ENGLISH MODULE

WHERE TECH MEETS BEC Technology in Society & How to Pass the BEC
Script FS14

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English Module WHERE TECHNOLOGY MEETS BEC

Table of Contents

Course Introduction and Organisation 1 The History of Technology 2 The Global Workplace International Projects 3 Technology and Society Across the Globe 4 Building BEC Skills 5 Language Work

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Student Information WHERE TECHNOLOGY MEETS BEC

Module description As seen in the module description on the HSR website, the goal of the course is to prepare you for your future professional career. Please note that this is not a general English language course. Even a high level of General English will not enable you to pass this module without participating fully in the course. Whatever your level of general English is, you will now learn a new range of technical vocabulary, skills and know-how that are required to communicate successfully in an English-speaking engineering environment. Work load Regular class attendance is required. The final test will be based on the script. Apart from class attendance, you are required to do 64 hours of self-study, according to the ECTS system. (30 hours work for an average student per credit, times 4, minus classroom hours (14X4=56) equalling 64 hours). The following tasks are required in order to receive the testat: One writing task to be done in class One group presentation, including a feedback task on another team presentation.

Exam access will be denied to students who fail to fulfil any one of these tasks, as stated in the exam regulations in the module description. Self-study You will be required to read and analyse the book Mindset by Carol Dweck. Marks The presentation and feedback task will carry 30% of the mark. The written examination after the end of term will carry 70% of the mark.

Exam content The presentation will have to be held according to specific guidelines. Failure to comply with these will result in a mark below 4. Your teacher will inform you in due course about the topic content and the guidelines. The written examination will be based on the material in the script. You will be expected to write a text from a range of text types taught in class. A significant part of the exam will be based on your self-study reading of Mindset by Carol Dweck.

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English Module WHERE TECHNOLOGY MEETS BEC Weekly Course Plan FS14
Week Topic 1 Course Introduction BEC overview Text History of Automation 2 3 Short History of Tall Buildings Presentation input Taking Part in International Projects Steve Jobs Stanford Speech Intercultural Issues International Projects Birds Nest Case Studies A Short History of Silicon Valley Secret History of Silicon Valley Panel Discussions Cyber Trash Century of Resource Wars Language Work Gerunds & Infinitives BEC practice Mindset

Phrasal Verbs BEC Text Types Phrasals with get BEC practice Report writing BEC practice Adverbial Clauses BEC practice Participle Clauses BEC practice Sentence Conversion BEC practice Charts & Graphs BEC practice Error Correction BEC practice BEC practice

Chap. 1

Chap. 2

5 6 7 8

Chap. 3 Chap. 4 Chap. 5 Chap. 6 Chap. 7 Chap. 8

TED Talks Hans Rosling on Statistics & Poverty 9 Petronas University School in Rudrapur 10 Presentation group work 11-13 Presentations 14 Mock Exam / Course Evaluation Testat:

Group presentation on an aspect of the history of technology Writing task from BEC Higher (week 4)

Self Study:

Mindset by Carol Dweck

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1 THE HISTORY OF TECHNOLOGY 1.1 The Checkered History of Automation

By Kyle Sherer, 2008

"If only I had known, I should have become a watchmaker attributed to Albert Einstein after the bombing of Hiroshima and Nagasaki. One law of science that has forever remained unchanged is the law of unintended consequences. When an idea is born its full range of repercussions is completely unpredictable, and the history of technology is littered with fascinating examples of how one breakthrough can spawn something totally unexpected. In the hands of others, some do lead to tragedy, but more often than not we profit from technology's unexpected boons. This article follows some of these strange tangents to discover how an 18th century chess playing machine, a French duck, and a 1930 robot are linked to the development of the computer, automobile, telephone and even space exploration. Kempelens wager: From a magic trick to the PC In 1769, Hungarian inventor Wolfgang von Kempelen saw a magic show in Vienna. The magician relied on tricks involving magnetism, which held no mystique for the well-educated Kempelen. Kempelen proclaimed that he could create a more compelling spectacle and within six months, no less. During its almost 100 year lifespan, Kempelens creation would come to be known as the Turk, but when he created it, Kempelen called it the Automaton Chess Player. It resembled a robed Turkish man sitting at a table in front of a chessboard, smoking a pipe, one movable arm extended over the board, ready to play. The display could be swivelled, and various panels could be slid open to reveal impressive looking machinery. The device, like its creator, showed a sophisticated understanding of both science and showmanship, combining an intricate arrangement of clockwork and magnets with the age-old magicians principle of cramming a small person into a box. In crafting the machine, Kempelen also demonstrated a profound understanding of the public mood. In the wake of the Renaissance, programmable clockwork contraptions, previously considered mainly as toys or distractions, had been infused with a new level of philosophical significance. Rene Descartes popularized the notion that organisms were simply a highly sophisticated form of automata and therefore it was a short stretch for the public to imagine that a highly sophisticated automaton could possess human qualities. When Kempelen announced that his mechanical man could beat any person at chess, he was capitalizing on the perceptions of an audience living at the cusp of the Industrial revolution, who fully expected a future filled with technological marvels beyond their understanding. The Turk was celebrated in Vienna, and would go on to play Ben Franklin and Napoleon. While some believed Kempelens story, the consensus among the more educated was that it was indeed a trickbut a damn clever one. In particular, it caught the imagination of Charles Babbage, the English engineer who was, at the time, contemplating the possibility of mechanical calculation. Babbage played two games against the Turk in 1821. The following year, Babbage began working on the Difference Engine, an eight-foot tall, fifteen-ton calculator that was never completed, but contained many of the core concepts of modern computing. He followed it up with designs for an Analytical Engine, which used punch cards, and inspired Ada Lovelace to write the first computer program. Charles Babbage died in 1871, roughly a century

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after the Turks first appearance, and more than a century before IBM's Deep Blue defeated world champion Garry Kasparov. Canard Digrateur: from duck droppings to the camshafts Over 200 years before the Internet, the citizens of Europe were transfixed by a very different series of tubes. In 1739, Jacques de Vaucanson, creator of automata, was exhibiting a seethrough mechanical duck with feathers of gilded copper, which "copied from Nature" an entire digestive system, made from intricately arranged miniature pipes. In addition to eating and excreting food, the duck could play in the water with his bill, gurgle and quack, rise up and sit down, articulate its wings and feathers, and stretch its neck. While Wolfgang von Kempelen used the Turk to deceive and delight audiences around the world, Jacques de Vaucanson was using automata as educational aids. He, like other postRenaissance engineers, was obsessed with manufacturing simulations of life that included clockwork counterparts for every biological function. In addition to correctly proportioned moving limbs, the devices would often include circulation systems constructed from rubber, and organs fashioned from leather, cork, and papier-mache. Vaucansons duck was the first device to use India rubber, now used in tires, tubes, gloves, and countless other items. The duck also made use of a technology that had been pivotal to the emergence of the first programmable automatons camshafts. A cam resembles a wheel with a bump, which strikes a lever as it rotates, providing devices with precise and regular motion. Contraptions like Vaucansons duck placed cams in the limelight, and they were subsequently incorporated into designs for a wide variety of proposed machinery, including early internal combustion engines. Mr. Televox In 1926, Westinghouse Electric, a company eagerly pursuing a variety of emerging technologies, including the recently named field of robotics, created the first robot, Mr. Televox, a cardboard cut-out of a humanoid figure which was connected to various devices via phone lines, and allowed users to turn equipment off and on using voice commands. Televox was followed by Rastus, who was described as a mechanical slave who could perform various duties at the sound of his masters voice with a quiet, astonishing efficiency. The most famous robot Westinghouse created was Elektro. On debut at the 1939 New York Worlds Fair the seven-foot, 265 pound golden giant walked, talked, and smoked cigarettes. Elektro was built in secrecy, and when it was unveiled it seemed to be an artefact from the future however the robot, and many other 20th century emerging tech, had links to the work of Kempelen and Vaucanson. While the Turk was von Kempelens most famous creation, the majority of his life was devoted to a far less glamorous project called Kempelens Speaking Machine. This machine was an attempt to artificially recreate the human vocal tract, using bellows to force air through a fake mouth, initially made from the bell of a clarinet and finally fashioned from India rubber. Kempelens idea was resurrected twice after his death, the second time by a young Alexander Graham Bell, whose fixation on elocution would eventually lead him to contribute to the invention of the telephone. Following the invention of the telephone, Edison was motivated to create a device that could play back sounds over the new system, and invented the phonograph, a more advanced version of which would eventually give Elektro its booming voice.

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Elektro was a publicity stunt for Westinghouse, and it worked, attracting people from all over the world and generating big dollars. Like the Turk, it captured a surging public sentiment that the future would contain technological marvels. While Westinghouses promise that robots would assume housekeeping responsibilities and entertain children was not entirely sincere, it was eventually, partially, proven accurate. Over 2.5 million models of Roomba, the robotic vacuum cleaner, have been sold since 2002 and robotics has exploded in the consumer and military markets. Even the probes NASA is sending to explore other planets are, in many ways, descended from Elektro. These technologies are the kind of magic that Wolfgang von Kempelen would definitely appreciate.
Adapted from http://www.gizmag.com/history-of-automation-the-turk/10331/

Read the text and answer the following questions: 1. What is the background of the alleged Einstein quote?

2. How did the Turk work?

3. What was the public reaction to the Turk?

4. What was Jacques de Vaucansons main ambition concerning automata?

5. What was the difference between the Turk and Vaucansons duck?

6. What pivotal technology was used in the duck?

7. What connection was made between man and automata in the 18th century?

8. Von Kempelens contemporaries expected a future filled with technological marvels beyond their understanding and in 1939, Elektro captured a surging public sentiment that the future would contain technological marvels. Is this sentiment still prevalent in todays society?

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1.2 A Short History of Tall Buildings BBC Alan Yentob

Short History of Tall Buildings Part 1 As you watch, try to answer the questions below. After watching the documentary, try to fill in the missing answers in pairs or small groups. 1. State what reasons there were in the past for making tall buildings 2. What was the tallest building for over 4,000 years? 3. What was the end of that? 4. What is the current fascination with tall buildings? 5. Where does the story of the skyscraper start? 6. How did PT Barnum attract crowds? 7. Who was his partner at the New York world fair of 1853? 8. What was it they did together? 9. How did this change the modern city? 10. Why were the twin towers chosen for the terrorist attack? 11. Where was the first home of the skyscraper? 12. How many towers were there originally? 13. What is it sometimes called? 14. Who built the towers and why? 15. What strategy did the families come up with to beat the councils planning laws? 16. What do towers symbolize? 17. Which other city can lay claim to being the birth place of the skyscraper? 18. What does a landmark do? 19. What was the skyscraper an expression of? 20. What else apart from the lift allowed the construction of high-rise buildings? 21. What did William Ellery Hale do with the Reliance Building?

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22. What does the flatiron building in New York (also built by the architect Burnham) illustrate? 23. A skyscraper is a device to do what, according to Carol Willis? 24. What influenced New York skyscraper architecture? When youve found all the answers, discuss your attitude to skyscrapers today. For instance, what do you think of the Prime Tower in Zrich?

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A Short History of Tall Buildings BBC Alan Yentob

Short History of Tall Buildings Part 2 As you watch, try to answer the questions below. After watching the documentary, try to fill in the missing answers in pairs or small groups.

