Interactive English 2020-2021 PDF

Introduction to Socio-economic Issues
ENGLISH DEPARTMENT
INTERACTIVE ENGLISH
&
Current Issues
2020 – 2021
1
2
TABLE OF CONTENTS 2020/21
Introduction & Essential tools

Introduction p. 5
Introduction to the Interactive Classes
Introduction to Current Issues
Introduction to the Grammar Refresher Course
Essential tools to use throughout the year p. 19
Useful expressions to use when presenting a topic,
English pronunciation + list of challenging words to pronounce
Grammar tips
Writing E-mails
Building sentences with connectives
Using signalling devices
Expressing your opinion
Recurrent mistakes
Part I: First term
Health p. 66
a. Warming-up & vocabulary
b. Listening comprehensions
c. Speaking practice
d. Reading - Self-study texts: Current Issues texts p. 75
The spread of Western disease
Stress in the workplace
Violence & Criminality p. 90
c. Reading - Texts for the Interactive-class: School shootings
d. Speaking practice
e. Reading - Self-study texts: Current Issues texts p. 106
Remunerative Justice
The Las Vegas shooting has reinvigorated calls for gun control
Too many American schools are using police officers to enforce…
The environment p. 128
d. Vocabulary and grammar practice
How climate change is behind the surge of migrants to Europe
Where gadgets go to die
Greenery: Let us breathe. Pollution is becoming a political issue
News Panel p. 154
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Part II: Second term
New Technologies & the workplace p. 157

a. Warming-up and vocabulary
c. Reading - Texts for the Interactive-class: What is a youtuber?
d. Speaking practice
Slaves to the smartphone
The world’s most valuable resource
The basics of corporate communication p. 178
1. Socializing
2. Telephoning
3. Numerals
4. Company presentation p. 195
a. Warming-up, vocabulary & language:
Different kinds of companies, sectors of the economy, types of
companies, easily confused words: raise and rise, talking about a
company’s performance
b. Listening comprehension
c. Reading - Texts for the Interactive-class
How do TV commercials influence American culture?
d. Speaking practice: Presenting a company
Vocabulary checklist and preparing a company profile
Preparing a company profile
The small changes the fashion industry could make to help the
environment.
Made in China?
How to start a business: a step-by-step guide.
5. Jobs p. 237
Document Pédagogique p. 244
Bibliography p. 252
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I. INTRODUCTION
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Introduction to the Interactive Classes 2020-2021
a. Introduction note to the Interactive classes

b. Test dates
c. Bloc 1 English team
d. Table of contents: Altissia
e. Instructions for the oral presentation
a. INTRODUCTION NOTE TO THE INTERACTIVE

CLASSES
Useful web sites:
www.altissia.com https://moodle.ichec.be
On these web sites, you will find information relating to the self-study methods and
indications concerning the different English classes.
Contents of the Interactive Class (IC)

2 hours/week - Intermediate level
Mainline activities of the IC consist in listening comprehension, vocabulary and oral
expression exercises (role-plays, debates, and presentations) on everyday utilitarian topics,
current events and socio-economic topics.
The mainline activities are supported by a guided self-study program of basic grammar,
vocabulary and pronunciation, and elementary and (upper-) intermediate listening
comprehension.
Attendance and participation

- Attendance at IC is compulsory.
- If you were absent for a test without any certificate, your mark will be zero for that
test. If you were absent for a test with a medical certificate, please hand it in as soon
as possible to the secretariat AND to your IC teacher.
Self-study
1) Grammar + vocabulary (through listening comprehension):

A - Grammar: see grammar leaflet
“Grammar” section available on www.altissia. com
(A1 B2 Débutant / Interm. Fort)
B - Vocabulary (through listening comprehension) (A2-B1):
Available on www.altissia.com (‘Vocabulary’).
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The method consists in step-by-step progressive listening comprehension texts
and conversations with exercises. The vocabulary expressions to be mastered for the
first four chapters will be posted on Moodle.
Listen to the oral documents frequently, study and make sure you perfectly master all
the vocabulary and expressions used throughout all the conversations, be able to
answer questions and transcribe what you hear.
Grammar and vocabulary will not be tested separately but in an integrated way, i.e you
will be asked to combine both aspects in different contexts.
All details for the tests will be given by your IC teacher.
2) Pronunciation and intonation: Subject matter =

a. www.altissia.com- « Pronunciation » section
b. class theory + exercises
c. list of challenging words to pronounce
a. Do the exercises regularly. Listen and repeat aloud frequently.
- One test in December in class
- In June, you must be able to read all the words (and phonetic transcriptions) from
the list of challenging words to pronounce
3) Grammar + vocabulary (through listening comprehension)

A. All the grammar points (grammar leaflet) will be tested
B. Vocabulary (A2-B1 will be tested again + C1 ): exams in January and June
Available on www.altissia.com (‘Vocabulary’).
!! Grammar and vocabulary will not be tested separately but in an integrated way, i.e.
you will be asked to combine both aspects in different contexts.
All details for the tests will be given by your IC teacher.
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Assessment
Involvement and activity during classes is essential to make progress and will be taken
into account for progressive assessment, i.e. amount and quality of the work done in
class, oral presentations, oral/written preparations and participation in role-plays and
debates.
The vocabulary seen in Interactive Class & Current Issues is tested and assessed
regularly throughout the year. Two major recapitulation tests will take place in January
and June. The vocabulary of the 3 parts of the course will be put together.
During the final oral exam (June session), you will have to answer questions related to
the topics studied during the whole year in the Interactive Class and workshops.
Test organization
You are not allowed to change the day, the time or the group of your test.
If you do so, you will get a zero for your test.
Do not forget to bring your student card.
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b. TEST DATES 2020-2021
Please note that teaching methods, assessment methods, and assessment criteria can be subject to change in
case the conditions related to Covid-19 require it.
November - Integrated Grammar, Altissia A2-B1 & IC Vocabulary
just after the Autumn Test
break
December - Pronunciation test in class.
January session - Vocab Recap (IC + Current Issues), 1st term

- Current Issues, part 1 (reading comprehension):
topics: Health, Criminality and the Environment.
- Grammar + Altissia vocabulary
A. All the grammar will be tested
B. Vocabulary (A2-B1 + C1 )
- Unprepared BBC listening comprehension 1
March - April - Essay: Giving your Opinion
June session - Written exam:

- Vocab Recap 2nd term (Interactive Class + Ex-
cath
classes + Current Issues)
- Current Issues, part 2 (reading comprehension)
- Unprepared BBC Listening comprehension 2
- Oral exam:
IC and workshops
Current Issues
Roleplays
Permanent evaluation
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c. THE BLOC 1 ENGLISH TEAM
 Françoise Allard francoise.allard@ichec.be

