Financial English

Accounting

Audio One

Debit Credit Transactions Financial statements

Audio 1

Balance Sheet Asset Transactions Financial statements

Audio 2

Put correct words in blanks: accounts data-entry errors. expense account keeping track likelihood owe record-keeping transaction transfer

Double-entry accounting is a method of _____ that lets you track just where your money comes from and where it goes.

Using double-entry means that money is never gained nor lost---it is always _____ from somewhere (a source account) to somewhere else (a destination account). This transfer is known as a _____, and each transaction requires at least two _____.

An account in GnuCash is a record for _____ of what you own, _____, spend or receive. For example, if you pay a phone bill with a check, money transfers from checking to the phone company. This is a transaction transferring money from a checking account to a phone _____. You probably already think of your checking account as a bank "account," but your expenses (such as phone bill) are also "accounts".

This double-entry concept has been around since the 13th century, and its purpose has always been to reduce the _____ of _____.

Put correct words in blanks: accounts data-entry errors. expense account keeping track likelihood owe record-keeping transaction transfer

Double-entry accounting is a method of record-keeping that lets you track just where your money comes from and where it goes.

Using double-entry means that money is never gained nor lost---it is always transferred from somewhere (a source account) to somewhere else (a destination account). This transfer is known as a transaction, and each transaction requires at least two accounts.

An account in GnuCash is a record for keeping track of what you own, owe, spend or receive. For example, if you pay a phone bill with a check, money transfers from checking to the phone company. In GnuCash, this is a transaction transferring money from a checking account to a phone expense account. You probably already think of your checking account as a bank "account," but your expenses (such as phone bill) are also "accounts".

This double-entry concept has been around since the 13th century, and its purpose has always been to reduce the likelihood of data-entry errors.

Writing

Fragments

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Fragments Rule #1: Fragments are illegal

Rule #2: Some place need

Rule #3: In case of discrepancy, ignore Rule #1

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Fragments Sentence—a complete unit of thought

containing at least one independent clause that begins with a capital letter and ends with a period, question mark, or exclamation point

Independent Clause—a cluster of words containing a subject and a predicate or verb

Fragment—a set of words punctuated as a sentence, but lacking one or more of the elements usually considered necessary to a sentence

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There are two basic types

1. The word combination which is missing the subject, verb, or both

2. The dependent clause which cannot “stand” alone

The dependent clause is alone, confused, and clinging to something—the independent clause.

Subject

Verb

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Type #1 Fragments

No-Subject FragmentExample—Is tired of asking questions.

No-Verb FragmentExample—My sister frequently working late at night.

No-Subject, No-Verb FragmentExample—So kind of you.

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Type #2 Fragments

A dependent or subordinate clause does NOT make a complete statement and cannot “stand” alone. There are basically three types of dependent clauses—adverb, adjective, and noun.

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Type #2 Fragments

Adverb Dependent Clause—serves the function of an adverb, begins with a subordinating conjunction [after, although, as, as if, as long as, as soon as, as though, because, now, if, in order that, provided (that), since, so (that), than, though, till, unless, until, when, whenever, where, wherever, while] Example of an Adverb Dependent Clause: When he is

here, I feel comfortable. Example of an Adverb-Clause Fragment: Since they

are going.

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Type #2 Fragments (cont.)

Adjective Dependent Clause—serves the function of an adjective, begins with a relative pronoun (who, whoever, whom, whomever, whose, that, what, which)

Example of an Adjective Dependent Clause: This is the house that I want to buy.

Example of an Adjective-Clause Fragment: Which I cannot buy.

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Type #2 Fragments (cont.)

Noun Dependent Clause—serves the function of a noun

Example of a Noun Dependent Clause: That I want to go is a secret.

Example of a Noun-Clause Fragment: Whomever I see.

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Type #2 Fragments (cont.)

Remember that a dependent clause has a subject and a verb but that the dependent clause cannot “stand” alone.

Seemingly, most fragments in college papers are of the dependent-clause type.

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Determining Fragments

When determining whether a group of words is a sentence or a fragment, ask the following questions:

Is there a subject? Is there a complete verb? Is there an independent clause?

If any answer is NO, then the group of words is a fragment.

If all answers are YES, then the group of words is a sentence.

