As you
listen to today’s conversation, try to pick out some of these collocations
and we’ll discuss them later in the debrief.
In the dialog, we’ll continue with a conversation about the tax situation of
a company called Brando Equipment. Christie has been giving an update
to two senior managers: Glen and Ivana. Last time, Christie gave them
an overall picture of the tax situation, and today she’s providing more
detail.

Listening Questions
1. What does Christie say is one factor that increased their reported
income?
2. What helped reduce the company’s reported income by about
$50,000?

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 22

3. What important issue does Ivana want to discuss in more detail at the
end of the dialog?”

TEST NO 4 :Business English News – Trade Wars

According to Donald Trump, “trade wars are easy to win.” However, as

usual, reality appears to contradict Trump’s claims. In the current dispute
between the U.S. and China, it doesn’t look like a winner will emerge any
time soon. As CNN notes:

The Trump administration made good on its threat to raise tariffs on $200
billion worth of Chinese exports from 10% to 25%, marking a sharp rise
in tensions between the world’s two largest economies. After months of
talks aimed at ending a year-long dispute that has already hurt global
growth and rattled stock markets around the world, the latest US salvo
risks triggering a new wave of tit-for-tat responses.

TEST NO 4 : English for Discussing Company Performance

Welcome back to Business English Pod for today’s lesson on English for
talking about company performance.
The economy is in a state of constant change. Companies grow, and
companies shrink. New companies are born, and old ones disappear.
And you don’t have to be an investor to get excited about the boom and
bust of markets and the story of how company’s respond. But if you are
an investor, your whole retirement might depend on whether companies
make the right moves at the right time.
This makes company performance a popular topic around the business
table, or at the pub. And when we talk about company performance, we
often use special expressions called collocations. An English
collocation is a combination of words that are commonly used together,
such as “company performance” or “state of change.”
Native speakers use these collocations automatically. In fact, our brains
store these groups of words together, as if they were one word. You can
learn to remember and use these collocations too. Studying collocations
is a great way to learn vocabulary and sound more natural. So, as you
listen to the dialog, try to pick out some of these collocations and we’ll
discuss them later in the debrief.

In the dialog, we’ll hear Maria, Claudia, and Taylor, who work at a private
equity firm. Basically, it’s their job to invest in the right companies for
maximum profit. The three are discussing the performance of several
companies they’ve chosen to invest in.

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 23

Listening Questions
1. Why does Claudia feel positive about Ranger Gold’s performance?
2. What is Taylor worried will happen if Ranger Gold builds a new mine?
3. What does Maria think Intuition Software needs to do to remain
profitable?

TEST NO 5 : Business English – Inflation and Interest Rates

In this Business English News lesson we look at business English

vocabulary related to the economy, particularly the relationship between
inflation and interest rates.
Government spending throughout 2021 was a boon to the business
sector. Jobs returned, production rose, and many countries ended the
year on a positive note. But growth – and years of low interest rates –
has raised the specter of inflation, or rising prices. Now all eyes are on
central banks, especially in the United Stated, to see how they’ll respond.
As the NY Times reports:

Federal Reserve policymakers have moved into inflation-fighting mode

saying they would cut back more quickly on their pandemic-era stimulus
at a moment of rising prices and strong economic growth. This move will
cap a challenging year with a policy shift that could usher in higher
interest rates in 2022.

TEST NO 6 : Financial English: Discussing Taxes

Welcome back to Business English Pod for today’s lesson on financial

English vocabulary for discussing taxes.
Spring is a busy time for accountants in the U.S. and many other
countries. That’s because spring is when corporations and individuals
have to file a tax return with the government. It’s our yearly reminder that
we don’t get to keep everything we earn.

Of course, those busy accountants aren’t just calculating your revenue

and costs. They’re looking for ways to reduce the amount you – or your
business – have to pay in tax. And that’s why the chatter around offices
and board rooms is all about ways to avoid handing over too much
money to the tax man.

Listen to these conversations and you’ll notice many useful expressions.

For example, I’ve already used the phrase “file a tax return.” That verb
“file” always goes with “return” when we talk about our annual
submission to the government. You can learn those words together, as
one expression or “collocation.”

CT. MOISE KATENGA NGOMBUA

 24

A collocation is just a natural combination of words that native English

speakers learn as a chunk. With English collocations, we don’t have to
go searching for every word in our brain. Instead, we pull out a string of
words that matches our intended meaning. Learning these strings of
words is more efficient, and will make you sound more natural. As you
listen to today’s conversation, try to pick out some of these collocations
and we’ll discuss them later in the debrief.
In the dialog, we’ll continue with a conversation about the tax situation of
a company called Brando Equipment. Christie has been giving an update
to two senior managers: Glen and Ivana. Last time, Christie gave them
an overall picture of the tax situation, and today she’s providing more
detail.