 Stéphanie Borremans stephanie.borremans@ichec.be
 Alexander Daniell alexander.daniell@ichec.be
 Guy Galazka guy.galazka@ichec.be
 James Todd james.todd@ichec.be
 Vincent Xhrouet vincent.xhrouet@ichec.be
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d. TABLE OF CONTENTS
Altissia Vocabulary (through listening comprehension)
APPENDIX : www.altissia.org www.wallangues.be
I. ELEMENTARY LEVEL - A2
For the first 4 chapters below you are expected to study the pink leaflet that you received at
the beginning of the year.
If you did not get it, please print it from Moodle.
SOCIALIZING (5 lessons)
1. Meeting someone
2. Introducing yourself
3. Describing someone
4. Occupations
5. People’s character
TALKING ABOUT JOBS AND HOBBIES (4 lessons)

1. Describing a usual day
2. Talking about hobbies
3. Talking about your family
4. Television programmes
MOVING (5 lessons)
1. Asking the way
2. Going on holiday
3. Movement
4. The weather
5. Means of transport
FEELING WELL (5 lessons)

1. Describing your home
2. Taking care of your health
3. Buying
4. Amenities
5. Body parts
For levels B1 and C1 you must work on line! (see links above).You are expected to listen and
do the vocab exercises but you can disregard the grammar sections.
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II. INTERMEDIATE LEVEL - B1
1. Talking about your home
2. Describing a house
3. Managing everyday matters
4. Explaining a recipe
5. Asking for a favour
6. Describing an accident
7. Deciding how to travel
8. Checking in at the airport
9. Checking in at the hotel
10. Giving your opinion
11. Talking about your business
12. Presenting a product or service
13. Welcoming a new colleague
III. UPPER- INTERMEDIATE LEVEL - C1

1. Presenting your position – politics
2. Talking about governments
3. Presenting your view – the written press
4. Giving your opinion – the role of the press
5. Presenting your opinion – pollution
6. Suggesting ways to tackle pollution
7. Talking about criminal activities
8. Presenting judicial procedures
9. Judging characters
10. Promoting youth employment
11. Giving your viewpoint – flexitime
12. Sharing tips for beating stress
13. Talking about healthcare equality
14. Talking about healthcare systems
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e. INSTRUCTIONS FOR THE ORAL PRESENTATION
An oral presentation must be both communicative and well-structured.
Modalities
The presentation should be in groups of 4 or 5 students and last 3 minutes / student.

(MAXIMUM 15 minutes per group !!)
For the day of the presentation :
YOU - should be well-informed on the topic (be able to answer questions)

- should bring a short visual support (power-point, X-mind, Prezi) with the
structure of your presentation
- should bring questions to ask at the debate
optional: other documents to make your presentation more lively
THE OTHER STUDENTS should

- study the vocabulary for the topic/ presentation
- come with a WRITTEN preparation defending their opinions on the topic using keywords
+ expressions of opinion /dis-agreement p... Minim. 15 lines per topic!
Evaluation of the presentation:
 Communicative?
(normal pace, clear & natural, no reading and no learning by heart!!)
 Structured?
(intro/development/ccl –connectives / signalling devices...)
 English? (fluency, grammar, vocab’, pronunciation...)
 Content
(personal research, well built-up arguments, well documented...)
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Communicative
- +
Read Lively, enthusiastic
Recite by heart in a monotonous voice Remember key ideas, keywords
Enumerate facts
Rush through Take your time
Pause between ideas
Written style: Long sentences Oral style, dynamic
Natural, yet, not too fast
Structured cf expressions p. …
Introduce the topic

We would like to focus on the issue of…
One recurring problem today is that of …
The topic of this presentation is…
Indicate the structure of the presentation

We will be developing 4 main points: firstly, …
Our presentation will be in 4 main parts: …
Development
How many different parts? Different § -> pauses !
Clearly signal your presentation is drawing to an end:

So, as we’ve seen in this presentation today, …
So, to sum up,…
If I could just sum up, I would say ..
As a matter of conclusion, ….
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Introduction to Current Issues 2020-2021
Current Issues is a set of self-study texts for reading comprehension and vocabulary.
All Current Issues texts are included in the following chapters of the handbook.
Topic List of Current Issues texts

Health The spread of Western disease: ‘The poor are dying more and more like the rich’.
Stress in the workplace
Crime and the Remunerative justice
Law The Las Vegas shooting has reinvigorated calls for gun control
Too many American schools are using police officers to enforce classroom discipline.
The How climate change is behind the surge of migrants to Europe
Environment Where gadgets go to die
Greenery: Let us breathe. Pollution is becoming a political issue
The New Tech Slaves to the smartphone
Revolution The world’s most valuable resource
Business Topics Inditex. Fashion forward
Made in China?
How to start a business: a step-by-step guide
Deadlines:
January 2021: Health / Crime and the law / The Environment
June 2021: New Tech & The Workplace / Business Topics
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How to use this self-study course
“Current issues” is a self-study textbook whose purpose is to improve your reading-comprehension skills
and enrich your vocabulary in order to help you to better understand the media.
The aim is for you to be able to read and understand a complex text about current issues. In order to do
so, you will be provided with the necessary vocabulary and, if needed, explanations in order to help you
deal with the text. There are two vocabulary lists: one with ACTIVE VOCAB (to be known and used
actively), and another one with PASSIVE VOCAB (to help you understand the text). You will only be
tested on the active vocab. The active vocab is in bold and underlined in the texts.
“Current issues” is NOT just a vocabulary textbook. In addition to knowing the vocabulary, you will be
asked, at the tests, to read, understand and comment on the texts, including the logical links between the
ideas. In a word, you will be asked to understand the WHOLE text.
Another purpose of this textbook is to help you express an opinion on the ideas developed in the texts.
You will be required to use the information in the texts in class when tackling the topics with your
interactive-class teacher. At the oral exam, you will be expected to express your opinion on the content of
the texts using the vocabulary studied in order to answer oral-exam questions.
For each topic
a. Read the TEXTS in the self-study book.
b. Check that you understand the TEXT, and STUDY the words from the ACTIVE VOCAB list (in
bold and underlined).This vocabulary is to be reused when similar topics are tackled in class. Regular
preparation of these texts will, therefore, be assessed by your IC teacher.
ATTENTION: The PASSIVE VOCAB needs to be understood as well, but not studied, as you will be
asked to read and understand some of the texts at the tests.
c. Do the EXERCISES presented after each text. Once done, check the key to the exercises, if any. You
will be asked to use the ACTIVE VOCAB in all kinds of writing exercises.
The vocabulary may be tested in several ways, for example:

explaining key words in English (a short explanation of 1 or 2 lines)
translating words from English into French and from French into English
using key words in a context (gap filling exercise)
Structure mastery may be tested in several ways, for example:

sentence writing combining a key word and a connective
translation of a sentence from French into English
d. Make sure you have properly understood the CONTENT of the text as well as the links between
the ideas.
e. Answer the content-related questions in excellent English.
ATTENTION: the answers to the questions should NOT be a copy/paste from the text. The answers
should reflect your understanding of the content as well as your ability to use your own words to express
it.
Once done, check the key to the reading-comprehension questions, if any.
The reading comprehension may be tested in several ways, for example:

Answer questions
True or False
Multiple Choice
Reusing expressions in your own words
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First term: Introduction to the Grammar Refresher Course
2020
The Grammar Refresher Course will be starting end of September and will last for 5 weeks.
Here is the grammar programme :
Grammar programme : 5X2h
 Class 1: simple present, contrast present perfect >< simple past, future simple + if
clauses (Type 0, 1 and 2)
 Class 2 : contrast simple tenses >< continuous or progressive tenses + mixed tenses
 Class 3 : passive + making questions + question tags and short answers
 Class 4 : modals + articles and quantifiers
 Class 5 : relative clauses + adjectives and adverbs + comparatives and superlatives
Students are strongly advised to attend the grammar classes as grammar will
not be explained during the IC classes.
Second term: Improving your listening and soft skills
More information will be given about those classes during the 2nd term.
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III. ESSENTIAL TOOLS
a- Useful expressions to use when presenting a topic

b- English pronunciation + pronunciation list June exam.
c- Grammar tips
d- Writing E-mails
e- Building sentences with connectives
f- Using signalling devices
g- Expressing your opinion
h- Recurrent mistakes
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a-Useful expressions to use when presenting a topic
Introducing the topic
The topic of this presentation is …
In my presentation today, I’ll be talking about …
A problem that is often debated today is that of …
One recurring problem today is that of …
There has been a lot of talk recently about …
I would like to comment on the problem of …
I would like to focus on the issue of …
I would like to develop a few ideas about …
Indicating the structure of the presentation

I will be developing three main points.
First, I will give you … Second, … Lastly, …
My presentation will be in three main parts:
Firstly, I would like to …
Secondly, I will move on to …
And I will finish with …
Introducing General opinion + link with readings

It is often said / claimed / asserted that …
It is thought that …
It is sometimes suggested that …
As you know,
Referring to an article in …
Giving your personal opinion

See g- Expressing your opinion p.58
(Dis-)agreeing
(slightly different from the oral style ones)
I (quite/fully) agree with … that …
It is true / clear / obvious / a fact that …
I agree up to a point / to a certain extent, but …
I see their point but…
I do not agree / I disagree with… / with the idea that …
I do not share that view.
This is not how I see it.
I take a different view.
Making suggestions
(strong)
The only solution is to …
I see / There is no other alternative but to …
(neutral)
We should / ought to / had better …
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I think we should …
I suggest that we (+inf.)
It would be wise to …
(tentative)
We could always …
It might be a good idea to …
One solution would be to …
Introducing a new point

Let us now consider / move on to / turn to …
Now that I have covered … I would like to turn briefly to the problem of …
The next issue I would like to focus on is …
Sequencing
To begin with, / First of all,
Secondly,
Moreover, / Besides, / Furthermore, / In addition,
Finally,
Introducing an alternative opinion / a contrast

On the contrary, …
On the other hand, …
This being said, let us not forget that …
However, …
Introducing comparisons, consequences, etc.

See list of signalling devices and connectives (cf. ‘reading and summarizing strategies’).
Concluding
To conclude,
To sum up,
In short,
In brief,
In a nutshell,
As a matter of conclusion,
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b-English pronunciation
Introduction
Pronunciation and spelling in English can be difficult because:
Two words can be pronounced in the same way although they are spelt
differently and they mean different things:
e.g. I have read [red] that book >< My favourite colour is red [red].
guessed >< ……………………………
brake >< ……………………………
whole >< ……………………………
steel >< ……………………………
threw >< ……………………………
Two words that have the same spelling can be pronounced differently:
e.g. I like to read [ri:d] >< I have read [red] that book.
cough / enough / through / though
hot / some / no
hat / same / fast
run / put / fuse
sit / side
There are also silent letters and sounds:
fasten / knee / wrong / calm / plumber / interesting / literature
[PRACTICE]
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Phonetic symbols
The following phonetic symbols should enable you to work out the pronunciation of any
English word with the help of a good dictionary. You will notice that pronunciation has
nothing to do with spelling…
I. Vowels II. Diphthongs
ship, sit, pretty day, make, rain
fly, five, buy

sheep, sea, key
boy, noise
full, put, would, good
fool, shoe, do, blue go, old, no, don’t
how, now, house
not, hot, want
door, short, saw, talk here, dear, idea
where, share
ago, the, father poor, sure
learn, burn, bird, work
bed, dead, many, friend, says, said
bad, hat, cat (more open)
father, car, half, laugh
but, cut, come

III. Consonants
ship, sure, invention pleasure, vision
chair, match, question June, suggest
think, thirty sing, song, long
the, then, with, father
yes, young, Europe
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PRACTICE: How do you spell the following words?
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Word stress
In every word in English, there is one main emphasized syllable. The vowel sound in this
syllable sounds higher in pitch, longer, and louder, and this is called stress. This helps
create the rhythm of the language, and knowing how to recognize the stressed syllable will
help you with comprehension. Placing the stress where it should be when you're speaking
helps native speakers understand you better as well. If you are not certain of a word stress
pattern, you can look it up in the dictionary, where the stress is usually indicated with an
apostrophe just before the stressed syllable.
In general, the position of the stress must be memorized. Still, here are a few rules to
help you. Find them out by yourself.
RULE 1
a permit to permit a present to present

an insult to insult a progress to progress
a perfume to perfume a project to project
a rebel to rebel a record to record
an increase to increase a contrast to contrast
PRACTICE[PRACTICE]
Read the following sentences, making sure you stress the right syllables:
1. The army has rebelled against the government. Che Guevara was a famous rebel.
2. I was conducted round the plant. I disapprove of their bad conduct.
3. We exported the goods to Japan. Our exports are not sufficient.
4. These cars are imported. Imports have risen this month.
5. Prices have increased again. There has been an increase in sales.
6. Smoking is not permitted here. Have you got permit to fish here?
7. He insulted me! That is a terrible insult.
8. Your work is progressing well. He has made a lot of progress.
9. Have you recorded the new data? He has just broken the world record.
10. The new plan was presented yesterday. Thank you, it’s a lovely present!
11. Metal contracts when it gets cooler. They signed the contract.
12. He is suspected of the crime. Who is the main suspect?
RULE 2
negotiation / industrialisation / conversation / pronunciation / identification /