1. How did Woolworth pay for his building? And how much?

2. In which style was it built, and what was it a cathedral of?

3. The gargoyles inside the building show what three images?

4. How long did it take to build?

5. What material were all the green areas at the top covered in?

6. What problem was caused by the skyscrapers and how did the city respond?

7. Who was the man who helped imagine the volumes of each plot of land?

8. How is the Wrigley building described?

9. And how is the Chicago Tribune Tower described?

10. Which influence does the critic find?

11. How many projects were handed in for the Tribune Tower competition?

12. What is architecture about, in these projects?

13. How was Le Corbusiers vision welcomed in the USA?

14. What was the idea behind the Chrysler building?

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15. What decorates the building?

16. What competition was there between the Chrysler and the Bank of Manhattan building?

17. When was the climax reached for the race to be tallest?

18. What was the final height of the Chrysler building?

19. What happened 1 day after the Chrysler building was completed?

20. How long did the Chrysler building remain tallest?

21. How is the Empire State Building described?

22. Which car company was behind the investment for the Empire State?

23. How many floors a day did it grow by, and how long did it take to complete?

24. Which nickname was given to it?

When youve found all the answers, discuss advantages and disadvantages of skyscrapers from the point of view of users and society. Discuss also possible usages of skyscrapers.

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A Short History of Tall Buildings BBC Alan Yentob

Short History of Tall Buildings Part 3 As you watch, try to answer the questions below. After watching the documentary, try to fill in the missing answers in pairs or small groups. 1. What is special about the design of the Rockefeller Center? 2. What did Le Corbusier think about New York? 3. How did his vision of the perfect city differ? 4. Who funded Lever House? 5. What does its shape remind the presenter of? 6. What does the Lever House offer to the citizens of New York? How was that possible? 7. Who designed the Seagram House? 8. Seagram House is the first skyscraper to offer what? 9. Who was most influential for skyscraper design in the second half of the century? 10. What does the critic say about this influence? 11. Where is this architects work represented best? 12. What is the British experience of the high-rise building? 13. How was the high-rise building constructed in Britain? 14. Who was the inspiration behind the tower in the park? 15. Why was there space to build high-rise buildings in British cities? 16. How does the planner Peter Hall explain the willingness to build Le Corbusier style habitation? 17. How does he describe Le Corbusiers habitation? 18. What motivated the LCC (London County Council) architects? 19. Who inspired the LCC architects? Which example of their architecture is shown? 20. What was the next stage in providing more habitation? What changes were made? 21. Why was there such a rush to build more housing? 22. Who profited from this rush?

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23. Who had a bigger influence than Christopher Wren on the London Skyline? 24. What construction type was Ronan Point? 25. What do the construction workers say about how they put the prefab panels together? 26. What other flaws do the high-rise buildings have?

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A Short History of Tall Buildings BBC Alan Yentob

Short History of Tall Buildings Part 4 As you watch, try to answer the questions below. After watching the documentary, try to fill in the missing answers in pairs or small groups. 1. How does Goldfingers Trellick high-rise building respond to the environment? 2. How does Peter Hall describe the style? 3. Which problems are caused by the building? 4. Which problems does the resident Lee Boland describe? 5. For what purpose was it designed? 6. Why did the structural engineer Freshman want to design the vertical city? 7. How tall was his tower? 8. What did the architect Frank Lloyd Wright propose? 9. How does the Hancock Tower in Chicago deal with wind forces? 10. What allowed the construction of higher buildings? 11. What sometimes happens in meetings at the top of Sears tower? 12. Why are there revolving doors at the entrance to tall buildings? What is the effect called? 13. Which design ideas are behind Norman Fosters Swiss Re/Gherkin tower in London? 14. Which two architectural types are combined? 15. How does the architect Renzo Piano defend The Shard? And how tall is it? 16. How does the architecture critic Jonathan Glancey describe Canary Wharf?

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A Short History of Tall Buildings BBC Alan Yentob

Short History of Tall Buildings Part 5 Hong Kong As you watch, try to answer the questions below. After watching the documentary, try to fill in the missing answers in pairs or small groups. 1. What is the most expensive piece of real estate? 2. Where is the busiest border in the world? 3. Whats the size of Shenzhen? How fast was it built? 4. How has Hong Kong changed from the 19th century to today? 5. Why are there so many tall buildings in Hong Kong? 6. Where did the land for modern Hong Kong come from? 7. Who built the modern headquarter of the HSBC? What does HSBC stand for? 8. What principles did the architect want to express? What architectural features express this? 9. How did the Bank of China respond? Who built its headquarter? What is he famous for? 10. Why does the building have bad Feng Shui? 11. What does the building point at? 12. Where do most of the millionaires live? 13. How does the property developer describe his project? 14. How big will BelAir be? 15. How many people live in social housing? 16. Whats the density of people? (By comparison to Paris) 17. How did the living conditions change for the people from the 1920s to today? 18. What do the Filipino domestic workers do on Sunday? 19. Hong Kong is a city going halfway where? 20. What reason does the architect give for the external lighting?

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1.3 Steve Jobs: Stanford Commencement Speech, 2005

Listen to his speech and give short answers to the questions below: What is his first story about?

What happened to Steve Jobs after his birth? What kind of parents did his biological mother want for him? What background did his (adopted) parents have? Why did he drop out of college? How did he feel about dropping out? How did he choose his courses after dropping out? What did he learn in calligraphy classes? What does he mean when he talks about connecting dots? Why can you not connect dots when you are young? What is his second story about?

Why did he lose his job at Apple? How did he react to being fired? What did he learn in terms of work? What is his third story about?

What is the core message of his third story? What is the final lesson of The Whole Earth Catalog?

Activity What do you think of Steve Jobs presenting skills? Do you agree with his speech? Are there parts you dont find convincing?

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1.4 391 San Antonio Road: A Short History of Silicon Valley

Watch the documentary and answer the questions below:

1) What was Arnold Beckmans role in founding Shockley Labs? 2) Why was Shockley Labs located in 391 San Antonio Road, Palo Alto? 3) Why did these young, bright scientists move out to California? 4) What did they criticize in Shockleys management style? 5) What was the problem with Shockleys project of building a four-layer diode? 6) Why did Shockley hire detectives in his own company? 7) What happened at the meeting with Shockley and Beckman in 1957? 8) Why did Arnold Beckman support Shockley, and not the young scientists? 9) What did the young scientists decide to do? 10) Who was their leader, and which company did he found later? 11) Which venture capitalist invested in Fairchild? 12) Which world event helped the group make their semiconductors? 13) What do the scientists think about at the end?

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1. 5 Steve Blanks Secret History of Silicon Valley

After 21 years of working in 8 high technology companies, Steve Blank retired in 1999. He then wrote a book about building new companies called Four Steps to the Epiphany. He moved from being an entrepreneur to teaching entrepreneurship to both undergraduate and graduate students at U.C. Berkeley, Stanford University and the Columbia University/Berkeley Joint Executive MBA program. http://www.youtube.com/watch?v=ZTC_RxWN_xo Watch the video and give short answers to the following questions: 1. What does he try to show in the introduction (1st slide)? 2. When and why did the United States join World War 2 (WW2)? 3. What were the three functions of the Kammhuber line (Germain air defence system)? 4. What did the Allied Forces do to find out more about the German systems? 5. How did the Allied Forces shut down the German air defence system in the raid on Hamburg? 6. What does this talk about WW2 have to do with Silicon Valley? 7. What is Fredrick Termans public claim to fame? 8. How did the relationship between the army and universities change after WW2? 9. What was Termans intention for Stanford University after WW2?

10. What did he manage to do with Stanford by 1950? 11. What kind of a war was the cold war? 12. When did Silicon Valley start to blossom? And how? 13. What was the 1st engine of progress for Silicon Valley in the 50s and 60s? 14. What was William Shockleys background? What is he famous for? 15. What is William Shockleys legacy? 16. What is Silicon Valleys 2nd engine of progress? 17. How did the financing of Silicon Valley change over the years? 18. What does VC stand for?

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2 THE GLOBAL WORKPLACE INTERNATIONAL PROJECTS 2.1 Project Management

From plan to product Projects have three important characteristics: a clearly defined objective, uncertainty, and complexity. Large projects, such as building a long tunnel or launching a new product, require a wide range of technical and administrative skills and a large number of people. However, even smaller-scale projects within companies require careful planning. Project management skills are becoming increasingly important for managers at all levels who need to bring together teams of people to create new products or to improve existing systems. With increasing globalisation, there are more cross-border projects, which often demand a knowledge of several languages and cultures. Project management (PM) is the coordination of a number of activities within a specified time period to reach an established objective. Good project management means that the project finishes on time and within budget, and that the results meet the required standard of quality. Each project goes through a life cycle which generally has four phases. The first phase is the project definition, in which the scope of the project and the needs of the customer are discussed and agreed upon. If this phase is forgotten or not completed correctly, it can cause problems later in the cycle. The second phase is the process of planning the project and developing a realistic schedule with verifiable milestones. This schedule should allow for any resource constraints as well as possible pitfalls and delays. Popular tools for this planning phase are Gantt charts and software such as Microsoft Project. Phase three is the execution phase, in which the actual work is done. This is often the longest phase and requires all the skills of the project manager. Finally, the fourth stage is the project closure, when everything is completed and handed over to the customer for approval. Then it is common to evaluate how well the project has been managed and to make changes in the process where necessary. It is the job of project managers to make sure these phases are completed as planned and to keep everyone informed. Project managers must also be flexible enough to react when something unexpected happens. A. Discuss the expressions in bold with a partner and translate them into your mother tongue. B. What are the three typical features of a project? C. Why is globalisation mentioned in the context of project management? D. What are the goals of successful project management? E. What are the four stages of each project? F. What potentially negative factors does a project plan have to take into account? G. What is commonly done after a project is finished and handed over to the customer?

Adapted from: Business Spotlight, 6/2006

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2.2 Cultural Awareness The World Is a Big Place

A. Read the following text. Diversity and tolerance Here is a question: Do you think that Americans are more outgoing and informal while Brits are more private and reserved? We feel instinctively that there is some truth in this. However, having made a generalization, our next reaction is usually: But wait, that's a stereotype, and anyway it depends on so many other things: age, ethnic group, regional differences, not to mention the individual person. Everyone will have their own views. The point is simply this: to recognize that the way we think and behave is not the only way. When dealing with people from other cultures, and especially when actually doing business in another country, we need to observe and listen and show respect. That doesn't mean we have to abandon our normal way of doing things we are also entitled to respect and tolerance from others, and we cannot just change our personalities. But if we want to have successful friendships and business relationships in an international context, then we have to understand and accept the differences. National differences Writers in the field of cross-cultural awareness look for opposing behaviours (or values) and then place different cultures at different points along the scale. Here is a simplified version of some well-known cultural differences; many are closely related. Notice how the descriptions are all neutral. There are no positive or negative connotations. outgoing I informal (share feelings easily with a wide circle of acquaintances) vs private I reserved (share feelings with care, and only with close friends and family) live to work (status comes through professional achievement) vs work to live (living a full, rounded, stress-free life is more important than just having money) order (the rules are the rules - society suffers if you break them) vs flexibility (sometimes we can ignore rules - the context, your conscience and friends are more important) hierarchical (we need clear direction from above to do our jobs properly) vs democratic (power should be distributed- everyone's opinion is important) loose time (deadlines are guidelines) vs strict time (delay is failure) formality in names (using Mr X, Doctor X, Professor X when speaking directly to someone) vs informality in names (moving quickly to first names, even for your boss) expressive body language (people wave their arms, move chairs around freely in meetings, look each other in the eye) vs restrained body language (small, subtle facial expressions carry large meanings, physical contact in public or long eye contact is uncomfortable) large personal space (people stand at a distance when talking) vs close personal space (people stand near to each other) self-determination (we make free choices and control our lives) vs fatalistic (our lives are determined by god or destiny or the government) personal fulfilment (individual initiative and achievement are valued) vs group fulfilment (group harmony is valued- Who needs initiative when duties are fixed by tradition, leaders or team needs?) merit (respect is given to those who have earned it) vs standing (respect is given to those with the right age I social class/ rank) relationship (if we can get along well, we can do a good job) vs task (if we can do a good job together, we might get closer as people)

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welcoming risk ('go for it!') vs avoiding risk ('better safe than sorry') innovative (new is exciting and always best) vs traditional ('if it isn't broken, why fix it?') open disagreement (competition between ideas is necessary to make the best decision) vs subtle disagreement (no-one must lose 'face' by being proved wrong in public, and consensus must be built slowly, so disagreement is signalled using code such as Really? Or I'm not sure about that.) multi-tasking (people handle several things at the same time) vs linear tasking (people do one thing properly, and then move on) lunch is a snack (business and food do not mix) vs lunch is a pleasure (and the restaurant is a place to consolidate a business relationship) pride in your country (more than just football) vs foreign is best ('the grass is always greener on the other side of the fence')

B Activity: Now pick a country you are familiar with and assess its culture. You can refer to the scale below. '1' means the culture is an extreme example of the behaviour/value mentioned first. '10' means it is an extreme example of the one mentioned second.