Listening Questions
1. What does Christie say is one factor that increased their reported
income?
2. What helped reduce the company’s reported income by about
$50,000?
3. What important issue does Ivana want to discuss in more detail at the
end of the dialog?”

TEST NO 7 : Business English News – Trade Wars

According to Donald Trump, “trade wars are easy to win.” However, as

usual, reality appears to contradict Trump’s claims. In the current dispute
between the U.S. and China, it doesn’t look like a winner will emerge any
time soon. As CNN notes:

The Trump administration made good on its threat to raise tariffs on $200
billion worth of Chinese exports from 10% to 25%, marking a sharp rise
in tensions between the world’s two largest economies. After months of
talks aimed at ending a year-long dispute that has already hurt global
growth and rattled stock markets around the world, the latest US salvo
risks triggering a new wave of tit-for-tat responses.

TEST NO 8 : English for Discussing Company Performance

Welcome back to Business English Pod for today’s lesson on English for
talking about company performance.
The economy is in a state of constant change. Companies grow, and
companies shrink. New companies are born, and old ones disappear.
And you don’t have to be an investor to get excited about the boom and
bust of markets and the story of how company’s respond. But if you are

CT. MOISE KATENGA NGOMBUA

 25

an investor, your whole retirement might depend on whether companies

make the right moves at the right time.
This makes company performance a popular topic around the business
table, or at the pub. And when we talk about company performance, we
often use special expressions called collocations. An English
collocation is a combination of words that are commonly used together,
such as “company performance” or “state of change.”
Native speakers use these collocations automatically. In fact, our brains
store these groups of words together, as if they were one word. You can
learn to remember and use these collocations too. Studying collocations
is a great way to learn vocabulary and sound more natural. So, as you
listen to the dialog, try to pick out some of these collocations and we’ll
discuss them later in the debrief.

In the dialog, we’ll hear Maria, Claudia, and Taylor, who work at a private
equity firm. Basically, it’s their job to invest in the right companies for
maximum profit. The three are discussing the performance of several
companies they’ve chosen to invest in.

Listening Questions
0. Why does Claudia feel positive about Ranger Gold’s performance?
2. What is Taylor worried will happen if Ranger Gold builds a new
profitable?

Sociolgy Tests
Text1 : sociology
Sociology is a social science that focuses on society, human social
behavior, patterns of social relationships, social interaction, and aspects
of culture associated with everyday life.[1][2][3] It uses various methods
of empirical investigation and critical analysis[4]: 3–5 to develop a body of
knowledge about social order and social change.[4]: 32–40 While some
sociologists conduct research that may be applied directly to social
policy and welfare, others focus primarily on refining
the theoretical understanding of social processes
and phenomenological method. Subject matter can range from micro-
level analyses of society (i.e. of individual interaction and agency)
to macro-level analyses (i.e. of social systems and social structure).[5]
Traditional focuses of sociology include social stratification, social
class, social mobility, religion, secularization, law, sexuality, gender,
and deviance. As all spheres of human activity are affected by the
interplay between social structure and individual agency, sociology has
gradually expanded its focus to other subjects and institutions, such
as health and the institution of

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 26

medicine; economy; military; punishment and systems of control; the

Internet; sociology of education; social capital; and the role of social
activity in the development of scientific knowledge.
The range of social scientific methods has also expanded, as social
researchers draw upon a variety
of qualitative and quantitative techniques. The linguistic and cultural
turns of the mid-20th century, especially, have led to
increasingly interpretative, hermeneutic, and philosophical approaches
towards the analysis of society. Conversely, the turn of the 21st century
has seen the rise of new analytically, mathematically,
and computationally rigorous techniques, such as agent-based
[6][7]
modelling and social network analysis.
Social research has influence throughout various industries and sectors
of life, such as among politicians, policy makers, and
legislators; educators; planners; administrators; developers; business
magnates and managers; social workers; non-governmental
organizations; and non-profit organizations, as well as individuals
interested in resolving social issues in general. As such, there is often a
great deal of crossover between social research, market research, and
other statistical fields.
Text2 History of sociology
Sociology as a scholarly discipline emerged, primarily out
of Enlightenment thought, as a positivist science of society shortly after
the French Revolution. Its genesis owed to various key movements in
the philosophy of science and the philosophy of knowledge, arising in
reaction to such issues
as modernity, capitalism, urbanization, rationalization, secularization, col
onization and imperialism.[1]
During its nascent stages, within the late-19th-century, sociological
deliberations took particular interest in the emergence of the
modern nation state, including its constituent institutions, units
of socialization, and its means of surveillance. As such, an emphasis
othe concept of modernity, rather than the Enlightenment, often
distinguishes sociological discourse from that of classical political
philosophy.[1] Likewise, social analysis in a broader sense has origins in
the common stock of philosophy, therefore pre-dating the sociological
field.
Various quantitative social research techniques have become common
tools for governments, businesses, and organizations, and have also
found use in the other social sciences. Divorced from theoretical
explanations of social dynamics, this has given social research a degree

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 27

of autonomy from the discipline of sociology. Similarly, "social

science" has come to be appropriated as an umbrella term to refer to
various disciplines which study humans, interaction, society or culture.[2]
As a discipline, sociology encompasses a varying scope of conception
based on each sociologist's understanding of the nature and scope of
society and its constituents. Creating a merely linear definition of its
science would be improper in rationalizing the aims and efforts of
sociological study from different academic backgrounds.