nationalisation
scientific / enthusiastic / problematic / economics / mathematics / materialistic
selfish / rubbish / finish / publish / vanish
quality / nationality / university / responsibility / similarity
terrify / justify / identify / simplify
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RULE 3
 calculate / tolerate / estimate / duplicate / indicate / negotiate / necessitate / accelerate
EXCEPTION :
 translate, dictate, debate
PRACTICE[PRACTICE]
A. Read the following groups of words, making sure you stress the right syllables:
 economics / economy / economic / economical  a present / to present /
presentation
 government / governmental  photograph / a photographer
 to develop / development  to advertise / advertisement
 to compete / competitor / competition  desert / dessert
 a record / to record  an increase / to increase
 industry / industrial / industrialised  a contrast / to contrast
 comfortable / uncomfortable  a permit / to permit
 consequence / consequently  a contract / to contract
 possible / possibility  a negotiation / to negotiate
 to contribute / contribution  an illustration / to illustrate
 secretary / secretarial  thirteen / thirty
 employer / employee  similar / similarity
 responsible / responsibility  an acceleration /
to accelerate
B. Read the following words, which are often mispronounced:
university priority again

hotel private intelligence
area vegetable engineer
idea literature himself
interesting details toothache
persuade machine determine
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List of challenging words to pronounce in the English B1 handbook.
The words and transcriptions listed below are designed to help you to pronounce the
challenging words from your handbook. These words are listed per chapter, in the order in
which they appear. At the oral exam in June, you should be able to pronounce all these words
and be able to read their transcriptions. If you want to LISTEN to the transcriptions, look up
the words on https://www.macmillandictionary.com (The transcriptions come from that
website). Further resources can be found on Altissia (Wallangues) and on Moodle.
A few basic words… often mispronounced
No > < now /nəʊ/ /naʊ/

To say / said / says /seɪ/ /sed/ /sez/
To have /hæv/
Don’t /dəʊnt/
Won’t /wəʊnt/
Work > < walk /wɜː(r)k/ /wɔːk/
Word / world /wɜː(r)d/ /wɜː(r)ld/
video /ˈvɪdiəʊ/
determine /dɪˈtɜː(r)mɪn/
comfortable /ˈkʌmftbl/
Chapter: Health
Vegetables / vegetarian / vegan /ˈvedʒtbl/ /ˌvedʒəˈteəriən/ /ˈviːɡən/

Diabetes /ˌdaɪəˈbiːtiːz/
Blood /blʌd/
Heart /hɑː(r)t/
Health / healthy /helθ/ /ˈhelθi/
Wealth / wealthy /welθ/ /ˈwelθi/
To diet / a diet /ˈdaɪət/
Disease /dɪˈziːz/
Headache /ˈhedeɪk/
To develop / development / /dɪˈveləp/ /dɪˈveləpmənt/
developing /dɪˈveləpɪŋ/
Industrialized /ɪnˈdʌstriəlaɪzd/
World /wɜː(r)ld/
To waste / waste /weɪst/
Waist /weɪst/
To weigh / weight / to wait /weɪ/ /weɪt/ /weɪt/
Height /haɪt/
Data /ˈdeɪtə/
Economy/ economics /ɪˈkɒnəmi/ /ˌiːkəˈnɒmɪks/ /ˌiːkəˈnɒmɪk(l)/
/economic(al)
Obese / obesity /əʊˈbiːs/ /əʊˈbiːsəti/
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Scheme /skiːm/
Government /ˈɡʌvə(r)nmənt/
A policy /ˈpɒləsi/
To purchase / a purchase / /ˈpɜː(r)tʃəs/ /ˈpɜː(r)tʃəs/
purchasing /ˈpɜː(r)tʃəsɪŋ/
Reliable / unreliable /rɪˈlaɪəbl/ /ˌʌnrɪˈlaɪəbl/
Trustworthy /ˈtrʌs(t)ˌwɜː(r)ði/
To threaten / a threat /ˈθret(ə)n/ /θret/
A treat /triːt/
to analyse / an analysis /ˈænəlaɪz/ /əˈnæləsɪs/
To demand / the demand /dɪˈmɑːnd/
demanding /dɪˈmɑːndɪŋ/
to go bankrupt / a bankruptcy / /ˈbæŋkrʌpt/ /ˈbæŋkrʌptsi/
Labour /ˈleɪbə(r)/
Private / Privacy /ˈpraɪvət/ /ˈpraɪvəsi/
Chapter: Criminality
Pronunciation of –ed sounds

https://www.youtube.com/watch?v=76JhzPSfDX8
/ɪd/ /t/ /d/
when the verb/word when the last sound of the When the last sound of the
finishes with -t or -d word is unvoiced (=no word is voiced (vibration)
vibration) l, n, r, g, v, th, s, w, y, z +
p, k, f, gh, sh, sh, c, x vowels
wanted, needed, loaded, helped, looked, asked, bullied, banned, doomed,
defeated, (…) laughed (…) murdered, accustomed to ,
increased, decreased
tried, played (…)
Violence /ˈvaɪələns/
The law / to outlaw / lawmaker /lɔː/ /ˈaʊtˌlɔː/ /ˈlɔːˌmeɪkə(r)/
A drug addict / to be addicted to /drʌg ˈædɪkt/ /əˈdɪktɪd/

To sue / a lawsuit / a lawyer /suː/ /ˈlɔːˌsuːt/ /ˈlɔːjə(r)/
Manslaughter /ˈmænslɔːtə(r)/
To deter / a deterrent /dɪˈtɜː(r)/ /dɪˈterənt/
To trespass / trespassing /ˈtrespəs/ /ˈtrespəsɪŋ/
Bribery /ˈbraɪb(ə)ri/
To counterfeit /ˈkaʊntə(r)fiːt/
To rape / a rapist /reɪp/ /ˈreɪpɪst/
A decade /ˈdekeɪd/
A huge reward /hjuːdʒ/ /rɪˈwɔː(r)d/
Evidence /ˈevɪd(ə)ns/
28
An attorney /əˈtɜː(r)ni/
To prosecute /ˈprɒsɪˌkjuːt/
To occur /əˈkɜː(r)/
Bullet wounds /ˈbʊlɪt/ /wuːndz/
A militia /məˈlɪʃə/
To ignore /ɪɡˈnɔː(r)/
A weapon /ˈwepən/
Eager to /ˈiːɡə(r)/
High / height / to highlight / /haɪ/ /haɪt/ /ˈhaɪˌlaɪt/
To occur /əˈkɜː(r)/
Through / throughout /θruː/ /θruːˈaʊt/
Though / although /ðəʊ/ /ɔːlˈðəʊ/
(To act) tough /tʌf/
To retaliate / retaliation /rɪˈtælieɪt/ /rɪˌtæliˈeɪʃ(ə)n/
Toward / towards /təˈwɔː(r)d(z)/
Heat / to eat /hiːt/ /iːt/
Hate / he ate /heɪt/ /eɪt/
Hill / mentally ill /hɪl/ /ɪl/
Available / availability /əˈveɪləbl/ /əˌveɪləˈbɪləti/
A slaughter /ˈslɔːtə(r)/
A carnage /ˈkɑː(r)nɪdʒ/
A rampage /ræmˈpeɪdʒ/
A bloodbath /ˈblʌdˌbɑːθ/
Roughly / rough /ˈrʌfli/ /rʌf/
A household /ˈhaʊsˌhəʊld/
To own / the owner / ownership /əʊn/ /ˈəʊnə(r)/ /ˈəʊnə(r)ʃɪp/
To allow /əˈlaʊ/
Lethal /ˈliːθl/
To require / a requirement /rɪˈkwaɪə(r)/ /rɪˈkwaɪə(r)mənt/
To soar /sɔː(r)/
To surge /sɜː(r)dʒ/
Fair / fairly / to fear /feə(r)/ /ˈfeə(r)li/ /fɪə(r)/
Imprisonment /ɪmˈprɪz(ə)nmənt/
A record / to record /ˈrekɔː(r)d/ /rɪˈkɔː(r)d/
To advise / a piece of advice /ədˈvaɪz/ /ədˈvaɪs/
Chapter: The environment
The environment / /ɪnˈvaɪrənmənt/ /ɪnˌvaɪrənˈmentl/