1 2 3 4 5 6 7 8 9 10 _______________________________________________________ When youve assessed your country, team up with two other people with different countries, and present your analysis to them.

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2.3 Taking Part in International Projects Intercultural Aspects

If you ask international project managers what makes a project successful, they will normally mention three factors: getting agreement from everyone involved (the stakeholder) on the scope and objectives of the project; agreeing on roles, responsibilities, resources and risks; and effective communication to coordinate, to motivate and to solve problems quickly. In this unit, the focus is on this third point communication. Activity With a partner, briefly discuss the following three questions: a) What are the key communication challenges for project teams that work internationally rather than in their country? b) What sorts of rules should teams develop to make their communication effective? c) How can project leaders create a good communication culture in their teams? A. The challenges International project teams face a number of challenges that have an impact on effective communication: Communication is virtual The distance between team members means that there are few opportunities for face-to-face contact. This can lead to problems of understanding, both about content and also at an emotional level. E-mail is a poor substitute for face-to-face communication. Communication is frustrating Working internationally can create frustration. For example, many non-native speakers struggle to express themselves in English and often feel left out when native speakers dominate international meetings. For managers, maintaining motivation and commitment can also be a problem. Communication is across cultures Differences in personal and cultural styles of communication make misunderstandings likely. Agreeing on a system of speaking and listening behaviours is therefore essential. Activity: Discuss the following questions in a team of 3 4: Have you ever worked in a foreign culture environment or in a team with members from different cultures? What were your experiences and what where the differences to working in a monocultural team?

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B. Developing team rules Some international project teams use the first meeting to create a rule book for communication. The following examples of rules concentrate on rules for the project-leaders and team members. Project leader communication Implement a kick-off that makes priorities of soft-skills training and trust building. Allow enough time for tasks in order to avoid time pressure, which results in conflict. Define a clear conflict-management process. Appoint promoters in teams whose responsibility it is to sell the project to stakeholders outside of the project team. One of the major failings of many international project teams is that they lack any such promotion. Be a positive role model. You get back from your team only what you give to it. Motivate people with timely and constructive feed-back. Review team communication regularly with the team.

Team communication Be informed about your partners business cultures. Speak and listen politely. Develop a language strategy. First, create a list of key project terms that everyone understands (do not assume that words have the same meaning across cultures). Second, establish a translation policy for those with lower competence levels of the working language. Agree on communication rules for meetings. For example, should the style of the leader be directive or facilitative? Is interrupting others tolerated? Does silence mean yes or no? Activity: In pairs, discuss the last three questions with respect to your own culture.

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C. Building a team culture The critical international dimensions of business culture differences in attitudes about time, decision making, hierarchy, communication style, etc. are well known. Intercultural experts now believe that international teams can work best by creating a team culture based on an understanding of the perspectives of all team members. This means that sufficient time should be spent developing shared understanding and trust. Teams need to get to know each others ways of thinking. Activity: Discuss the following in groups or pairs: a) What is your cultures attitude about time (e.g. deadlines and punctuality) and hierarchy? Have you had experiences with other cultures which differ from yours in this respect? b) If you were project leader, how would you build trust and understanding within your team? Suggest some concrete measures and activities. D. Managing meetings To develop an efficient and creative decision-making process in team meetings, it is useful to do the following: Discuss and agree on the objectives, because people may see these differently. Clarify the best way to discuss things, as some people want free discussion and others want structure. Talk about peoples expectations as regards respectful behaviour. Encourage alternative viewpoints, and maintain an open process. Challenge opinions. Playing devils advocate is a good way to encourage creative thinking. Ask questions about the process. Check that the team are happy with the discussion. Push the group to a decision. Remind people of the need for action. Activity: In pairs discuss the following questions: a) Does your culture prefer free discussion or very structured meetings? What about your personal preferences? b) Define 8 rules for respectful behaviour within your cultural context.

To build good group dynamics, the project leader should make sure to manage turn-taking effectively. All team members should feel valued and respected. It might be a good idea for the project leader to reformulate what people say and summarize contributions to make understanding explicit.

Adapted from: Business Spotlight. 3/06.

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2.4 International Projects Project Language

Project People project leader project manager project sponsor project user Project Costs actual costs cost overrun estimate expenditure

Project Terms concurrent project ongoing project project brief scope of a project specification

Project Phases initiation phase planning phase design phase test phase launch phase go-live phase

Project Budgets agree a budget amend a budget fix a budget revise a budget set a budget

execution phase evaluation phase end phase

Project Verbs allocate resources approve a project

Project Timing ahead of schedule behind schedule deadline complete a project on time completion date cut-off date on schedule reschedule update

define the scope evaluate progress get the green light make contingency plans plan milestones run a feasibility study run into problems select team members scrap a project set up a schedule subcontract non-core activities

Adapted from: Business Spotlight. 3/06.

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2.5 Project Language - Practice

A. Use expressions from the previous vocabulary list and texts in this unit to fill the gaps. 1. People taking part in a project are the . . 2. Another word for project description is project .. 3. The . is the dimension of a project. 4. Two projects going on at the same time are . projects. 5. If the budget limits of a project are exceeded, we can talk of a .. 6. Project outgoings can be called .. 7. To . a project means to abandon a project. 8. To .of a project means to define the timeline. 9. . means to let not project-related operators take over parts of the project. 10. An alternative course of action is called a . plan. B. Match the speech intentions with their respective language elements. 1. Discuss and agree with objectives. 2. Clarify the best way to discuss things 3. Talk about expectations for behaviour 4. Focus attention on key issues 5. Encourage alternative viewpoints 6. Challenge opinions 7. Connect opinions 8. Push the group into making to a decision I think we need to make up our minds Jerome, what do you think about Maras idea? Maybe we could also take another angle on this Lets concentrate on the main question. I think we should clarify our goals today. Lets try to listen carefully and not interrupt. What is the best way to proceed? Feel free to express your thoughts

C. Match the speech intentions with their respective language elements. 1. Agree on participation rules 2. Manage turn-taking effectively 3. Handle negative individuals 4. Invite quieter speakers to participate 5. Keep a positive atmosphere And what is your opinion on this, Janet? Thats an excellent point, Michael I suggest we all try to be on time. Dan, lets try to keep things constructive Can everyone keep things short and simple and not interrupt?

D. Fill the gaps with the following verbs: provide align write evaluate monitor 1. . project progress 2. . a project to corporate strategy 3. . customer satisfaction 4. . a project charter 5. . deliverables
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2.6 Working in Intercultural Teams Case Studies

Analyze the following dialogues and answer the questions below: 1. Where can you find misunderstandings caused by cultural differences? 2. What is the cause of the misunderstandings? 3. How could the people in charge have handled the situation had they been aware of the cultural context?

Situation A: A Helping Hand

Carl: Hey, Juan. Is everything ok?

Juan: Yes, sir. I was just explaining to Raul here about the new drill press. Some of the men arent sure about it yet. Carl: I know. Actually, I overheard you; what you were telling Raul isnt exactly right.

Juan: No? Carl: No, You have to turn on the fan before you switch on the water jet, not after. Now try it, Raul. Yes. Thats it. Any more problems with this, Juan, just come and ask me. Thats what Im here for.

Juan: Thank you, sir.

Situation B: Explanations
Ms Wright: Ms Chung: Ms Wright: Ms Chung: Ms Wright: Ms Chung: Ms Wright: Miss Chung. What can I do for you? Excuse me. I need some help with this new machine. Of course. Let me explain again. I asked Li, but she couldnt help me. No, she hasnt tried yet. Its a bit complicated Yes, its very complicated, but after I explained it to you and asked you if you understood, you said yes. Yes. Please, excuse me.

Ms Chung:

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Situation C: A Call to Personnel

Harold: I was wondering if we could hire the two temporary people for the next month, to get through this peak period? I think well have to. I could speak to personnel today. Did you mention this to Senor Ramos? The chief? I didnt want to bother him. Hes got his hands full with those buyers from Japan. Besides, its your division. Hell agree to anything you say. Yes, Im sure hell approve. Good. Then Ill call Miss Garcia.

Ricardo: Harold: Ricardo: Harold:

Ricardo: Harold:

Situation D: Tea
Mr Walker: I was wondering, Mr Singh, if the spare parts and the tools we ordered have arrived yet? Yes, yes. The material has arrived at the storehouse. Oh, good. Maybe I can pick them up on my way home from the construction site. No, no. I will send someone to bring them to your office tomorrow, Sir. Thats very kind, but I wouldnt mind having a look at them and testing them out on site before the workers use them and I can easily transport them in my own car. No, no. You wait here in the office, Mr Walker. And we will drink tea.

Mr Singh: Mr Walker: Mr Singh: Mr Walker:

Mr Singh:

Adapted from: Craig Storti: Cross-Cultural Dialogues. Intercultural Press, 1994.

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2.7 International Projects Listening Comprehension

A. Mike, Loreta and Hanif, engineers at a wind turbine constructor, are discussing performance and suitability issues relating to offshore wind turbines. Listen to the conversation and answer the following questions: 1. Which wind turbine component are the engineers discussing? 2. What is the big problem with offshore installations? 3. Which two types of construction material are being compared? 4. Why are coastal defences mentioned? 5. What point does Hanif make about regular maintenance? 6. What comparison needs to be made with regards to lifespan? 7. What issues do Mike, Loreta and Hanif agree and disagree on?

B. Listen to their conversation again, fill in the gaps with expressions that help along the discussion, and build the argumentation of the individual speakers. Mike: .., a tubular steel tower only gives you sufficient structural strength if you give it adequate protection from corrosion the big problem with offshore installations. So, technically, .. steel is inappropriate in that environment. Loreta: They make ships out of it. Mike: .., Loreta, but only because theres no cost-effective alternative. But were not talking about ships, were talking about fixed structures. .. , I think we should look more seriously at alternatives to all-steel supports. And the obvious alternative is reinforced concrete. Loreta: Weve already looked into it, , and it wasnt cost-effective.