Accounting

Video 1

Accounting Cycle

Accounting Cycle

Accounting Cycle Video – T Account What does he post up What is a compound

entry What is the historical

cost principle Why does he put the

number above the T Why do you bill people What is revenue http://

www.youtube.com/watch?v=mbZYKAPaxSU

Finance and Accounts

Finance and Accounts

Key Terms

Costs

Costs

Revenue Total Revenue – also known as turnover,

sales revenue or ‘sales’ = Price x Quantity Sold

TR = P x Q Price – may be a variety of different prices

for different products in the portfolio Quantity – could be global sales

Profit Profit (Π) = TR – TC Normal Profit – the minimum amount

required to keep a business in a particular line of production

Abnormal/Supernormal Profit – the amount over and above the amount needed to keep a business in its current line of production

Break Even

Break Even Occurs where Total Costs = Total Revenue

Start-up costs – fixed costs Running costs – variable costs Revenue stream depends on price charged ‘Low’ price – need to sell more to break-even ‘High’ price – lower level of sales required before breaking

even

Fixed Costs Break-Even Point = --------------- Contribution

Purpose of Accounts

Profit and Loss Account - Flow

Profit and Loss Account Shows the flow of sales and costs over a

period Shows the level of profit or loss made Shows what has been done

with the profit or loss

Profit and Loss Account

Consolidated Profit & Loss Account for the year ended 2003 2002 2001

Weeks 52 52 52

Currency £ million £ million £ million

Turnover 7688.0 8340.0 9278.0

Cost of sales -7263.0 -8291.0 -8757.0

Gross Profit 425.0 49.0 521.0

Operating Expenses -130.0 -137.0 -77.0

Operating Profit 295.0 -88.0 444.0

Other costs/income 95.0 166.0 -68.0

Profit before interest and taxation 390.0 78.0 376.0

Net interest receivable (payable) -255.0 -278.0 -226.0

Profit on ordinary activities before taxation 135.0 -200.0 150.0

Tax on profit on ordinary activities -50.0 -71.0 -69.0

Profit on ordinary activities after taxation 85.0 -129.0 81.0

Equity minority interests -13.0 -13.0 -14.0

Profit for the financial period 72.0 -142.0 67.0

Dividends 0.0 -193.0

Retained profit 72.0 -142.0 -126.0

Profit and Loss Account for British Airways plcSource: http://www.bized.ac.uk/cgi-bin/ratios/ratiodata.pl

Turnover – the revenue earned over the year

Gross Profit = turnover – cost of sales

Operating Expenses – the fixed costs

Operating or Net Profit = Gross profit – operating costs

Subtract other costs and expenses incurred to get profit before tax

Final section called ‘appropriation account’ – shows where the profit/loss is going

Dividend – the share of the profit returned to shareholders

Retained Profit – the amount kept back for future investment, etc.

Dividend – the share of the profit returned to shareholders

Retained Profit – the amount kept back for future investment, etc.

Balance Sheet - Snapshot

Balance Sheet A snapshot of the firm’s position

at a point in time Shows what a company owns (assets) and

what it owes (liabilities) Balance Sheet shows what assets a

company has (use of funds) and where the money came from to acquire those assets (source of funds)

Balance Sheet – Part 1

Consolidated Balance Sheet for the year ended 2003 2002 2001

Weeks 52 52 52

Currency £ million £ million £ million

Fixed assets

Intangible Assets 164.0 105.0 60.0

Tangible Assets 9487.0 10509.0 10662.0

Investments 524.0 489.0 426.0

Total Fixed Assets 10175.0 11103.0 11148.0

Current assets

Stock 87.0 109.0 170.0

Debtors due within one year 986.0 1231.0 1444.0

Short-term investments 1430.0 1155.0 865.0

Cash at bank and in hand 222.0 64.0 71.0

Total Current Assets 2725.0 2559.0 2550.0

Fixed Assets – assets not used up in production or lasting longer than one year – equipment, buildings, machinery, etc.

Fixed assets can be tangible – i.e. physical items or intangible – i.e. brand name, goodwill.

Current Assets: assets that are used up during production and which are likely to yield cash in the coming year – for example, stock will be sold and debtors owing the business money will pay up!