environmental / /ɪnˌvaɪrənˈmentəli/
environmentally
To sustain / /səˈsteɪn/
Sustainable development /səˈsteɪnəbl dɪˈveləpmənt/
29
Responsible / responsibly / /rɪˈspɒnsəbl//rɪˈspɒnsəbli/
responsibility /rɪˌspɒnsəˈbɪləti/
Harmless /ˈhɑː(r)mləs/
A hazard / hazardous /ˈhæzə(r)d/ /ˈhæzə(r)dəs/
To consume / consumer / /kənˈsjuːm/ /kənˈsjuːmə(r)/
consumerism / consumption /kənˈsjuːməˌrɪz(ə)m//kənˈsʌmpʃ(ə)n/
A product / to produce / /ˈprɒdʌkt/ /prəˈdjuːs/
production /prəˈdʌkʃ(ə)n/
To pollute / pollution / /pəˈluːt/ /pəˈluːʃ(ə)n/ /pəˈluːtə(r)/
polluters
To penalise /ˈpiːnəlaɪz/
Resource /resourceful /rɪˈzɔː(r)s//rɪˈzɔː(r)sf(ə)l/
Raw (materials) /rɔː/
Renewable /rɪˈnjuːəbl/
Energy (nuclear, tidal, solar) / /ˈenə(r)dʒi/ (/ˈnuːkliə(r)/ /ˈtaɪd(ə)l/ /ˈsəʊlə(r)/)
An item /ˈaɪtəm/
Significant /sɪɡˈnɪfɪkənt/
Incredible /ɪnˈkredɪbl/
A flood / flooding /flʌd/ /ˈflʌdɪŋ/
Drought /draʊt/
Desert / dessert /ˈdezə(r)t/ /dɪˈzɜː(r)t/
To subsidize /ˈsʌbsɪdaɪz/
(A dry) area /ˈeəriə/
To withdraw / withdrawal /wɪðˈdrɔː/ /wɪðˈdrɔːəl/
To supply / supplier /səˈplaɪ/ /səˈplaɪə(r)/
To enable/ able / ability /ɪnˈeɪbl/ /ˈeɪbl//əˈbɪləti/
Abroad /əˈbrɔːd/
Europe / European /ˈjʊərəp/ /ˌjʊərəˈpiːən/
A chemical / chemistry /ˈkemɪkl/ /ˈkemɪstri/
Ethic / ethical /ˈeθɪk/ /ˈeθɪkl/
Truth /truːθ/
Chapter: New Technologies
Technology /tekˈnɒlədʒi/
Digital /ˈdɪdʒɪtl/
(I can’t) bear /beə(r)/
A breakthrough /ˈbreɪkθruː/
(To be) hooked (on) /hʊkt/
(To keep) ahead (of ) /əˈhed/
Libel / libellous / label /ˈlaɪbl/ /ˈlaɪbələs/ /ˈleɪbl/
To be prejudiced /ˈpredʒʊdɪst/
Cautious / careful / careless /ˈkɔːʃəs/ /ˈkeə(r)f(ə)l/ /ˈkeə(r)ləs/
To acknowledge / knowledge /əkˈnɒlɪdʒ/ /ˈnɒlɪdʒ/
30
To achieve / an achievement / /əˈtʃiːv/ /əˈtʃiːvmənt/
Expertise /ˌekspə(r)ˈtiːz/
Subscriber /səbˈskraɪbə(r)/
To schedule / a schedule /ˈʃedjuːl/ (UK) /ˈskedʒʊl/ (US)
Accurate /ˈækjʊrət/
Either … or /ˈaɪðə(r)/ or /ˈi:ðər/
Neither … nor /ˈnaɪðə(r)/ or/ˈniːðə(r)/
Empower / powerful /ɪmˈpaʊə(r)/ /ˈpaʊə(r)f(ə)l/
Addictive /əˈdɪktɪv/
A reward /rɪˈwɔː(r)d/
The (digital, industrial) era /ˈɪərə/
To grow / growth /ɡrəʊ/ /ɡrəʊθ/
To be worth /wɜː(r)θ/
Chapter: The basics of corporate communication
Eight / eighth /eɪt/ /eɪtθ/

Twelve / twelfth /twelv/ /twelfθ/
Thousand /ˈθaʊz(ə)nd/
Hundred /ˈhʌndrɪd/
Nought (=oh/nought), /nɔːt/
(0.4=oh/nought point four)
Figure /ˈfɪɡə(r)/
To improve / improvement /ɪmˈpruːv/ /ɪmˈpruːvmənt/
Confidence /ˈkɒnfɪd(ə)ns/
Housing (the housing sector) /ˈhaʊzɪŋ/
Average /ˈæv(ə)rɪdʒ/
I am interested in /interesting /ˈɪntrəstɪd/ /ˈɪntrəstɪŋ/
Could you… /kʊd/
Should you… /ʃʊd/
To put through (on the phone) /θruː/
To suit – (What time would suit /suːt/
you?)
Chapter: Company Presentations
Pharmaceutical(s) /ˌfɑː(r)məˈsjuːtɪkl/
To cater / catering /ˈkeɪtə(r)/ /ˈkeɪtərɪŋ/
insurance /ɪnˈʃʊərəns/
Engineer / engineering /ˌendʒɪˈnɪə(r)/ /ˌendʒɪˈnɪərɪŋ/
Retail / retailer /ˈriːteɪl/ /ˈriːˌteɪlə(r)/
Wholesale /ˈhəʊlˌseɪl/
To harvest /ˈhɑː(r)vɪst/
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To process /a process /prəsˈes/ /ˈprəʊses/
To package / packaging /ˈpækɪdʒ/ /ˈpækɪdʒɪŋ/
A patent /ˈpeɪt(ə)nt/
A shareholder / a share /ˈʃeə(r)ˌhəʊldə(r)/ /ʃeə(r)/
To raise /reɪz/
To rise /raɪz/
Expenditure /ɪkˈspendɪtʃə(r)/
Overheads /ˈəʊvə(r)ˌhedz/
To thrive (= to prosper) /θraɪv/
A subsidiary /səbˈsɪdiəri/
To lose / a loss /luːz/ /lɒs/
Loose /luːs/
To compete / competition / /kəmˈpiːt/ /ˌkɒmpəˈtɪʃ(ə)n/
competitor /kəmˈpetɪtə(r)/
Worth (To be worth it) /wɜː(r)θ/
Clothes / a piece of cloth /kləʊðz/ /klɒθ/
Huge / human /hjuːdʒ/ /ˈhjuːmən/
To deny /dɪˈnaɪ/
Foreign / a foreigner /ˈfɒrɪn/ /ˈfɒrɪnə(r)/
To advertise / advertisement / /ˈædvə(r)taɪz/ /ədˈvɜː(r)tɪsmənt/
advertising/ an ad / an advert /ˈædvə(r)ˌtaɪzɪŋ/ /æd/ /ˈædvɜː(r)t/
Tobacco /təˈbækəʊ/
To hire /ˈhaɪə(r)/
A decade /ˈdekeɪd/
A product / to produce /ˈprɒdʌkt/ /prəˈdjuːs/
Strong / the strength /strɒŋ/ /streŋθ/
Neighbour / neighbouring /ˈneɪbə(r)/ /ˈneɪbərɪŋ/
An engine /ˈendʒɪn/
A journey /ˈdʒɜː(r)ni/
Liable / liability /ˈlaɪəbl/ /ˌlaɪəˈbɪləti/
Chapter Jobs
A warehouse /ˈweə(r)ˌhaʊs/
Spare (parts) /speə(r)/
Marketing /ˈmɑː(r)kɪtɪŋ/
To manage / manager /ˈmænɪdʒ/ /ˈmænɪdʒə(r)/
Personnel / personal /ˌpɜː(r)səˈnel/ /ˈpɜː(r)s(ə)nl/
Advantage / disadvantage /ədˈvɑːntɪdʒ/ /ˌdɪsədˈvɑːntɪdʒ/
clerk /klɑː(r)k/
32
c- Grammar tips- summary of the main points
1. Basic tenses:
Simple & continuous tenses