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Mike: Not in the short term. But we didnt really look into it properly over the long term. Loreta: But you .., Mike, that steel is completely ineffective if its corroded. And one of the main constituents of reinforced concrete is steel. Mike: Its protected, though, ..? Its embedded inside concrete. Thats much more effective protection than paint. Loreta: If we are talking about the long term, , what happens to concrete when its exposed to the sea for a few years? It erodes. Which means the steel eventually gets exposed. You look at concrete coastal defences. How often do you see the concrete all crumbling away, and all the steel exposed? Mike: Thats due to inconsistent quality, though. You only get that problem if theres insufficient cover. .. theres appropriate cover at design level, and the construction quality is consistent, ... there shouldnt be a problem. Loreta: Isnt inadequate cover more of a problem in a slender structure, .? Youd probably have less cover, compared with the big lumps of concrete they use for coastal defences. Mike: Not if Hanif: .. Mike: Yes, Hanif? Hanif: .. what .. here. The is, whats the most suitable long-term solution? And in .., were saying steel is necessary, either in an all-steel tubular structure or in the form of reinforcement inside concrete. But obviously exposed steel is unsuitable because of the problem of corrosion. So .., whats the most reliable way of protecting steel over the long term? And .., just because something requires regular maintenance, such as painting, that doesnt necessarily mean its unreliable. As long as the maintenance is consistent. The .. is, whats the most economical approach? So painting a steel structure every couple of years is uneconomical only if the cost of painting is more expensive than the additional cost of using concrete at the time of construction. Mike: So, to determine .., we need to assess the lifespan of a reinforced concrete structure. If we know that, we can determine now many times the equivalent steel structure would need to be repainted over the same period, and what the cost of that would be. Hanif: Yeah. Mike: But .., Hanif. We cant categorically say that reinforced concrete is inefficient unless we look into it in detail. Hanif: Look, ..

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2.8 International Projects Birds Nest - Herzog & De Meuron in China

Basel-based architects Herzog and de Meuron built the stadium for the 2008 Olympics in Beijing. Working between two cultures, two architectural traditions, and two political systems proved to be an extremely challenging enterprise. On many occasions, the European way of thinking clashed with Chinese traditions. In order to do justice to the situation, the architects studied and researched local surroundings and culture. They explored the Chinese way of life and collaborated with local artists. Watch the opening scene of the film about the project and answer the following questions. 1. How does Pierre de Meuron describe the Chinese?

2.

What was Ai Weiweis role and why was such a person needed in the HdM team?

3.

Where did find the architects find inspiration for their project?

4.

What does Jacques Herzog say about the culture of affirmation and negation in China?

5.

What are the origins of the project's title "bird's nest" and what are its cultural implications in China?

6.

Why was Jean Nouvel's project rejected?

7.

HdM are known for "contextual architecture". Explain the concept.

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2.9 International Architectural Project

Watch the following programs and answer the questions A. Petronas University of Technology 1. What aspects of the site do the architects consider before the intensive planning stage? 2. What cant you do, and why? 3. What did a survey carried out early recommend? 4. What is the focal point? 5. What is it composed of? 6. What does it accommodate? 7. Where is the auditorium? 8. How are they connected? 9. What is this responding to? 10. What do you talk about in Islamic architecture? 11. How did the architects use the walls? 12. How is the canopy supported, and what does it provide? 13. What is a likened to? 14. What is the perfect complement to academic life? 15. How are the academic buildings arranged? 16. What is the mosque often referred to?

B. School in Rudrapur 1. What prize did the school building win? 2. Where is the school located? 3. Who are the architects? 4. What is the school known as?

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5. What does it combine? 6. What problems do buildings have? 7. What was the challenge? 8. Why bamboo and mud? 9. What are the problems with traditional methods? 10. How did the designers overcome this? 11. What was important to maximise? 12. How is the ceiling and first floor made? 13. What are the advantages of this method? 14. What did the project achieve? 15. What were the bamboo supports vulnerable to? 16. How was this solved? 17. What attitude did people have to mud as construction material before this project? 18. What kinds of buildings are the architects planning in the near future?

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3 TECHNOLOGY AND SOCIETY ACROSS THE GLOBE 3.1 Global Issues Discussion
A. Read the following article and underline the main point the author is trying to make.

Will the World Ever See Fair Trade iPads?

By Keith Wagstaff, 2012

On weekend mornings, I have a routine. I wake up, shuffle down my street to pick up a bagel with butter, and stop at my favorite coffee shop for a caffeine fix. Its one of those hip places you know, with the local art on the walls and an abundance of bearded men in beanies. Coffee there costs about 20-40% more than the coffee from the surrounding bodegas or a chain like Starbucks. I drink it because I think it tastes better; the fact that its Fair Trade is a bonus. Every time I step in there, its filled with people fiddling with electronics: freelancers tapping away on MacBooks, people in line checking their iPhones and baristas keeping a careful eye on the iPod. Their electronics are not Fair Trade. In fact, as we all know, these gadgets are often made in pretty harsh working conditions. According to a study by Oekom Research, a ratings agency with a focus on sustainable investment, 42% of consumer electronics manufacturers are guilty of violating labor rights far worse than the next two offenders: textiles (30%) and mining (24%). Apple has taken the brunt of recent criticism, but dont think that by boycotting the iPhone youll be doing workers in China any favors. Foxconn, the company under the most scrutiny for its labor practices, makes products for a huge swath of the consumer electronics industry including Nokia, Samsung and many others. The truth is that consumers dont really have a good option when it comes to buying smartphones and tablets. Why is that? Why is there Fair Trade coffee and Fair Trade clothing and Fair Trade bath products, but no Fair Trade electronics? According to Heather Franzese, director of new businesses at Fair Trade USA, the idea of Fair Trade electronics is not entirely unrealistic: Ive been working closely with the apparel industry during the last five years. Ive spent a lot of time in factories in Asia and its a similarly complex supply chain, she said. Ultimately, its possible to ensure decent working conditions. I think that time has come for consumers to look in a little more detail at how their electronics are made, Fair Trade USAs research says that most people are willing to pay for an ethical and sustainable product is 10-20% more than for a conventionally made product. Ethical means that workers make enough to feed their families, send their kids to school and afford basic healthcare, plus they have the ability to report poor working conditions to management anonymously. The cheapest iPad 2 costs $500. That means theoretically that Apple could build a Fair Trade iPad 2 and some conscientious consumer would be willing to pay $600 for it.But would people really pay $600 for an item they could previously buy for $500? I highly doubt it. Paying an extra 20 cents for coffee or $5 for a T-shirt is one thing; spending an extra $100 when you would already be stretching your budget with $500 is another.

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One of the requirements for Fair Trade to start a feasibility study on an industry a breakdown of labor problems and required solutions is that the organization has to either be approached by a company that wants to produce an ethical and sustainable product or by a large consumer group that demands it. Unlike my Fair Trade coffee, there isnt much clamoring for a Fair Trade iPad. In fact, its consumers insatiable demand for newer and better and cheaper products that incentivizes Foxconn to keep a massive workforce crowded together in dorms, ready to work 12-hour shifts at a moments notice if Apple isnt satisfied with a product. The truth is Fair Trade and similar organizations wont get involved unless consumers speak up en masse. When the organization finally decided to look into the clothing industry, it took five years to get from the feasibility study to the licensing and promotion of Fair Trade clothing. Could we see a similar move in the consumer electronics industry; say, Fair Trade smartphones and tablets by 2017? Maybe. One sure thing is that consumers will not become technological Luddites. We are used to our fancy new gadgets and were not going to stop buying them. But if theres a big enough market of people fed-up with reading story after story like the Times recent Apple expos and they make their voices heard, who knows: Maybe some company will jump in to fill the void.
Adapted from: http://techland.time.com/2012/01/27/will-the-world-ever-see-fair-trade-ipads/#ixzz1mm1J2a1t

B. In the speaking part of the BEC, you are given a topic which you should discuss with a partner. You are asked to exchange opinions, come to a conclusion and make a recommendation. With a partner, write three questions on the topic on the article above. Then discuss them with another team and formulate a recommendation.

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3.2 Global Issues Panel Discussion (Role play)

A. Read the following article and underline the core arguments of the text.

Cyber-trashing the Third World

By Steven M. Schnell (adapted), 2007

In our age of increasing globalization, most media attention has gone to the export of manufacturing jobs overseas. A less visible export is waste disposal. Increasingly, the poorest people in the world clean up after the richest. The economic forces that make globalization profitable for first world countries have increased the wide gap between the worlds rich and poor, while at the same time relegating the dirty workand its grave health consequencesto geographically remote areas that are all too easy to ignore. Ironically, even something as green as recycling can get caught up in these currents. For example, what happens when you get rid of your computer? There are currently a billion computers globally, 200 million in the US alone. Thirty million computers are discarded in the US each year, and its been estimated that by 2010, three billion computers will have been scrapped. Ninety percent of discarded computers end up in landfills, where they release toxic chemicals into the environment. The obvious remedy is to recycle more computers. But where do the ten percent of computers that are currently being recycled go? Increasingly, they go overseas. In fact, approximately eighty percent of all electronics collected for recycling leaves the country. There is a growing global trade in e-waste that includes not only computers, but also the outmoded or defective cell phones, iPods, and other electronic gadgets that have become an indispensable part of modern life. So far, so good. But recycling is a labor-intensive industry, and like other labor-intensive industries, electronics companies maximize their profits by going where labor is cheapest and environmental regulations are lax or nonexistent. Currently, the most popular destinations for the mounds of cybertrash are China, India, and Nigeria. Many other, less-developed countries are also willing recipients. And the grim reality is that the story of a worker in electronic recycling is at least as dangerous and exploitive as that of any sweatshop worker. Globalization has allowed us to outsource our sweatshops with a vengeance. Computer recycling can be done responsibly and safely, but this is unfortunately not the case at most overseas facilities. The Basel Action Network has extensively documented the process that occurs in many overseas recycling operations. Workers roast circuit boards in pans to melt plastics and skim off valuable metalsin particular, gold. Typically, no protective gear is worn. Workers will often bathe the circuitry in a mixture of hydrochloric and nitric acid in open vats, trying to extract gold from circuit boards. Workers break monitors apart with hammers to extract valuable parts, expelling lead and phosphor dust into the airand their lungs. Wires are stripped out of electronic devices, sorted by type, and then burned in giant open fires to remove the outer coating from the valuable metal inside. The plastic components are burned as well, to enable easy extraction of the metals. Many of the workers live right in the burnyards, breathing in the dioxins, heavy metals, and other chemicals released by the burning process. Indeed, the air around Guiyu, China, the worlds largest site for electronics waste (despite a 2000 ban by the Chinese government on e-waste imports), has the highest dioxin levels ever recorded.

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Given such practices, it is not surprising that leftover waste is often dumped into nearby fields and streams. Birth defects, infant mortality, blood disease, and respiratory problems are severe in areas where electronics recycling is prevalent. Some countries in Europe are beginning to crack down on the waste trade; both the EU and Japan have worked towards creating a system for dealing with electronic waste. Fortunately, there are organizations working to solve the problem. Both the Basel Action Network and the Silicon Valley Toxics Coalition campaign actively against the growing tide of e-waste. Their websites are valuable sources of information, and include lists of environmentally and socially responsible electronic recyclers, and campaigns that you can get involved in to promote responsible electronic disposal. One of these campaigns has been to pressure electronics manufacturers to participate in take-back programs. Most recently, Sony USA announced a plan to take back, free of charge, any product with a Sony label on it for proper recycling; Dell, HP and Apple also participate. Such participation is encouraging, though there remains the need to ensure that these industrial giants are following through on their promise to recycle responsibly. Until our government recognizes its responsibility to monitor abuses in the international recycling trade, its up to us to ensure that our well-intentioned efforts dont have toxic side effects halfway around the world. B. Role play Work in groups of 4 Preparation: Situation: During an international conference, you are participating in a panel discussion about the global problem of electronic waste. Each of you takes one of the following roles: - moderator - representative of the electronics industry - environmental activist - government representative from a developing country Choose a position. Write down three arguments in order to defend your position. The moderator should prepare one provocative question for each participant. Performance: Perform your roles in a simulated situation. At the beginning, the moderator opens the discussion by introducing the topic, then each of you is required to give a short statement about who you are, why you are there and what your core believes are. The moderator asks each of you a provocative question, the person addressed answers and then the moderator invites the opinions of the other participants. At the end the moderator very briefly summarises the viewpoints and closes the discussion.

