AGRICULTURE AND BUSINESS " guising Words in context « prefixes and suffixes A Read the sentences. The red words are Probably familiar to you in general English. But can you think ofa different meaning for each word in agricultural or agribusiness English? Change the form if necessary (e.9., change an adjective into a noun). 1 She has nice hands. She hasn't done much hard work. 2. If you want to use the torch, you'll need to buy a new battery. 3 It’s usually best to be direct and honest, and tell people what you think, 4 The real challenge for Europe is to encourage a spirit of cooperation between nations. 5 Children normally start primary school in the UK when they are five years old. § tam colour blind and | find it very difficult to tell the difference between the colours green and red. 7 All exam courses can be intensive, but the final year of a degree is the hardest work of all 8 | like variety in my life. If| do the same thing for too long | get bored, 9 like to wear a hat in summer to protect my head from the sun. 10 Try not to leave dirty footprints on the floor. | just washed it! BB Read part of a magazine interview with Robert Townsend, the owner of a small farm Complete each sentence with one of the red words from Exercise A. Change the form if necessary. Ustarted as a skilled ___, We were __ ~ producers selling raw materials. We had 70 of dairy cattle and some arable land, Tenjoyed the life. I developed an interest in ____ farming methods and started sales from the farm gate, including vegetables and eggs, free-range, not = _- But there were more and more regulations, plus competition from = ~ farming, and all these new crop _______ made it difficult, Now I'm back where I wane to be, have a dozen cattle and I’m part of a small manufacturing ‘The process is all organic and we are reducing our carbon every year! © Study the words in box a. = = 1. What is the connection between all the words? cooperative immature inbred 2 Wait the’Base'wotd in each cose? interconnected non-organic outbred 3 Whistide ive call the-extra'letsann over-cultivated renewable self-sufficiency : underdeveloped upland 4 What is the meaning of each prefix? = Bae 5 Can you think of another word with each prefix? Study the words in box b. a 1 What is the connection between all the words? alternative complexity consumer 2 What is the base word in each case? cruelty Baa! ate healthy ver nature 3 What do we call the extra letters? sete sae at producer secondary stewardship 4 What effect do the extra letters have on the sugarless sustainable base word? 5 Can you think of another word with each suffix? E Use words from this page to discuss the pictures on the opposite page.= 9.5) preparing for a lecture» predicting lecture content + making notes B. You are a student in the Agribusiness and Agriculture Faculty — of Hadford University. The title of your first lecture is What eee 1 Whls 5 defer ot waar 2 What other ideas will be in this lecture? Make some notes. Beet etree scar tara sy \ about agribusiness? Tick the best choice. . 1 Agribusinesses are non-commercial businesses. 2 Agribusiness is made up of two words or concepts. _ 3 Agribusinesses mainly produce animal products. == __ | 4 Agribusinesses are only concerned with selling. See © In Part 2 of the talk, the lecturer talks about DPM. 1 Look at the slide at the bottom right of this page. What are the four main departments of DPM? 2 What sort of things happen in each area? 3 @ Listen and check your ideas. 4 What will the lecturer talk about next? 1D in Part 3 of the talk, the lecturer describes different ways of analyzing agribusinesses. 1. How can you analyze an agribusiness? 2 @ Listen and check your ideas. EG inthe final part of the talk, the lecturer talks about ethical agribusiness. Listen and mark each word in the box with Y for ‘yes’ if the word or phrase relates to an ethical agribusiness or N for ‘no’ if it does not. holistic farmers’ market fairtrade vegetable box banking beauty without cruelty conventional __ free-range factory industrial | F Write a definition of an ethical agribusiness. Use words from Exercise G Draw two boxes. Write down ten words and concepts you associate with an ethical agribusiness in one box. Then do the same for a conventional agribusiness. H. Look back at your notes from Exercise A. Did you predict: Denson eres + the main ideas? ‘+ most of the special vocabulary? [fume nurs]<= 575-15 71.) tecture organization + choosing the best form of notes A What can an agribusiness ... 1 test? 4 sell? 7 diversify? 2 employ? 5 identify? 8 cut? 3 supply? 6 develop? 9 drive? B How can you organize information in a lecture? Match the beginnings and endings. 1 question and [i] a contrast 2 problem and | | b definition 3 classification and [| ¢ disadvantages 4 advantages and (_] d effect 5 comparison and [| e events 6 cause and [| supporting information 7 sequence of [| g process 8 stages of a [| h solution 9 theories or opinions then |) i answer C How can you record information during a lecture? Match the illustrations with the words and 9 phrases in the box. tree diagram flowchart headings and notes a ° Qe oes 7 spidergram table timeline two columns 1D Match each organization of information in Exercise B with a method of note-taking from Exercise C. You can use the same method mare than once in your answers. E @ Listen to five lecture introductions. Choose a possible way to take notes from Exercise C in each case. Example: You hear: Today, we're going to talk about agribusinesses, which fall into three types or economic sectors. You choose: tree diagram<5 775 sing notes» speaking from notes ues eee wo, ari } ety | | raat 41% | ieee 66 | | Sau pi nr St Amoi, 208 osaasacitnes | A Study the pictures. What do pictures 1-6 show? Use words from the box. protest origins complex organic statistics industrial B @ cover the opposite page. Listen to the lecture introductions from Lesson 1.3 again. Make an outline on a separate sheet of paper for each introduction. © Look at your outline for each lecture. What do you expect the lecturer to talk about in the lecture? In what order? D_ @tisten to the next part of each lecture. Complete your notes. Uncover the opposite page. Check your notes with the model notes. Are yours the same or different? F Work in pairs 1 Use the notes on the opposite page. Reconstruct one lecture. 2. Give the lecture to another pair. 10