http://eslibrarian.blogspot.be/2013/04/verb-tense-timelines.html
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Perfect tenses (present & past)
http://www.itbe.org/v_newsletters/article_65711507.htm
If you focus on “how long”, use a present perfect continuous: e.g. I’ve been reading for two
hours.
If you focus on the result(s), use a present perfect simple: e.g. I’ve read 54 pages so far.
ATTENTION: bear in mind that there are verbs which are not technically used with the
continuous forms:
Believe, doubt, feel, imagine, know, dislike, love, hate, prefer, realize, recognize, remember,
suppose, understand, want, wish, appear, hear, look, seem, smell, sound, taste, agree, deny, disagree,
mean, please, promise, satisfy, surprise, belong, concern, consist, depend, involve, lack, matter,
need, owe, own, possess, etc.
Some verbs, such as see, think & have, can be used both the progressive or simple forms depending
on their meaning
34
2. Passive voice
Active Passive
1. The doctor helps the patient. The patient is helped (by the doctor)
2. The doctor is helping the patient. The patient is being helped …
3. The doctor helped the patient. The patient was helped …
4. The doctor was helping the patient. The patient was being helped …
5. The doctor will help the patient. The patient will be helped…
6. The doctor has helped the patient. The patient has been helped…
Structure: …BE (conjugated using the same

tense as in the active voice…….. + …past
participle..
7. The doctor can help the patient. The patient can be helped…
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3. Modals
Ability ( = capacité) Elle sait nager She …can/is able to swim……

Elle savait nager She …could/was able to………
Elle saura bientôt nager She will…soon…be able to…
Obligation
Will of the speaker Vous devez répondre au You …must answer…………

(=I feel it’s necessary). téléphone. (ordre)
External obligation Elle doit répondre au tél. (Elle She …has to answer……
(train / appointment/legal est toute seule au bureau).
obligation...)
Elle devait répondre au tél. She …had to answer…
Elle ne devait pas … She ....didn’t have to / hadn’t
got to....
Elle devra répondre au tél. She …will have to answer…
Prohibition (= Interdiction) Vous ne pouvez pas fumer ici ! You …mustn’t smoke here……
(= vous n’en avez pas le droit)
Absence of obligation Il ne doit pas faire les courses. He …doesn’t have/need to go

(le frigo est rempli.) shopping / he needn’t go
shopping……
Vous ne deviez pas faire les You …didn’t have/need to…
courses.
Vous ne devrez pas faire les You …won’t have to…
courses.
Permission
Est-ce que je peux emprunter …Can I borrow (less formal)..
Questions ta voiture ?
Pourrais-je emprunter ta …Could I borrow (more
voiture ? formal)..
Puis-je emprunter ta voiture ? …May I borrow (even more
formal)…
Giving permission
Tu peux conduire la voiture. You …can drive……
Il pouvait conduire la voiture. He …could drive………..
Il pourra conduire la voiture. He …will be allowed to drive….
Possibility (= probabilité)
Strong Il se peut qu’il pleuve. It …may rain………
Weak Il se pourrait qu’il pleuve. It …might rain……

Advice - Recommendation
Il devrait arrêter de fumer. He …should quit smoking……
Il ne devrait pas brosser les He …shouldn’t skip classes…

cours.
36
Tu devrais rendre visite à ta You …should visit……
Moral obligation grand-mère
Logical deduction Il y a longtemps qu’il est parti, He …must be home……

il doit être à la maison.
Elle vient de partir, elle ne peut She …can’t be home…………

pas être à la maison.
Offers and requests Voulez-vous que je vous aide? …Shall I… help you?
Voulez-vous que nous …Shall we… close the door?

fermions la porte ?
Voulez-vous venir avec nous ? …Will you…… come with us?
Voulez-vous du gâteau ? …Will you… have some cake?
4. Relative clauses
DEFINING
(S)HE IT
Subjv who, thatv which, that
Objectv that, 0 that, 0
Preposition that….. About that ….. about

0……about 0 …….. about
Possessive whose whose, of which
NON-DEFINING i.e. just providing additional info / can be left out
…..,WH-………………………. ,
Ex: Mr. Jones, who you met yesterday, is her husband.