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3.3 Global Issues Reading Comprehension

A. Read the following article.

UK's Ex-science Chief Predicts Century of 'Resource' Wars

2003 Iraq conflict was first case Climate change will fuel scramble for commodities.
By James Randerson, The Guardian, 2009

The Iraq war was just the first of this century's "resource wars", in which powerful countries use force to secure valuable commodities, according to the UK government's former chief scientific adviser. Sir David King predicts that with population growth, natural resources dwindling, and seas rising due to climate change, the squeeze on the planet will lead to more conflict. "Future historians might look back on our particular recent past and see the Iraq war as the first of the conflicts of this kind - the first of the resource wars," he told an audience of 400 in London as he delivered the British Humanist Association's Darwin Day lecture. Implicitly rejecting the US and British governments' claim they went to war to remove Saddam Hussein and search for weapons of mass destruction, he said the US had in reality been very concerned about energy security and supply, because of its reliance on foreign oil from unstable states. "Casting its eye around the world - there was Iraq," he said. This strategy could also be used to find and keep supplies of other essentials, such as minerals, water and fertile land, he added. "Unless we get to grips with this problem globally, we potentially are going to lead ourselves into a situation where large, powerful nations will secure resources for their own people at the expense of others." King was the UK government's chief scientific adviser in the run-up to the start of Iraq war in March 2003, but said he did not express his view of its true motivation to Tony Blair. "It was certainly the view that I held at the time, and I think it is fair to say a view that quite a few people in government held," said King, who is now director of the Smith School of Enterprise and the Environment at Oxford University. However, before the war loomed he had made an effort to persuade the Bush administration to adopt more climate-friendly policies. "I went into the White House in 2001 to persuade them that de-carbonising their economy was the way forward. I didn't get much shrift at that time. What I can tell you is that, if I had managed to persuade the government of America that investing (instead of going into Iraq) in de-carbonising their economy with roughly a tenth of [the estimated $3 trillion the US spent on the war], they would have managed it." Commenting on the idea of "resource wars", Alex Evans, of the Centre for International Cooperation at New York University, who last month wrote a report on food security for the Chatham House thinktank, said he believed King was right, but overly pessimistic. "You always get conflict over the allocation of scarce resources," he said. "The question is whether it is violent conflict ... If the political system can't cope, that's when it gets violent."

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King's lecture - Can British Science Rise to the Challenges of the 21st Century? - also warned politicians not to allow the financial crisis to distract them from tackling climate change. "I would like to see [in] every speech Gordon Brown makes on the fiscal crisis, that he also includes the global warming crisis," he said, but added: "It's fine for the prime minister to make a good speech on climate change, but you need all members of the cabinet, because reducing carbon by 80% by 2050 will require every part of government to respond." King summed up by saying that with growing population and dwindling resources, fundamental changes to the global economy and society were necessary. "Consumerism has been a wonderful model for growing up economies in the 20th century. Is that model fit for purpose in the 21st century, when resource shortage is our biggest challenge?"
Adapted from: 2012 Guardian News and Media Limited or its affiliated companies. All rights reserved.

B. Answer the following questions in pairs: 1. What is a resource war?

2. Why will there be more conflict over resources?

3. What resources could cause conflicts in future?

4. According to Sir David King, what was the main reason for the Iraq war?

5. What should the US government have invested in instead of going into Iraq?

6. What changes have to be made to deal with resource problems and population growth?

7. The author talks about a century of resource wars. Is this really a conflict scenario that is new to history or can you think of older examples?

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3.4 TED TALKS A. TED Talk 1: Hans Rosling, The Best Statistics Youve Ever Seen
In Hans Roslings hands, data sings. Global trends in health and economics come to vivid life. And the big picture of global developmentwith some surprisingly good newssnaps into sharp focus. http://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen.html Watch the video and answer the following questions: 1. How good were the answers of the Swedish students on child mortality?

2. And how good were the answers of the medical professors?

3. Why did they get their answers wrong?

4. What ideas do the Swedish students have about the two worlds?

5. What are the two axes about in Roslings statistics?

6. What does the comparison between the USA and Vietnam show?

7. What mistake do people in the West make about development in Asia?

8. Whats the difference in development between Uganda, South Korea and Brazil?

9. Whats the danger of using average data for countries?

10. What does Rosling criticise about the internet and available data?

11. Who could benefit from better access to statistical data about the world?

12. What do the statistics about China and the USA show?

13. What is the advantage of graphical data presentation?

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B. TED Talk 2: Hans Rosling, June 2009, US State Department

In his talk, Rosling mentions MDG 4. This refers to Millenium Development Goal 4: Reduce child mortality by two thirds, a goal set by the UN. Content questions 1. Rosling talks about two sets at the beginning. One is the mindset of the audience. What is the other? 2. What does the old mindset say about family size and length of life in the Wes and in the developing world? 3. The worldview of Roslings students corresponds to which year? 4. What is the name of Roslings free internet utility? 5. What is the difference in development from 1800 to today between USA and China (economic and health)? 6. What is the world like today? 7. Which two axes are used in the chart to show that the world is not divided (two-sided)? 8. What is the Demographic Health Survey, and who helped fund it? 9. Which two institutions does he compare in terms of free access to data? 10. Why does he compare periods in the history of Sweden with emerging-economy countries? 11. What is the name of the new mind set which Rosling proposes? 12. Which two problems does the new mindset not address?

Activity In small groups, discuss how you see world development. Do you agree with Hans Rosling?

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C. TED Talk 3: Hans Rosling, New Insights on Poverty

Researcher Hans Rosling uses his cool data tools to show how countries are pulling themselves out of poverty. He demos Dollar Street, comparing households of varying income levels worldwide. Then he does something really amazing. http://www.ted.com/talks/hans_rosling_reveals_new_insights_on_poverty.html Watch the video and answer the following questions:

1. What did the UN do with their databases? 2. What happened to many children in the 19th century?

3. Whats happening in emerging economies today? And who are they?

4. What is the car race about?

5. What does Roslings family history show?

6. What are the issues that the global leaders discuss?

7. What does Dollar Street visualise?

8. How do you get information in Africa?

9. Whats the difference between means and goals of development?

10. What is the most important means?

11. What is the most important goal?

Activity Compare your answers with a partner and discuss the means and goals of development. Do you agree with his list or can you think of other means and goals?

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D. TED Talk 4: Hans Rosling, Global Population Growth

Researcher Hans Rosling discusses global population growth and projects future developments. The world's population will grow over the next 50 years, so what can be done to check population growth? Hans Rosling unveils the answer at TED@Cannes using colorful new data display technology. http://www.ted.com/talks/hans_rosling_on_global_population_growth.html Watch the video and answer the following questions: 1. What has Rosling developed from (presentation technique)? 2. What was the world like in 1960? 3. What does Rosling think about the mindset of the West and the rest? 4. What is the size of the world population today? 5. How many people live in the emerging economies? 6. What is their family size? And what do they aspire to? 7. What will happen in the future? 8. Whats the difference in population growth between the poorest 2 billion and the others? 9. How can population growth be stopped? 10. What leads to higher child survival? 11. What is Roslings hope for the future? 12. Rosling is neither an optimist nor a pessimist. What is he? And based on what is this? 13. What is the role of the old west in the new world?

Activity: Compare your answers with a partner and discuss Roslings outlook. Do you agree with his views?

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4 BUILDING BEC SKILLS 4.1 BEC Writing Tasks

As part of your BEC writing you may choose to write a report, a piece of business correspondence or a proposal. For written business communication to be effective there are three important things to remember: be organised be to the point be appropriate Below you find three short extracts from those three text types. Each one succeeds in two of the important ways to be effective but fails in the other. Identify the weakness in each.

Adapted from: Dummet: Success with BEC. Summertown, 2008

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4.2 Business Reports

Read the example report below.

Writing Business Reports 1. Introduction This short report summarises the topic of writing business reports. It discusses the importance of organising the report into logical sections. It recommends some techniques for writing clearly and also considers some important grammatical areas. The report emphasizes that planning and then rewriting several times is the key to successful report writing. 2. Structure of a report The report you are now reading is typical of a short report: first, an introduction that describes the purpose and structure of the report; then the body of the report; and finally some recommendations or conclusions. Longer reports may have other sections such as a summary, table of contents, or perhaps appendices with extra, non-essential information. Many in-company reports have a standard format and so the writer does not have to worry about the structure. 3. Sections and paragraphs Reports are often about complex issues, so the writer has to organise the material very clearly into logical sections and sub-sections with appropriate headings. Deciding how to do this is probably the most important step in report writing. Of course, as you write, you may move information around and change your headings. 4. The techniques of report writing Focus initially on the development and organisation of ideas, not the language and grammar. Leave the language until the editing and rewriting stage. Use short phrases. Keep sentences brief and use simple grammatical structures. Use an impersonal style. Focus on facts and only name individuals when it is relevant. Present your points in a balanced way that shows you have considered the arguments carefully. Keep the reader in mind. For example, a report written for a senior manager might be polite and respectful - report for junior staff is more likely to use a direct style.

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5. The language of report writing Linking words: Linkers are necessary to organize thoughts and structure an argument. For example: First Second . Moreover Therefore However Linking words can also be used to show a personal attitude. For example, if you begin a sentence with clearly, what comes next will be obvious. But remember to be careful with personal opinion. Register: Most business writing is neutral and direct rather than formal. But remember that the choice of register depends on the reader. In order to appear objective the passive may be used. Contractions like its, well, theres and other phrases typical of informal language like big, ok, nice, no way, amazing should not appear in reports.

6. Conclusion Reports can be about many things: an analysis of a problem, a summary of a completed job, the progress of a project, the results of an investigation. There are few general rules, but remember that organising the material into logical sections is the key. Finally, remember also that the reader will be very busy, so be as brief and clear as possible.

Questions: A. What are the three sections of a report and what is their respective purpose? B. How should personal opinion be handled in report writing? C. How can the writer help the reader understand the structure of the report and the logical connection between the thoughts and arguments? D. What language level should be chosen for writing a report? E. What language elements can be helpful when writing a report?

Adapted from: Emmerson: Business Builder. Macmillan; 1999.