Current Assets: assets that are used up during production and which are likely to yield cash in the coming year – for example, stock will be sold and debtors owing the business money will pay up!

Balance Sheet – Part 2

Creditors: Amounts falling due within one year -2904.0 -3201.0 -3308.0

Net Current Assets (liabilities) -179.0 -642.0 -758.0

Total assets less current liabilities 9996.0 10461.0 10390.0

Creditors: Amounts falling due after more than one year -6553.0 -7097.0 -6901.0

Provisions for liabilities and charges -1169.0 -1157.0 -1164.0

Net assets 2274.0 2207.0 2325.0

Capital and reserves

Called-up share capital 271.0 271.0 271.0

Share premium 788.0 788.0 788.0

Other reserves 270.0 270.0 290.0

Profit and loss account 729.0 687.0 772.0

Equit shareholders' funds 2058.0 2016.0 2121.0

Minority interests 216.0 191.0 204.0

Total capital employed 2274.0 2207.0 2325.0

And to those who are longer term creditors – loans, mortgage on property etc

This leaves us with ‘Net Assets’

It can ce from share capital and from retained profit (profit and loss account)

The total capital employed must be the same as the sum of the net assets – hence the term ‘balance’ sheet!

The total capital employed must be the same as the sum of the net assets – hence the term ‘balance’ sheet!

Balance Sheet

A guide to the structure of the assets of a company

A guide to the level of gearing – the ratio of loan to share capital

Gives a guide as to the degree of working capital – the amount the company has to be able to pay its everyday debts (current assets – current liabilities)

Shows the total value of a firm at that moment in time

Video 1

Bankrupcy

IELTS Cards Describe when a business goes bankrupt.

You should say: The financial state of the business The legal procedure for bankruptcy Use a famous example

How you think bankruptcies in Colombia compare with bankruptcies with in other countries?

IELTS Cards Describe a bank

How often do you visit the bank? Which type/brands of banks is popular in your

country? Why do you want to use the bank?

Additional What do you think of the importance of banks in

history? What do need to do at banks.

Video 2

Activity

Present Perfect

I have purchased shirts Since I have been in Colombia the stock

market has risen. I have had a great time teaching in

Universidad del Rosario.

Quiz

Writing

Prentice Hall, 2003Business Communication Today51

The AIDA Plan Attention Interest Decision Action

The Simple Sentence

A simple sentence has the following structure:

Subject + Verb

In other words, a simple sentence consists of 1 independent clause, which contains one subject and at least one verb.

= 1 Independent Clause

= Simple Sentence

The Compound SentenceA compound sentence has the following structure:

Independent Clause + Coordinating Conjunction + Independent Clause

In other words, a compound sentence has 2 or more independent clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so). A compound sentence may even have a semi-colon (;), a colon (:) or a dash (--) instead of a coordinating conjunction.

= Compound Sentence

The Run-On Sentence

A run-on sentence is not necessarily a very long sentence, so long that it seems grammatically incorrect. You can have a very short run-on sentence.

A run-on sentence is a compound or compound-complex sentence that is not properly connected. In other words, it occurs when there is no coordinating conjunction or semi-colon/colon/dash connecting the independent clauses or when the connecting elements are in the wrong part of the sentence.

Prentice Hall, 2003Business Communication Today55

Writing Coherent Paragraphs Paragraph elements

Topic sentence Related sentences Transitions

Prentice Hall, 2003Business Communication Today56

Frequently Used Transitions

Additional Detail

Causal Relationship

Comparison

Contrast

Illustration

Time Sequence

Summary

•Moreover, furthermore, in addition

•Therefore, because, since, thus

•Similarly, likewise, still, in comparison

•Whereas, conversely, yet, however

•For example, in particular, in this case

•Formerly, after, meanwhile, sometimes

•In brief, in short, to sum up

57

Balance Logic and Emotions Promote action Understand

expectations Overcome resistance Sell your point of

view

Examples of Faulty Logic

58

59

Strengthen Your Position Be moderate Focus on the goal Use simple language Anticipate opposition Provide support

Claims and Adjustments

60

Getting Attention

Video 3Video 4

IELTS Cards Why did the stock market collapse?