He said he had been ill, which was true.
37
5. Quantifiers
Beaucoup de .. peu de … (-) (+)
Uncountables a lot of … <-> (very) little A little

(ex : money, time…) lots of … some
plenty of …
(?) much not much
Countables a lot of… <-> (very) few A few

(ex: friends, books..) lots of.. some
plenty of…
(?) many not many
Most common uncountable nouns: information, advice, candy, equipment, progress,

research, luggage, baggage, news, economics, mathematics, furniture, garbage, jewellery,
knowledge, money, work …
6. Conditional sentences
The Zero Conditional: if + present simple, ... present simple

e.g.: If you heat water to 100 degrees, it boils.
Used when the result will always happen. So, if water reaches 100 degrees, it always
boils. It's a fact.
The First Conditional: if + present simple, ... will + infinitive

e.g.: If it rains tomorrow, we'll go to the cinema.
Used to talk about things which might happen in the future
The Second Conditional: if + past simple, ... would + infinitive

e.g.: If I had a lot of money, I would travel around the world.
We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in formal
writing).
It has two uses.
First, we can use it to talk about things in the future that are probably not going to be
true.
Second, we can use it to talk about something in the present which is impossible,
because it's not true.
38
d- Writing E-mails1
1. Introduction:
Take a look at the following e-mail examples and point out the differences between formal
and informal e-mails. Make sure you understand all the words and expressions.
Example 1:
Hi there, Laura!
Long time no see. Hope everything’s fine with you!
I haven’t written for months, shame on me. I’ve just come back from my gap year in the US. It was
brilliant! I’ll tell you all about it when we get together and we definitely should get together ASAP,
so let me know if you fancy a drink this week-end?
Bye for now.
All the best,
Susan
Example 2:
Dear Mr Jones,
I am writing to enquire about your language courses in the summer. I am a university student
studying to become a translator.
I would like to know whether your school offers courses specifically for university level students as
I would like to study techniques for essay writing in English. Could you also tell me how many hours
of lessons there are per week?
With regards to accommodation, do you only provide home-stay-style lodgings or are there any
other possible alternatives? I feel I would prefer to stay in shared accommodation with self-catering
facilities.
Finally, I was wondering if any extra-curricular activities such as lectures or excursions are offered
at your school. If so, are these included in the price, or at an additional cost?
I would be grateful for any information you can give me and I look forward to hearing from you
soon.
Yours sincerely,
Jaana Nikkinen
Point out the main differences and underline the vocabulary and expressions that
come in handy when writing formal e-mails and letters.
1 Some sections are based on: English teaching Professional. (2017). Five more things we can do for successful email communications,
https://www.etprofessional.com/five-more-things-we-can-do-for-successful-email-communications, TalentEgg. (2019).
Formal Vs. Casual Emails, https://talentegg.ca/incubator/2015/07/10/formal-casual-emails-professionalism-
correspondences, Wall Street English. (2019). How to write formal E-mails in English,
https://www.wallstreetenglish.com/blog/how-to-write-formal-emails-in-english/.
39
2. Formal vs. casual e-mails
We probably e-mail more than we talk face-to-face. Because we are so accustomed to

this form of interaction, we often add our own personal emotions in our e-mails,
usually in the form of emoticons, acronyms and slang.
This type of casual language is inappropriate when e-mailing a cover letter, applying
for a job, or when introducing yourself to someone of a higher status in the job
industry.
3. Rules for writing formal e-mails in English
Subject
Give a clear and precise message, indicating the content or reason for writing in two
words that grab the attention of the reader.
Style
In order to enable the recipient to quickly see the main points, make sure you break
up the e-mail into two or three paragraphs. Also, avoid using:
 Colloquial words: wanna (want to), y’all (you all),…
 Contractions: can’t, didn’t, …
 Abbreviated words: ASAP, lol, …
 Imperative words: stop! do this!, …
Courtesy formulas
Always add forms of courtesy and gratitude
Check your e-mail

Remember to check your spelling and grammar – spelling and grammatical mistakes
could make you appear careless and also cause misunderstandings.
40
4. Useful vocabulary:
The Start
Always begin a formal e-mail with “Dear”, rather than “Hi” or any other more
informal greeting.
- Dear Personnel Director,

- Dear Professor, Dear Teacher,
- Dear Sir or Madam: (use if you don't know who you are writing to)
- Dear Dr, Mr., Mrs., Miss or Ms Smith: (used if you know who you are writing to,
and have a formal relationship with - VERY IMPORTANT: Use Ms for women
unless asked to use Mrs. or Miss)
- Dear Frank, (use if the person is a close business contact or friend)
- Dear all, (when writing to a group)
The Reference
The opening part of an e-mail needs to quickly inform the recipient what the subject
of it is and why you are writing to them:
- With reference to your e-mail …

- With regards to (+noun) …/ Regarding (+noun)…
- Thank you for your e-mail of 5th March.
Stating your purpose

Make your purpose clear. Remember, people want to read e-mails quickly. You will
also need to pay careful attention to grammar, spelling and punctuation so that you
present a professional image of yourself and your company.
- I am writing to inquire about …/ to apologize for…/ to confirm… / to let you

know… / to follow-up on…/ update you…/ to reply to…
Requesting
- Could you possibly …?
- I would be grateful if you could …
- Would you be so kind as to …
- I am interested in finding out…
- Could you please send me…
- Would you be able to (help)…
41
Agreeing to Requests
- Thank you for your interest…
- I would be delighted to (meet you…)
- I’m pleased to send you…
Giving Bad News
- Unfortunately, …
- I am afraid (that) …
- We regret to tell / inform you…
- I am very sorry, but…
Giving Good News

- I am pleased to inform you…
- You will be happy/delighted to hear that…
Making arrangements
- I am writing to set up / arrange a time to meet
- I would like to confirm our appointment…
- Where should we meet…?
- I am afraid I cannot make it on Tuesday. Would Wednesday suit you?
- This is to let you know that I have had to postpone / put off.
Enclosing Documents
- I am enclosing …
- Please find enclosed / attached…
- Enclosed you will find …
- Please find the requested information attached
Closing Remarks
- Thank you for your help.
- Please contact us again if we can help in any way.
- Do not hesitate to contact us / me if there are any problems / if you have any
questions/…
Reference to Future Contact
- I look forward to / I am looking forward to...

→ hearing from you soon.
→ meeting you next Tuesday.
→ seeing you next Thursday.
→ receiving information …
- Please let us know if you need further information…
42
Closing formula
The last step is to include an appropriate closing with your name:
- Yours faithfully, (If you don’t know the name of the person you’re writing to, i.e.
‘Dear Sir’, ‘Dear Madam’)
- Yours sincerely, (If you know the name of the person you are writing to, i.e. ‘Dear
Mrs/Mr X’)
- Best wishes/Best regards, (In other cases)
5. Exercises2
The objective of this section is to help you to find the appropriate words and formal
tone to communicate by e-mail with your contacts in the business world.
In the e-mails below, make sure you:
- Use appropriate style and vocabulary.