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4.3 Proposals
A proposal has a similar layout to a report, but whereas a report describes past or present events, a proposal focuses on the future. It must be clearly structured, and must offer recommendation for action. A. In pairs, compare the two proposals below. What are the good points and the bad points of each? Consider the following aspects: style tone layout

B. With your partner, draw the framework for a written proposal.

Adapted from: Dummet: Success with BEC. Summertown, 2008

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4.4 Letter Writing

As one of your BEC writing tasks, you may choose to write a letter which can be sent by mail or post. A. Read the list below containing letter writing conventions and set phrases typical of the English language. Complete the text by adding one word in each space. Letter Writing Conventions: Beginning and ending Dear Sir / Madam Dear Ms Johnson Dear David

Yours faithfully Yours ________ (1) Kind ________ (2)

Reason for writing I am writing to apologize for / enquire ________ (3) / thank ________ (4) I am writing ________ (5) answer to your letter ________ (6) our recent meeting / telephone conversation, I am writing to I was given your name by X, who suggested you might be able to help us The background ________(7) you may know, the situation is As you will recall, three weeks ago Recently, we The result As a result ________ (8) this, we have had to Consequently, we would like to The result of this is that The next step What I propose is that In ________ (9) to resolve the matter, I suggest that We would appreciate ________ (10) if you could We would be ________ (11) if you could now Further communication Please do not ________ (12) to contact me if you wish to discuss any of the above. I look ________ (13) to hearing from you / receiving Signing off Thank you again for your interest / custom / understanding Once again, my ________ (14) for the delay / misunderstanding / error. I hope you find this solution satisfactory. Note: When writing a letter for the BEC think carefully who the letter is for, what your relationship is to that person, and what the reason for writing is. This will determine your register and tone. Plan the letter carefully. You will probably need to include 5-6 paragraphs containing: introduction reason for writing background to the problem possible solutions next steps conclusion.
Adapted from: Dummet: Success with BEC. Summertown, 2008
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4.5 Describing Graphs and Charts

A. How do charts help describe and illustrate the points we make in our presentations? What makes a chart/graph a successful chart / graph? How would you illustrate the trends described in the text below with a chart? The Microsoft share price began in 2000 at just over $110. Over the next three months it fluctuated dramatically, falling as low as $90 before returning to its original level. However, in March 2000 it suddenly plummeted, loosing over $40 by April. Although the speed of the fall slowed slightly, it continued to drop to $60 by May. A brief recovery took the prices back to $80, where it remained stable until July. It then started to decline steadily over the next three months falling as low as $50 by November. The year 2000 ended more encouragingly for Microsoft with shares back at $70. However, 2001 started badly with shares dropping to a twoyear low of $43 by the end of January. A reasonably quick recovery took shares back above $60 in February and further steady progress saw them back above $70 by May. Unfortunately, prices fell sharply again, back down to almost $50 by October. The shares recovered well over the last two months to finish at the $70 mark. 1. Underline the words/phrases that helped you to do the graph? What are the other possible alternatives to express the same ideas? B. Language elements to describe trends: To indicate tendencies or vectors of movement you may use the following verbs:
Upward change

To rise; To increase; To go up; To grow; To climb; To boom; To show / see an upward trend; To jump; To rocket; To recover; To improve; To surge;

To shoot up; To soar; To expand; To take off; To rally; To put up; To strengthen; To bounce back; To double / triple; To pick up; To creep up; To mountain up.

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Downward change

Adjectives

To fall; To decrease; To decline; To dip; To drop; To slump; To deteriorate; To go down; To reduce; To lower; To slip back; To cut; To shrink; To halve; To show / see a downward trend; To weaken; To slide; To hit a low; To plunge; To plummet; To collapse; To crash; To bottom out; To have a trough;

considerable; dramatic; drastic; enormous; gradual; huge; marked; minimal; moderate; quick; rapid; sharp; significant; slight; slow; small; steady; steep; substantial; sudden; swift; temporary; wild;

Adverbs

Stability

To level out / off (at); Do not change; To remained stable (at); To remained steady (at); To maintain at the same level; To stay the same; To stabilise; To be / remain flat;

Fluctuation

To fluctuate (around); To vary; To peaked (at); To plateau (at); To stand (at);

considerably; dramatically; drastically; enormously; gradually; minimally; moderately; quickly; rapidly; sharply; significantly; slightly; slowly; steadily; steeply; substantially; suddenly

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Generalizations

Some useful phrases:

a great deal more than; a way over; about; almost; approximately; around; far less than; just over; just short of; just under; nearly; not quite; nothing like; nowhere near; roughly; slightly more than; somewhere in the region of; well over; well under;

As can be seen from the chart, last year started on a positive note; Initially; At the beginning; There was a sharp fall during March; Over the summer was flat; In mid-April the prices started to rally strongly; In autumn the market remained more or less unchanged, failing to break through the springs highs; Over the last few months the market has advanced again; In March the consumer spending was up and was close to reaching a high again; This was followed by; There was a; In this year it started (to) / v-ing; Show an upward trend; Changed very little; Diverged significantly; Recovered slightly; Continued an upward trend with some fluctuations; Over the period from to ;

Despite an overall increase, the figures were characterized by a number of peaks and troughs over the years; It then fluctuated around this level

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4.6 Language of Graphs & Charts - Practice

Put the numbers of the language elements below into the gaps of the following text.

A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. R. S.

50 houses only 20 40 new houses the last two decades over the next 40 years 280 70s three decades erratic the 80s over 200 houses practically to zero 120 1920s only 10 60s 10 years first two decades a rise of more than 26

The bar chart shows the number of houses built per decade in two villages, Farkletown and Newtown, in the last century. Overall, the number of houses that were erected in Farkletown exceeded the quantity constructed in Newtown. The trend for the former was decidedly upwards, with Farkletown experiencing a steady rise from . in the first . of the century, to just under 120 during the Thirties. ., the new house construction in Farkletown remained constant at just under . . This is in sharp contrast to . of the century when the number of houses that went up in Farkletown leapt, first to . and then to .. House building in Newtown, by comparison, was much more . . In the . of the century, more houses were erected in Newtown than in Farkletown. During the ., however, construction declined to . . Over the next . , house numbers rose steadily, only to drop . in the .. There was then a dramatic surge in the . with . being built. While . saw house building in Newtown plummeting to , in the 90s the number of new houses rocketed to 270, . on the previous decade.

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4.7 Charts & Graphs - Listening

Listen to the conversation between a financial consultant, Andrew Cutting (AC), and a sales director, Chris Wood (CW), and fill in the gaps. AC: Right. Before we decide on the conditions for the loan, we need to have a careful look at your business. Ive got the .. for last year right here. Um, can you just go through the .. for me?

CW:

Of course. As you can see, sales at the start of the year were .., although thats not .. , because we always have a period after Christmas.

AC:

Okay, but there wasnt much of a .. over the spring period, was there? From your graph, I see that .. in June you were only .. two million pounds ..the January figure. What happened?

CW:

Well, it was a difficult .. period for us our main .. cut their prices ... However, in the . of the year things started to ..

AC:

Um. How did that happen?

CW:

Well, we .. a series of new products onto the market, and youll see that sales .. the autumn.

AC:

Ah, Oh, yes.

CW:

In fact, the figure ..fifteen million ..of the year. Now, were very happy with those results. And we expect .. to continue this year. Our sales .. are looking very good.

AC:

Um, well, that does look promising. I think we can

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5. LANGUAGE WORK 5.1 Gerunds and Infinitives Theory

A. The verbs below are followed by a gerund (-ing): admit*, avoid, consider*, delay, deny*, dislike, enjoy, escape, face, fancy, feel like, finish, cant help, involve, imagine, keep, mention*, mind, miss, practise, risk, recommend *, spend, suggest*, waste time. If you do that you risk losing the contract. The verbs marked * can also be followed by a that-clause He admitted being wrong He admitted that he was wrong. B. The verbs below are followed by a gerund or to + infinitive: mean doing mean to do If you accept the job, it means moving to Hawaii (=involve) I meant to post these letters, but I forgot (= intend) cant bear, love, like, hate, prefer Normally followed by a gerund, though to-infinitive is common in the US. I love cycling to work. I hate working at weekends. To + infinitive with these verbs normally implies habit. I like to get up early on a Saturday. forget, remember Did you remember to phone Jack? (intention) I dont remember posting the letter. (memory) try They tried to repair the forklift, but they failed. (attempt) Have you tried changing the batteries? (experiment - experience) continue The committee members continued arguing. The committee members continued to argue. regret I regret not learning more languages when I was younger. (regrets about past) We regret to announce that our company will be taken over by Gorkcom Ltd stop Please, stop shouting (stopping an action) The lecturer stopped to have a drink of water. (stop an action to do something else)
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C. The verbs below are followed by to + infinitive or that-clause: agree, arrange, decide, demand, expect, hope, hurry, learn, plan, pretend, promise, swear, threaten, wish We agreed to meet again in January. We agreed that we would meet again in January. appear, happen, seem We appear to be broke. It appears that we are lost.

D. The verbs below are followed by bare infinitive or to + infinitive: help We helped them (to) find accommodation. make They made him hand in his resignation. He was made to hand in his resignation.

E. The verbs below are followed by object + to + infinitive. advise, allow, ask, cause, encourage, expect, forbid, force, help, invite, instruct, order, pay, persuade, remind, teach, tell, train, want, warn I advised him to retrain as a psychologist. F. Verbs of perception can be followed by bare infinitive or gerund: feel, hear, listen to, notice, see, watch I saw her giving her presentation. ( I saw part of the presentation) I saw her give her presentation. (I saw the whole presentation) I heard the machine making a strange noise. (I heard the noise and it continued) I heard the machine make a strange noise. (I heard the noise and it stopped)

Adapted from: Vince: English Grammar in Context. Macmillan, 2008

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5.2 Gerunds and Infinitives Practice

A. Complete these sentences with verbs from the box. Choose either the gerund or to + infinitive. give write fly receive make recognise advertise help think speak 1. They agreed us thirty more days to pay the invoice. 2. They pretended me, but I dont think they knew who I was. 3. Theres no point this brand on TV, it would cost too much. 4. Were expecting some more stock early next week. 5. Ill join you later. I need to finish this report. 6. I learnt Portuguese when I worked in Brazil. 7. I work in public relations. My job involves contact with the media. 8. I cant help that something is going to go wrong. 9. I cant afford business class all the time. 10. I cant promise you with this problem, but Ill do my best.

B. Complete this text with a verb from the list below and use the correct form, gerund or to + infinitive. be pay pretend receive refer show take talk worry interview Staff e-mail circulated in a company that makes mobile phones: A journalist from the magazine Technology Review wants someone from Production about health risks for mobile phone users from radiation. It will involve to him over lunch one day next week. Hes offered Any volunteers? In my opinion its not worth too much about this as the latest research shows that the risks seem minimal. But on the other hand its no good theres no problem at all. I would suggest simply to the recent report from the National Safety Board. Anyway, hes kindly agreed us the article before its published, and hes promised a balanced view. I look forward to your comments on this matter asap.
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C. Complete the following sentences with verb from the box. Include an object in every case. remind persuade expect help encourage force advise

1. I am sorry I missed work yesterday. The doctor stay in bed 2. I tried to to come with us tonight, but he said he was busy. 3. Could you call Head Office? I might forget. 4. If you employ a secretary, it will deal with all the paperwork. 5. She hasnt called yet, but contact me some time today. 6. I didnt feel very confident, but she apply for the job. 7. The fall in demand has make some of our best workers redundant. D. Complete the following letter by putting the verbs in brackets into the correct form.

Dear Audio World, I am writing to complain about the poor service that I received when I was in your store last week. Recently, you decided (remove) listening facilities in your stores, and your sales staff encouraged customers (take) home their choice of CDs without (hear) them first. You invited us (return) any CDs that we did not like, as long as we kept the receipt as proof of purchase. In my opinion this was an excellent policy as it allowed customers (risk) (buy) things that were a little different. A consequence of your policy is that customers will buy more CDs, and this means (return) more that they dont like. In fact last week I brought back eight CDs, from the fourteen I had bought on the previous visit. Your salesman refused (accept) such a large number, and accused me of (take) the CDs home just (copy) them. I strongly objected to (be) treated like this as I had remembered (bring) the receipts with me and my actions were within the terms of your guarantee. I cant help (think) that you will lose a lot of business if your staff go on (behave) in this way, and advise you (train) your staff (deal) with customers in a more polite manner. Yours sincerely, Lucas Darkwood
Adapted from: Emmerson: Business Grammar Builder. Macmillan, 2002
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5.3 Phrasal Verbs Theory

Read the following phone conversation: Fred: Hi, Leo. Im sorry but my cars broken down so Im going to be late for the meeting. Can we put it off until this afternoon? Leo: No, Im sorry, Josh, but Ill make detailed notes so you can catch up on the main points we discuss. a How many words does each verbal structure in italics consist of? b Which verbs in italics have an object? c Where does the object go in relation to the verb?