You should say: What was the original position of the market? What drove the market high? What were the reason for the market collapse? Do you think it will get any better?

How you think we will get out of this?

ED/ING

Correct There are few

people, there's no food and the music is lousy. This party is very boring.

Incorrect This party is no fun

at all. It's very bored.

When the adjective ends in -ing, it means that the person or thing causes this particular effect.Rules frustrate me. Rules are frustrating. Snakes terrify me. They are such terrifying creatures.

When the adjective ends in -ed, it means that the person or thing experiences this particular effect. Rules frustrate me. I am frustrated when I have to learn them. Snakes terrify me. I'm always terrified when I see one.

1. The play was really… - in fact, I was so… that I fell asleep.

a. bored / bored b. bored / boring c. boring / boring d. boring / bored

2. My friend lost her job, she hasn't got any money and she had to move out of her

flat. She's really unhappy and…, and her situation makes me feel… too.

a. depressed / depressed b. depressed / depressing c. depressing / depressing d. depressing / depressed

3. Foreign travel is really… I'm going to Mexico next month, and I'm really… about it!

a. excited / excited b. excited / exciting c. exciting / exciting d. exciting / excited

4. I think that an academic subject is only… if the teacher or lecturer talks about it in

an… way. a. interested / interested b. interested / interesting c. interesting / interesting d. interesting / interested

5. My job is extremely… At the end of each day I'm absolutely…

a. tiring / exhausting b. tired / exhausted c. tiring / exhausted d. tired / exhausting

6. He told me a most… story about his days as a footballer. He's a very… person.

a. entertaining / amusing b. entertaining / amused c. entertained / amusing d. entertained / amused

Wordiness

Vigorous writing in concise writing

Wordiness Wordy

There are many accountant in the area who are planning to attend the meeting which is scheduled for next Friday.

Concise

Many area accountants plan to attend next Friday's meeting.

Tip 1: Eliminate unnecessary determiners and modifiers Balancing the budget

by Friday is an impossibility without some kind of extra help.

Balancing the budget by Friday is impossible without extra help.

Tip 1: Eliminate unnecessary determiners and modifiers kind of

sort oftype ofreallybasicallyfor all intents and purposes

definitelyactuallygenerallyindividualspecificparticular

Your Turn Can you shorten the sentence?

For all intents and purposes, American industrial productivity generally depends on certain factors that are really more psychological in kind than of any given technological aspect.

Your Turn American industrial productivity depends

more on psychological than on technological factors.

Tip 2: Change phrases into single words Jeff Converse, our

chief of consulting, suggested at our last board meeting the installation of microfilm equipment in the department of data processing.

At our last board meeting, Chief Consultant Jeff Converse suggested that we install microfilm equipment in the data processing department.

Tip 2: Change phrases into single words The employee with

ambition... The department

showing the best performance...

The employee of Microsoft . . .

The ambitious employee...

The best-performing department...

Microsoft’s employee

Your Turn Can you shorten the sentence?

The subjects that are considered most important by students of business are those that have been shown to be useful to them after graduation.

Your Turn Subjects business students consider critical

are useless after graduation.

Tip 3: Avoid overusing expletives at the beginning of sentences Expletives are phrases of the form it + be-

verb or there + be-verb.

Tip 3: Avoid overusing expletives at the beginning of sentences It is the CEO who

approves or disapproves new projects

There are four rules that should be observed: ...

The CEO approves or disapproves new projects

Four rules should be observed:...

Raising finance

Banking Review

Check your Business Vocabulary in Use

Potential sources - Existing

shareholders and directors funds- Family and friends- Business angels- Clearing banks (overdrafts, short or medium term loans)

- Factoring and invoice discounting- Hire purchase and leasing- Merchant banks (medium to longer term loans)- Venture capital

IELTS Cards How does someone finance company

You should say: What are the financial options? What are the benefits for each? In your option what is the best one?

Can you give an example of company financing?

Business Plan

Once a need to raise finance has been identified it is then necessary

to prepare a business plan

Business Plan - Profiles of company founders

directors and other key managers;

- Statistics relating to sales and markets;

- Names of potential customers and anticipated demand;

- Names of, information about and assessment of competitors;

- Financial information required to support specific projects (for example, major capital investment or new product development);

- Research and development information;

- Production process and sources of supply;

- Information on requirements for factory and plant;

- Magazine and newspaper articles about the business and industry;

- Regulations and laws that could affect the business product and process protection(patents, copyrights, trademarks).