TEST NO 3 : Foundations of the academic discipline

The first formal Department of Sociology in the world was established in
1892 by Albion Small—from the invitation of William Rainey Harper—at
the University of Chicago. The American Journal of Sociology was
founded shortly thereafter in 1895 by Small as well.[48]
The institutionalization of sociology as an academic discipline, however,
was chiefly led by Émile Durkheim, who developed positivism as a
foundation for practical social research. While Durkheim rejected much of
the detail of Comte's philosophy, he retained and refined its method,
maintaining that the social sciences are a logical continuation of the
natural ones into the realm of human activity, and insisting that they may
retain the same objectivity, rationalism, and approach to causality.
[34]
Durkheim set up the first European department of sociology at
the University of Bordeaux in 1895, publishing his Rules of the
Sociological Method (1895).[49] For Durkheim, sociology could be
described as the "science of institutions, their genesis and their
functioning."[50]
Durkheim's monograph Suicide (1897) is considered a seminal work in
statistical analysis by contemporary sociologists. Suicide is a case study
of variations in suicide rates among Catholic and Protestant populations,
and served to distinguish sociological analysis from psychology or
philosophy. It also marked a major contribution to the theoretical concept
of structural functionalism. By carefully examining suicide statistics in
different police districts, he attempted to demonstrate that Catholic
communities have a lower suicide rate than that of Protestants,
something he attributed to social (as opposed to individual
or psychological) causes. He developed the notion of objective sui
generis, "social facts", to delineate a unique empirical object for the
science of sociology to study.[34] Through such studies he posited that
sociology would be able to determine whether any given society is
'healthy' or 'pathological', and seek social reform to negate organic
breakdown or "social anomie".

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 28

Sociology quickly evolved as an academic response to the perceived

challenges of modernity, such as industrialization,
urbanization, secularization, and the process of "rationalization".[51] The
field predominated in continental Europe, with British anthropology and
statistics generally following on a separate trajectory. By the turn of the
20th century, however, many theorists were active in the English-
speaking world. Few early sociologists were confined strictly to the
subject, interacting also with economics, jurisprudence, psychology and
philosophy, with theories being appropriated in a variety of different
fields. Since its inception, sociological epistemology, methods, and
frames of inquiry, have significantly expanded and diverged.[5]
Durkheim, Marx, and the German theorist Max Weber are typically cited
as the three principal architects of sociology. [52] Herbert Spencer, William
Graham Sumner, Lester F. Ward, W.E.B. Du Bois, Vilfredo
Pareto, Alexis de Tocqueville, Werner Sombart, Thorstein
Veblen, Ferdinand Tönnies, Georg Simmel, Jane Addams and Karl
Mannheim are often included on academic curricula as founding
theorists. Curricula also may include Charlotte Perkins Gilman, Marianne
Weber, Harriet Martineau, and Friedrich Engels as founders of the
feminist tradition in sociology. Each key figure is associated with a
particular theoretical perspective and orientation.

TEST NO 4 : Social change and development

The sociology of change and development attempts to understand how
societies develop and how they can be changed. This includes studying
many different aspects of society, for example demographic trends,
[155]
political or technological trends,[156] or changes in culture. Within this
field, sociologists often use macrosociological methods or historical-
comparative methods. In contemporary studies of social change, there
are overlaps with international development or community development.
However, most of the founders of sociology had theories of social
change based on their study of history. For instance, Marx contended
that the material circumstances of society ultimately caused the ideal or
cultural aspects of society, while Weber argued that it was in fact the
cultural mores of Protestantism that ushered in a transformation of
material circumstances. In contrast to both, Durkheim argued that
societies moved from simple to complex through a process
of sociocultural evolution. Sociologists in this field also study processes
of globalization and imperialism. Most notably, Immanuel
Wallerstein extends Marx's theoretical frame to include large spans of
time and the entire globe in what is known as world systems theory.

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Development sociology is also heavily influenced by post-colonialism. In

recent years, Raewyn Connell issued a critique of the bias in sociological
research towards countries in the Global North. She argues that this bias
blinds sociologists to the lived experiences of the Global South,
specifically, so-called, "Northern Theory" lacks an adequate theory of
imperialism and colonialism.
There are many organizations studying social change, including
the Fernand Braudel Center for the Study of Economies, Historical
Systems, and Civilizations, and the Global Social Change Research
Project.

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CT. MOISE KATENGA NGOMBUA