A. What are phrasal verbs? 1. Phrasal verbs are verbs used with one or more particles. (e.g. down, off, out, through, up). We need to set off very early tomorrow. (start our journey) It's not easy to come up with original ideas. (create I think of) The most common verbs used in phrasal verbs include: come, get, give, go, look, make, put, set, take, turn, work.

2. lt is not always easy to guess what phrasal verbs mean as the meaning is often unconnected to the meaning of the verb and particle(s) on their own. I decided to turn down the job. (refuse) Could you put me up when I'm in town? (Could I stay at your house?) 3. Phrasal verbs can have more than one meaning. I think we'll have to put the meeting off until next week.(postpone) The annual fee of 60 put me off. (discourage) B. Using phrasal verbs with objects 1. Some phrasal verbs do not need an object. Do you know how long this meeting will go on for? (last) Sales have dropped off dramatically since fast year. (reduced) Common examples: break down, carry on, drop off, get back, get through, go on, hang on, hang up, set off

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2. Some phrasal verbs need an object. The object can go between the verb and the particle (separable phrasal verbs) or after the particle (inseparable phrasal verbs). He made up a story. He made it up. 3. With separable phrasal verbs, you can put a noun object before or after the particle. You can't just make up a price. I You can't just make a price up. (invent) You must put a pronoun object (me/them/us etc. or this/ that/these/those/something/anybody etc.) between the verb and the particle. If you have a mobile phone, please turn it off during this presentation. (not turn off it) Longer objects and verb + -ing go after the particle. Make sure you back up whatever you do on your computer. (make a copy of) Are you going to carry on working much longer It's very late. (not carry working on) Common examples of separable verbs: back up, call up, carry on, find out finish off, give up, look up, make up, put forward, put off/on, ring up, set up, shut down, sort out, take on, turn on/up/off/down, work out, write down Although find out can be separable, it is much more commonly used with the object after the particle; give up is usually only separated by pronouns.

4. With inseparable phrasal verbs, the object always goes after the particle. If you come across my pen, please tell me./ If you come across it, let me know. (inseparable) I've never come across a PA who is as efficient as Sylvie. (+longer object) Common examples of inseparable verbs: come across, go on, go through, look after

5. With verbs with two particles, the object usually comes after the second particle. They're going to come up against fierce competition in Eastern Europe. (meet a problem) BG says it will make up for the shortfall in sales by increasing prices. (compensate for) Common examples: carry on with, catch up on, come up against, come up with, do away with, look forward to, look out for, make up for, put up with, watch out for

Use -ing (not the infinitive without to} after verbs with two particles! I look forward to meeting you. (not I look forward to meet)

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5.4 Phrasal Verbs Practice

1. Online Discussion Read these comments from an online discussion about call centres. Complete the phrasal verbs in the text using the correct particle: back, down, off, on, out, through, up. Call centres Online discussion comments A couple of months ago I rang 1................ my bank to tell them where to send my new debit card. I got 2 .......................... to an operator. She was very friendly but I had to hang 3 .......... ............... for 15 minutes while she tried to contact my bank in Birmingham. In the end, I gave 4 ................. and sent an email! I'm not at all surprised that the number of companies using call centres has dropped 5 .......................... dramatically in recent years! Sidonie, Birmingham What puts me 6 .......................... using call centres is when the staff appear not to have the information I need. it makes me want to hang 7 .......................... immediately when they put me on hold and make me listen to that awful music. Why don't they just write my number 8 .......................... and call me 9 .......................... when they have the information I want? Haven't companies worked 10 ..........................yet that customer satisfaction increases profits? Bruce, London 2. Advice for sales people Complete the following text containing advice for sales people. Use the verbs and objects in brackets. Where possible, put the object between the verb and the particle. In a selling situation, sales people often think they should fill any silence with the sound of their own voices. However, I recently 1 ............................................................. (come across I a very effective use of silence). lt happened during a sales presentation that I attended last year in Vienna. The client worked in the family fashion business and had a problem with stock control. Near the end of the session, the salesperson asked her: 'When 2................ . ( you sort out I these problems),' and then he paused for 20 seconds before continuing by asking: 'What improvements will you expect to see?' Amazingly, the client responded immediately and was able to 3 ............................................... ............. (go through I her own detailed solutions). When it came to question time, I wanted to 4 .......................................................... ...........................(find out I something). I asked what the client had been doing during the silent pause. She said that she had 5 ......................................................................... (carry on I thinking) while lots of ideas were moving about in her head and then she had suddenly been able to see a solution. You see, when we interrupt the thinking of others to 6 .......................................... .............................. (put forward I our solutions), we stop them from 7 .............................. ........................................... (come up with I their own ideas). If you stay silent, you don't have to sell your products or ideas to your clients- you just 8 ................................................................ ........ (back up I them) in their own decision to buy!

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3. Employees comments about a new manager Complete the following comments made by employees about a new manager. Use the correct form of the verbs in the box.

catch come

come

do

look

look

make

put

1 I hope the new manager will ............... up with a business plan that'll work. 2 I'm .......................... forward to hearing about any changes she's going to make. 3 I expect she'll .......................... up against resistance from some of the employees. 4 She seems to think the solution is not to ..........................away with the old systems but to improve them. 5 I wonder if she'll be .......................... out for new opportunities for us to expand. 6 I hope she doesn't have to .......................... up with too much opposition from other managers. 7 Profits were down this quarter, but I'm confident that with her new strategies, we'll have ......... ................up with last year by December. 8 She has promised to .......................... up for any losses incurred during the restructuring. 4. Underline the correct phrasal verbs in these conversations. Camille: Giacomo: Camille: Giacomo: Camille: OK, we're going. Are you ready? No, I'm trying to 1 get through to I hang up a client before I leave but their line is always busy. You work too hard! Can't you 2 carry that on I put that off until tomorrow? No, I've got to 3 make up I set up a meeting with them for tomorrow. That's a pity. Well, don't forget to 4 shut down I finish off your computer and 5 break down / turn off the lights when you leave. Hurry up. We need to 6 set off I go on in the next few minutes. 7 Give up! I Hang on! I'll be ready in a couple of minutes. OK, I'll just 8 back up I look up the address again so that we don't get lost. Right, I'm ready. I'm really 9 looking forward to I looking after meeting our local clients socially. Yes, it should be good as long as we don't have to 10 put up with I catch up on too many boring speeches at the beginning of the party!

Denise: Nigel: Denise: Nigel: Denise:

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5. Write answers to these questions that are true for you, using the phrasal verbs in italics. 1 What's the biggest contract your company has taken on recently? ............................................................................................................................................ 2 What kinds of things do you put off doing at work? ............................................................................................................................................ 3 Has your company ever taken over another company? ............................................................................................................................................ 4 Is your company going to set up a branch in another country? ............................................................................................................................................ 5 Is it a good idea for businesses to cut back their training during a recession-? ............................................................................................................................................ 6 What do you think people should watch out for when buying an insurance policy? ............................................................................................................................................ 7 Do you know anyone who has ever been laid off? Why and when did this happen? ............................................................................................................................................ 8 Has demand for your products ever dropped off? If so, why? ............................................................................................................................................ 9 Have you ever turned down the offer of a job? Why? ............................................................................................................................................ 10 What kinds of things would put you off applying for a particular job? ............................................................................................................................................
Adapted from Grammar for Business by Michael McCarthy et al.

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5.5 Phrasal verbs with get

Phrasal verbs are very common in spoken business English. Some verbs are used in many different phrasal verbs. Here are some common examples with get. When you're working hard, try to get away, even if it's only for a few days. (take a break/holiday) Household goods is one area where retailers can get away with raising prices. (do something without any bad result I penalty) With some funds you can get back less than you originally invest. (receive something you had before) Wed like to get into the Asian market. (start working in or with) What do you think is the best way to get on in business? (be successful) People work better as a team if they get on with each other. (have a good relationship with) I wish I could get over my fear of flying. (overcome illnesses/problems/worries/fears) I wonder if I'll ever get round to learning Chinese. (do something that you have intended to do for a long time) Small businesses often find it hard to get through a recession. (survive) It is the advertiser's job to get through to target audiences. (communicate with) Phrasal verbs often have a synonym (another word that means the same), so if you do not understand a phrasal verb, ask for an explanation. A. How to set up a new business Look at the text below containing advice about setting up a new business. Complete the sentences using phrasal verbs with get. Starting out in business Whatever kind of business you'd like to 1................... there are a number of things you need to think about first. Here is some advice to help you to 2 .......................... any worries you may have about setting up a new business. Choose a business area where you know you can 3 .................... more money than you put into it. Don't wait too long to 4 .......................... learning any new skills- it'll be too late once you've started the business. Be aware that the first stage is the hardest. Once you 5 .......................... that, it usually gets easier.

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Banks sometimes try to 6 .......................... charging you too much for loans, so invest as much of your own money as you can initially. Be aware that you'll be working very long hours and it's unlikely that you'll be able to 7 .......................... for more than a day or two in your first year. If you want to 8 .......................... the local markets, choose your advertising well and learn what people in your area really want. Recruit sensibly, Choose people who will 9 .......................... you, each other and your customers. Finally, if you want your business to 10 .........................., know your market, the competition and your product.

B. Make it personal. Underline the phrasal verbs in the question below Talk with a partner and answer these questions. 1 How often do you get away and where do you go? 2 Have you ever got back a large amount of money from an investment? 3 Which skills would you like to get round to learning? 4 Is there a science or technology area you'd like to get into? 5 Who do you get on best with in your studies or at work?
Adapted from Grammar for Business by Michael MacCarthy et al.

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5.6

Phrasal Verbs Revision

A. Choose the correct word or phrase to complete each sentence. 1 The road was closed, so we had to __________ and find an alternative route. a) put down b) turn back c) go about d) go off 2 They __________ for Paris at midnight. a) set off b) made for c) went off d) got down 3 I knew your family would stand __________you. a) for b) off c) by d) about 4 How could you have __________him for your brother? a) confused b) considered c) thought d) mistaken 5 It is vital that we __________a change in people's attitudes. a) bring down b) bring back c) bring about d) look after 6 Giuseppe's secretary __________a call to the office in Milan. a) put through b) applied for c) put by d) set about 7 We'll have to __________down the options before coming to a decision. a) slow b) narrow c) bring d) wind 8 Rosa certainly __________her mother in her devil-may-care approach to life. a) looks after b) calms down c) cares for d) takes after 9 Ingrid broke __________in tears when we told her about the accident. a) off b) through c) down d) for 10 I'm so tired I think I'll probably __________off in the cinema. a) doze b) sleep c) turn d) fall 11 If a bus doesn't come, you can always flag __________ a taxi. a) after b) for c) down d) off 12 Look, I __________it all back. I should never have spoken like that. a) take b) put c) call d) give 13 I think a couple of coffees will __________off the meal nicely. a) go b) send c) round d) wear 14 The official __________quickly through my file, and then handed it back to me. a) saw b) looked c) got d) turned 15 If you're interested in Mastermind, you can send __________free tickets and be part of the studio audience next time they record it. a) off b) by c) about d) for

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16 You shouldn't have sent Sebastian that Valentine's card. I think you've scared him ____ a) back b) down c) off d) through 17 The rain was simply __________down on the deserted street. a) pelting b) spraying c) showering d) dripping 18 She talks so fast, it's difficult getting a word in __________ a) sideways b) halfway c) edgeways d) any way B. Read the text and underline the ten phrasal verbs. Give a definition of each one, according to its meaning in the text. When Laura was a university student, she found it very difficult to get by on her grant, so she decided to look for a part-time job. When she spotted an advertisement in the local paper for snack bar staff, she sat down to apply for the job. She wasn't sure how best to go about presenting herself on paper, so she just jotted down the details of her qualifications and experience, and sent the application off immediately. The owner of the snack bar, a Mr Edwards, rang a couple of days later to ask her to come for an interview the following Saturday. When she arrived at Tasty Bites, she was very nervous because she felt sure he could see through her claims to have worked as a waitress before, and would turn her down as a matter of course. But finally the interview was over, and when he shook hands with her and said 'See you next week, then!', she realised she had pulled it off.