Outline a Once Page Business Plan for El Corral

Transitional Words and Phrases Use Transitional Words and Phrases http://teachers.misd.k12.wa.us/ims/dburger/

documents/transition_words_and_phrases_2.pdf

Company Law

Entrepreneur

Advice Business English Study

What is the company?

What advice does he give?

What does he say builds success

Audio

Entrepreneur

Advice Donny Deutsch Show

What advice does he give?

What company did he start?

What expression does he own?

Accounting Cycle

Qualification Transition

Let us turn ourselves On one hand Also Hence In addition

Types of analysis Video:

http://www.youtube.com/watch?v=sI6OPG9zGMA

Abridged Elements of Style

(Taken from The Elements of Style by William Strunk Jr. and E.B. White)

Part I : The Principles of Composition

The Paragraph

Make the paragraph the unit of composition.

Each paragraph should address a single topic.

The Paragraph

Opening sentences (typically)

Suggest or provide the topic of the paragraph.

and/or

Serve as a transition between this paragraph and the previous paragraph.

Paragraph size

Enormous blocks of text can be intimidating and readers tend to skim, rather than read

them carefully.

At the same time, writing several short paragraphs in a row can make your ideas

appear underdeveloped.

Use the active voice

More directMore precise

“I threw the ball.”“The ball was thrown by me.”

“The ball was thrown.”

Active vs. Passive Voice

Consider:

“There were a great number of dead leaves lying on the ground.”

vs.“Dead leaves covered the ground.”

“It was not long before she was very sorry that she had said what she had.”

vs.“She soon repented her words.”

Put statements in positive form

Negative form: “The author’s evidence is not strong.”

Positive form: “The author’s evidence is weak.”

Use definite, specific, concrete language.

Provide details: information, flavor, imagery.

Writing is about conveying specific information.

“A period of unfavorable weather set in.”vs.

“It rained every day for a week.”

Ecclesiastics - Quote #1: (George Orwell)

"Objective consideration of contemporary phenomena compels

the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with

innate capacity, but that a considerable element of the

unpredictable must inevitably be taken into account.”

Ecclesiastics - Quote #2: (King James Version)

"I returned and saw under the sun, that the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to men of understanding, nor yet favor to men of skill; but time and chance

happeneth to them all."

Omit needless words

Rid your writing of clutter:“in a hasty manner”

vs.“hastily”

“Who is…”, “Which was…”“My mother, who is a teacher…”

vs.“My mother, a teacher,”

“The fact that…”

“Owing to the fact that” = since

“In spite of the fact that” = although

“Call attention to the fact that” = remind

“The fact that he had not = his failure

succeeded”

“I was unaware of the fact that” = I didn’t know

Express coordinate ideas in similar form.

When relating two or more ideas, keep your form consistent.

Incorrect: “The French, the Italian, Spanish, and Portuguese.”

Correct: “The French, Italian, Spanish, and Portuguese.”

Incorrect: “It was both a long lecture and very tedious.”

Correct: “It was a long, tedious lecture.”

Correct: “The lecture was both long and tedious.”

Keep related words together.

Poor word placement can result in ambiguity.

“She noticed a large bloodstain in the rug that was right in the center.”

“She noticed a large bloodstain right in the center of the rug.”

“A proposal to amend the ballot proposition, which has been widely

criticized...”

“A widely criticized proposal to amend the ballot proposition…”

OR“A proposal to amend the widely

criticized ballot proposition…”(Depending on your meaning.)

Part II : An Approach to Style

Put yourself in the background

This is seldom an issue in technical writing, because of the explicit focus

on a specific subject.

Write in a way that comes naturally.

Use words that come to you readily.Write using language obvious to you

and your audience.Write first, then edit for clarity.

Write with nouns and verbs.

Construct your sentences with nouns and verbs.

Next, add those adjectives and adverbs that add content and flavor.

Do not overwrite

Stay on target! Don’t let your subject get away from you.