C. Match the first half of each sentence with the correct ending. 1 How do you account for 2 I'm not sure you've 3 If your car's out of action, 4 Surely he didn't sleep through 5 She's putting it about 6 I can't stand the way 7 Have they cordoned off
Adapted from Recycling English by Clare West.

A thought this through sufficiently. B he's always showing off. C that his wife has left him. D all that noise! E the discrepancies in your reports? F the scene of the crime? G I'll call for you tonight.

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5.7 Adverbial clauses

Adverbial clauses are introduced by conjunctions of time, place, manner, reason, contrast, purpose or result. Time : When the merger of the two companies was completed, shares rose drastically. As soon as I hear any result, I will let you know. You can work wherever you like. You didnt complete the task the way I instructed you to. It looks as if the test phase had been successful. We wont be able to meet the deadlines because we are short-staffed at the moment. Even though the product had been thoroughly tested, several customers complained about allergic reaction. The participants were asked to fill in a forms so that their details could be entered into the system. Legislation is needed in order to deal with this problem effectively. These robots are so fast that humans cant keep up with them.

Place: Manner:

Reason:

Contrast:

Purpose:

Result:

A. Rewrite the sentences, minus the parts underlined, using an expression from the box. as soon as until once whenever now

1. Any time you are in the area, please drop by and visit our company. .. 2. The moment he was fired, he had to vacate his desk and leave the offices. .. 3. We cant complete the proposal before you come back. .. 4. When the test phase is over, the product can be launched. .. 5. We have finally found time to meet, so wed better discuss the problem. ..
Adapted from: M.Vince: English Grammar in Context. Macmillan, 2008
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B. Fill in the sentence adverbials The Earth and the Sun (1) . most ancient Greek philosophers considered the Earth to be flat, Eratosthenes calculated that it was a sphere and worked out its circumference around 140 BC. (2) . that he used only rough estimates, his calculation is surprisingly accurate. (3) . it seemed obvious that the sun moved in the sky and the earth stood still, this was the basis of astronomy (4) . the work of Copernicus in the 16 century. (5) . Copernicus work was published in 1543, it became increasingly difficult for scientists to see the universe in the (6) . they had before, with the earth at the centre of the universe. However, the theory was so controversial that for religious reasons it did not become widely known. (7) . Galileo came to the same conclusion as Copernicus in 1610, he was accused of heresy by the Church and imprisoned, in (8) . his view of the universe encouraged people to doubt the existence of God.

C. Write a new sentence with the same meaning, containing the word in brackets. 1. The motor seems to be having problems. (sound) .. 2. You are supposed to dissemble the machine differently. ( the way) .. 3. You suggested installing another system, and I did. ( as ) .. 4. By the way he behaved I thought he owned the company. (as though) .. 5. Sales figures seem to be picking up. (look) .. 6. All things considered, the firm is not doing to badly. (account) ..

Adapted from: M.Vince: English Grammar in Context. Macmillan, 2008

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7. Although the company is affected by the crisis, they have decided to expand. (fact) .. 8. While we appreciate your work, I am afraid we have to let you go. (much as) ..

D. Write a new sentence with the same meaning, beginning as shown. 1. I would like to help you, but I dont really have the time. Much as... 2. I wont sell the company however much the competition offers me for it. No matter .. 3. House prices continue to rise in most areas, but in some areas they have actually started to fall. Whereas.... 4. You have not paid the last six monthly instalments, so this contract is at an end. Since . 5. As we wanted to set everything up in the conference room, we arrived early. We arrived early so . 6. The weather conditions were atrocious but all outdoor experiments could be completed. Even tough. 7. I thought I might need to repair the vehicle so I brought some spare parts. I brought some spare parts in .. 8. The blasting and drilling went on despite the dangerous situation. Although 9. I think we should hold the meeting another day as its too late to start it now. Seeing that 10. The rapid entrance of the gunmen took the guards by surprise. The gunmen entered so

Adapted from: M.Vince: English Grammar in Context. Macmillan, 2008

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5.8 Participle Clauses - Theory

A. Participle phrases A participle phrase can be added to a clause to give more information, or describe the time, the manner or the result of the event in the main clause. Noticing the computer was on, I accessed the system immediately. If the participle phrase comes before the main clause, it must refer to the subject of the main clause. Walking past the building, he saw smoke coming out of a window. Walking past a building, smoke was coming out of a window. (= Smoke was walking past a building and coming of out a window.)

If the participle clause follows the main clause, then either the subject or the object (if there is one) of the main clause can be the subject of the participle phrase. This will depend on the meaning of the sentence. We saw a robot walking down the street. (refers to object ) The boat struck a rock, throwing the crew into the sea. (refers to subject)

B. One action before another performed by the same subject. Both present and past forms are possible. Leaving the computer on, she ran out of the office. Having left the computer on, she ran out of the office. C. Time phrase with after, before, since, when, while The participle follows the time word. After fixing the problem, she started the engine. Clean it thoroughly with warm soapy water before using it for the first time. Since talking to Mr Ashton, I have changed my mind about my career. When operating this machine, wear goggles or a protection mask. D. Time phrase with on, in On hearing a noise in the engine room, they shut down the system. In trying to adjust the heating system, I managed to break it completely. E. Manner phrase. By using the internet, its possible to save money.

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F. Reason phrase Being afraid to go on my own, I asked a security guard to accompany me. G. Past passive participle Having been offered a higher salary, I took the job. H. Subject and participle phrase A noun and a participle can be used to give extra information about the subject of the main clause. It or there can also be used as a subject in formal speech or writing. All three presentations were excellent, the first one being the best, I think. There being no further time today, the meeting will continue in the morning. (formal) J. With or without With blood pouring from his wounds, he approached the paramedics. Without making a sound, the burglars managed to access the building.

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5.9 Participle Clauses - Practice

A. Tick the sentences that are ok and correct any mistakes. 1. Not knowing the way, the rescue team got lost several times. 2. After leaving the room, the telephone rang. 3. Having lost my password, the email account cant be accessed.

4. While repairing the first machine, the second one gave up the ghost. 5. By smashing a window, the fireman was able to access the building. 6. Not wishing to be fired, he handed in his resignation. 7. Having opened the hub, the machine turned out to be broken. 8. Though feeling tired, the workers continued with their job. 9. On arriving at the airport, the plane had already left.

B. Rewrite the sentences with the same meaning, using participle phrases and the word in brackets. As it was public holiday, there was a lot of traffic on the roads. (being) When I opened the letter, I realised it was from Professor Alton. (on) The palace was destroyed by fire during the war but later reconstructed.(though) I broke the camera as I tried to remove the memory card. (in) The workers were taken to hospital after they were evacuated from the mine. (being) After he had been given the necessary tools, George repaired the engine. (having)
Adapted from Vince: English Grammar in Context. Macmillan, 2008

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5.10 Sentence Conversion

When writing a text, it is sometimes necessary to vary sentence structure to achieve a smoother style or to avoid repetition and monotony. A. Rewrite the sentences below, leaving out the underlined words and using the words in brackets.

1. Although fossil fuel has proved to be environmentally problematic, it is still widely used.(despite) .. 2. As well as making people happy, sunlight seems to have beneficial effects on various medical conditions. (what is more) .. 3. Bicycles are pollution-free and silent, and take up very little parking space. (as well as this) .. 4. Despite lower consumer demand, the company has increased profits by 6%. (however) .. 5. The heater has been tested for safety, but must be used according to the instructions. (nevertheless) .. 6. I dont really like the new website, and above all it is not very user-friendly. (besides) .. 7. Bond started to disconnect the red wire, but as he started disconnecting it, something told him he had made a mistake. (so) ..

B. Rewrite the sentence or one of the sentences so that it contains the words in brackets. 1. There is no problem with money. (as far / concerned) .. 2. From one point of view, I think youre absolutely correct. (in / way) ..
Adapted from Vince: English Grammar in Context. Macmillan, 2008
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3. Jim Barlow wasnt at the meeting, but everyone else was. (apart) .. 4. The city is on the sight of an ancient spring and Roman bath, thats why it is called Bath. (hence) .. 5. As well as polluting the environment, cars use up valuable energy resources. (moreover) .. 6. This country has higher youth unemployment than other European countries. (comparison) .. 7. There has been a shortage in staff and so deadlines could not be met. (due) .. 8. The fieldtrip has been postponed because of bad weather. (owing) .. 9. The test phase has been fairly successful. (extent) .. 10. The earthquake has caused the closure of many roads in the area. (result) .. 11. The two products appear to be different but share similarities. (respects) .. 12. Poor business performance forced the company to lay off staff. (account) .. 13. They didnt acquire new office equipment. They bought some second-hand in an auction. (instead) .. 14. No artefact which is alien (i.e. is not from our planet) has ever been discovered. (to say) .. 15. Wind turbines are a valuable source of renewable energy, but have their drawbacks. (however) ..
Adapted from Vince: English Grammar in Context. Macmillan, 2008
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5.11 Error Correction

1. I have made the experience that small talk is an important part of business life. 2. We would like some informations on this topic. 3. I wish I could make her stop from smoking. 4. Can you borrow me your mobile? I have to make a call. 5. There is nothing preventing you looking for another job. 6. I have my handy in the pocket. 7. I wish I would be able to buy a new computer. 8. The actual situation in Syria is very unstable. 9. I was waiting for hours, when the bus finally arrived. 10. If you would have studied more, you could have passed the exam easily. 11. Im used to speak English. 12. I didnt use this program for the last two years. 13. Sustainability means methods that preserve and respect the nature. 14. I visited an economics seminar at LSE. 15. I thought its a good idea. 16. They could see the progress I did. 17. I look forward to meet you tomorrow morning. 18. Many people are interested how energy works. 19. In 2004 the prices have hit rock bottom. 20. In todays times researches are made to find alternative energy sources. 21. We already did some experiments of the purpose to reduce pollution. 22. What means obsolete? 23. It provides you opportunities to practice your English. 24. We recommend that you buy bio vegetables. 25. A rain water harvesting system is easy installed.

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26. This is a lawnmower who operates on his own. 27. You can work by your own or in a group. 28. My brother is the chef of a consulting company. 29. I dont have a car, I drive a bike. 30. Listen to my advices and nothing can go wrong. 31. If we would be damaged by computer games, everybody in this room would be mad. 32. The genetically modified ingredients were not declarated on the package. 33. The infected people didnt die yet. 34. Global weather patterns changed for many years.

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