Illustrating your ideas with examples and metaphors can be helpful, but

use moderation.Again, rewriting is key. Get ideas on

paper, then edit.

Avoid the use of qualifiers

"Rather, very, little pretty -- these are the leeches that infest the pond of prose, sucking the blood of words.

The constant use of the adjective little (except to indicate size) is

particularly debilitating; we should all try to do a little better; we should all be very watchful of this rule, for it is a rather important one, and we are

pretty sure to violate it now and then."

Don’t construct awkward adverbs.

Any adjective or participle, with an “-ly” added, can become an adverb.

Examples: tangledly, tiredly.You should almost never do this!

Finally: Be clear

Writing is communication.If you must be obscure, be obscure

clearly.

Describing Graphs 1

Possible Questions What was the main

difference between Whites and other ethnic groups in terms of unemployment?

What was the general trend in female unemployment compared to male unemployment?

Graph Language

richer than the richest more expensive than the most expensive

Rule 1: Add ‘er'/‘est' for one-syllable adjectives: longer, smaller, the highest

Rule 2: Add ‘more' / ‘less' or ‘the most' / ‘the least' for three syllable adjectives or longer: less expensive, the most dangerous

Rule 3: Most two-syllable adjectives require ‘more' / ‘less' / ‘the most' / ‘the least': more stressful

Rule 4: Two-syllable adjectives ending in ‘y' require ‘ier' / ‘iest' : noisier, noisy

Rule 5: Adjectives ending in a single vowel and a single consonant require the final consonant to be doubled: big , the biggest, fat, fatter

Comparative & Superlative Adjectives

Explanation: Simple Comparison: while

[difference is not seen as surprising / unusual]

- There was 10% unemployment in London , while in Manchester there was 9%.

Contrast: but, although, while, however [difference is seen as surprising / unusual]

- Although most cities had unemployment rates of 8-11%, in Liverpool it was 15%.

- Most cities had unemployment rates of 8-11%, although / while / but in Liverpool it was 15%.

- Most cities had unemployment rates of 8-11%. However in Liverpool it was 15%.

Logical Connectors of Comparison & Contrast

The chart shows the educational achievements of homeless people in America (divided into those in families and single homeless people) compared to those of all US adults, for the year 1997. The (i) _ worst __ ___ educational attainment was for homeless people in families (53% with less than a high-school diploma), (ii) _________ the (iii) ________ results were for all US adults (45% or more with a high-school diploma). Single homeless people were (iv) ___________ than those in families: the percentage of single homeless without a high-school diploma was much (v) _________ than for homeless people in families (37% compared to 53%), (vi) ________ the percentage having only high-school diplomas was much (vii) _________ (36% compared to 21%). Having said this, similar percentages of homeless people in families and single homeless people had more than a high-school diploma: 27% and 28% respectively. In sum, it is clear that homeless people had (viii) _______ educational attainments than US adults as a whole, and that homeless people in families had (ix) ________ levels of achievement than single homeless.

Task

Typical ways to introduce the description of a graph include: The chart shows + noun

phrase The chart describes +

noun phrase For the chart above we

could say: The chart shows data

about homelessness in the US in terms of race / ethnicity.

The chart describes the race / ethnicity of homeless people in the US.

Introducing the Description

Use the same to introduce any

idea / position

Viewpoint /argument

Typical ways to introduce an ideas or position include: The idea shows + noun

phrase The position describes +

noun phrase For a viewpoint or

argument we could say: The Viewpoint shows data

about homelessness in the US in terms of race / ethnicity.

The argument describes the race / ethnicity of homeless people in the US.

Introducing the Description

Show demonstrate illustrate give you an idea

about prove be evidence for exemplify express Makes obvious

Synonyms

Typical ways to introduce the description of a graph include: The chart shows + noun

phrase The chart describes + noun

phrase For the chart above we

could say: The chart shows data about

homelessness in the US in terms of race / ethnicity.

The chart describes the race / ethnicity of homeless people in the US.

Comparision

Choose the best option to make the sentences grammatically accurate:

a) The largest percentage of _____were white non-Hispanics (40.6%). i) homeless people ii) homelessness people iii) homelessness

b) The smallest percentage of homelessness was among ‘other' racial / ethnic groups, while the second smallest percentage was for _____ - at 7.9%. i) Native American ii) Native Americans iii) Native America

c) The largest _____ was that of white non-Hispanics (40.6%). However black non-Hispanic homeless people accounted for virtually the same percentage: 39.6. i) homelessness percent ii) percent homeless iii) percentage of homeless people

Task

Trends Verbs

to rise to increase to improve to fall to decrease to recover

Nouns

____ ____ ____ ____ ____ ____

ADJECTIVE

1. slight

2. sharp

3. dramatic

4. steady

ADVERB slightly

HOW MUCH?

1. very small

2. sudden, large

3. dramatic,

4. normal

increase

verb: to increase, is increasing, has increased,

increased

Total expenditure increased from $33,611m to $39,165m from 1995 to 1996.

noun: an increase of $5,554m

From 1995 to 1996 there was an increase in expenditure of $5,554m.

an increase in spending of $5,554m

 

decrease

verb: to decrease, is decreasing, has decreased,

decreased

Expenditure on primary education decreased from 22.2% to 21.5% from 1995 to 1996.

noun: a decrease of 0.7% From 1995 to 1996 there was a decrease in expenditure of 0.7%.

a decrease in spending of 0.7%

 

rise

verb: to rise, is rising, has risen, rose

Total expenditure rose from $33,611m to $39,165m from 1995 to 1996.

noun: a rise of $5,554m From 1995 to 1996 there was a rise in expenditure of $5,554m.

a rise in spending of $5,554m

 

fall

verb: to fall, is falling, has fallen, fell

Expenditure on primary education fell from 22.2% to 21.5% from 1995 to 1996.

noun: a fall of 0.7% From 1995 to 1996 there was a fall in expenditure of 0.7%.

a fall in spending of 0.7%  

drop

verb: to drop, is dropping, has dropped, dropped

Expenditure on primary education dropped from 22.2% to 21.5% from 1995 to 1996.

noun: a drop of 0.7% From 1995 to 1996 there was a drop in expenditure of 0.7%.

a drop in spending of 0.7%  

to be financed by

verb: to be financed by, is financed by, has been

financed by, was financed by

The increase in spending in this sector was financed by decreases in other sectors.

meaning: to be paid for (e.g. money is transferred from

one budget to another)

Expenditure on Education in Hong Kong 1995 to 1998

Breakdown of spending1995-

61996-

71997-8

Total expenditure ($ million)

33,611

39,165

45,315

As % of government budget

17.6% 18% 18.2%

% spent on •primary education •secondary education •tertiary education 22.2%

33.7%35.9%

.

21.5%

33.2%

36.7%.

21.6%33.5%35.9%

.

Source: Hong Kong 1998. Hong Kong: Government Printer

Exercise Text:Total public expenditure on education in Hong Kong (1) continuously from 1995 to 1998. In academic year 1995-6 it (2) HK$33,611 million, (3) to $39,165 million in 1996-7 and $45,315 million in 1997-8. As a percentage of the government’s budget, spending on education also increased (4) year, from 17.6% to 18% and then to 18.2%.However, the percentage of expenditure spent on primary, secondary and tertiary education did not show the same consistent (5) . In 1995-6 expenditure on primary education was 22.2% of the education budget, 33.7% (6) on secondary, and 35.9% on tertiary.In 1996-7 an increase of 0.8% in spending on tertiary education (7) by a (8) in spending of 0.7% in primary and 0.5% in secondary schooling.In 1997-8 tertiary spending as a percent of the education budget (9) to its 1995-6 level. The percentage spent on primary education (10) to 21.6% and that on secondary to 33.5%, (11) figures being (12) than 1995-6 levels.

Describe

1. Fewer Americans signed contracts to buy previously owned homes in February as the housing slump slogged into a third year, a report this week may show.

2. Carnival Corp. (CCL:US): The cruise line's shares may rise 50 percent on the prospect of better booking numbers and growth internationally

What Trend Word3. Ford Motor Co. (F:US): The unprofitable

automaker may double from a more than two-decade low as it improves manufacturing quality, commands higher prices for its vehicles and reduces health-care costs

4. Thailand rules out rice sales as international prices surge.

Pie 1

Complaint Pie 1

Complaint Pie 2

Complaint Pie 3