- Use expressions from the e-mail writing section
- Be structured using connectives and signalling devices
- Make sure you are using tenses correctly
- Mind your spelling
a- Introduce yourself, what you are working on and ask for an appointment.
2 These exercises come from the English B1 Bilingual’s handbook.
43
b- Postpone an appointment. The situation is very embarrassing as you have already
postponed the appointment twice.
44
c- Confirm you will be coming for an interview in two days with three team members and
indicate you have attached the interview questions in order to prepare for it.
45
d-Thank your contact person for their time and cooperation. Inform them that you have
attached the research report written about their company.
46
e- Write a formal e-mail to your teacher to confirm you will be taking an oral exam at 10
o’clock instead of 12 o’clock.
47
e- Building sentences with connectives
Connectives are linking words. They can be of three grammatical types, namely
prepositions, conjunctions and adverbs. Their grammatical category will affect the way
you have to build the sentence in which you use them:
CONJUNCTION PREPOSITION ADVERB

+ subclause + noun or –ing form Found between two
i.e. Subject + Verb grammatically
independent sentences
(= 1 sentence!) i.e. Subj. + V… . / Adv., Subj. +
V.
(= 2 sentences!)
I was reading a book while he I was reading a book during the He was watching the film.
was watching the film. film. Meanwhile, I was reading a
Although it was raining, we went book.
for a walk . We went for a walk in spite It was raining. However, we went
of/despite the rain. for a walk.
You should be able to use the following connectives correctly:
However – in spite of – unlike – moreover – nevertheless – although – despite – provided –

whereas – unless – yet – during – instead of – therefore – while – on the contrary –
consequently – as long as – so that – thanks to – as a result
Classify the above connectives in the correct category and make a sentence with each one of them.
48
LIST OF CONNECTIVES
TIME
Conjunction Prepositions Adverbs Examples
s
when
while during Meanwhile, She phoned while I was having a bath.
In the meantime, I met her during the holidays.
as soon as
before before Before that,
after after After, I came back home after work .
After that, after I had finished.
Afterwards, I came back home. After that/Afterwards,/Then,
Then, I had a bath.
since since
until / till until / till
as long as You can stay here as long as you want.
whenever Whenever he phoned, I was out.
First,
First of all,
Firstly,
Secondly,
Thirdly,
Finally,
COMPARISON AND CONTRAST

Conjunction Prepositions Adverbs Examples
s
although / in spite of / However, Although it was raining, we went for a walk.
though / despite  Yet, We went for a walk despite / in spite of the
even though Still, rain.
Nevertheless, It was raining. However, we went for a walk.
Yet, / Nevertheless, / Still,
whereas / She can speak several languages, whereas her
while brother can’t.
instead of Instead, Start working instead of dreaming!
On the one hand,… Don’t forget your umbrella.
on the other (hand),… Otherwise, / Or else, you’ll get wet.
On the contrary, …
Otherwise, / Or (else),
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REASON AND RESULT
Conjunctions Preposition Adverbs Examples
s
because due to / That’s why  Due to / Owing to bad weather, we stayed at
home.
as / since owing to / The weather was bad. That’s why we stayed …
because of As / Since you are there, come and help me.
seeing that Seeing that he was ill, the meeting was
cancelled.
thanks to Thanks to him, I succeeded!
so that So, / As a result, He was drunk so that he couldn’t get back
home.
Therefore,
Consequently,
Hence,
Accordingly,
PURPOSE
s
to not to To this end, In order to succeed, you need to work hard.
in order (not) to He started early in the morning so as not to
be
so as (not) to late.
CONDITION
s
in case Take your umbrella in case it rains.
You can drive my car provided that / as

long as
provided that/ you are careful.
as long as We’ll go for a walk unless it rains.
unless You can’t watch this film unless you are 18.
(+positive verb)
ADDING SOMETHING
Conj. Prep. Adverbs Examples
in addition to In addition (to that), … In addition to being an excellent student,
… she is also a reliable friend.
as well as … Besides, … He is sensitive. In addition to that, he is also
nice and attractive.
Moreover, …Furthermore,
…
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SUMMARIZING
Conj. Prep. Adverbs Examples
In brief / Briefly, …
In a few words, …
In short, …
To cut a long story short, … To cut a long story short, review your
connectives and you’ll be fine!
In conclusion, …
In a nutshell, …
f- Using Signalling Devices
Signalling devices are used by the writer to serve different types of functions, such as
generalizing, exemplifying, etc.
GENERALIZING FOCUSING
 In most cases,  Let us (now) consider …
 On the whole,
 Broadly speaking,
 All in all,
 By and large,
 Generally speaking,
STATING A SERIES EXEMPLIFYING
 In the first (second, …) place,  , for example /, for instance (or ,e.g.)
 First of all, / To start with,  , such as / , like
 Secondly,  , notably / , among others
 What’s more, / Besides, /  To illustrate this,
Moreover, / Furthermore,  These include ...
 On top of that,
 Lastly, / Finally,
SPECIFYING REPHRASING
 , namely …  , in other words (or , i.o.w.)
 , or rather
 , i.e. or , that is (to say)
CONTRASTING ALTERNATIVES SUMMARIZING
 Not only … but also  So, in short, …
 On the one hand, … on the other hand,  To sum up,
 (n)either … (n)or …  In brief,
 In conclusion,
 In a nutshell,
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EXERCISES (COVERS CONNECTIVES AND SIGNALING DEVICES)
1) Translate the following sentences:
a) Dans la plupart des cas, les enfants vont à l’école quand ils ont deux ans et
demi.
b) En général, il y a moins de fumeurs cette année. (3
c) Considérons maintenant le problème du chômage.
d) Il parla de problèmes tels que la violence et le sida.
e) Il y avait plusieurs étudiants, notamment Peter et John.
f) Il n’y avait que deux filles, à savoir, Sarah et Joan.
g) D’une part, c’est dangereux, d’autre part, ça n’a jamais été fait.
h) Il viendra soit demain, soit la semaine prochaine.
i) En bref, il n’a pas voulu achever le travail.
2) Make a sentence with the following, adding the necessary punctuation!

a) i.e.:
b) e.g.:
c) i.o.w.:
d) all in all or broadly speaking:
e) namely:
52
3) Translate the following sentences:
a) Je regardais la télé pendant qu’il préparait le repas.
b) Je regardais la télé. Pendant ce temps-là, il préparait le repas.
c) Je suis rentrée à la maison et après, j’ai pris un bain.
d) Je resterai ici aussi longtemps que ce sera nécessaire.
e) Je viendrai chaque fois que ce sera nécessaire.
f) Je viendrai bien que je n’aie guère le temps.
g) Je suis venue malgré le mauvais tem
h) Je suis venue. Néanmoins, le temps était infect.
i) J’ai tout mangé alors que je déteste le poisson.
j) Il adore le poisson alors que je le déteste.
k) J’habite à Paris alors que j’adore la campagne.
l) J’ai les cheveux blonds alors que ma sœur a les cheveux noirs.
m) Je n’ai pas joué au tennis à cause du temps.
n) Comme il faisait mauvais, je n’ai pas joué au tennis.
o) J’ai réussi en juin de telle sorte que j’ai eu 2 mois de vacances.
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p) J’ai réussi en juin. Par conséquent, j’ai eu 2 mois de vacances.
q) Il doit beaucoup travailler afin de réussir.
r) Je suis partie très tôt de façon à ne pas être en retard.
s) Je suis partie très tôt de façon à arriver la première.
t) Les enfants peuvent venir à condition qu’ils restent calmes.
u) Je n’arriverai pas à l’heure à moins que je ne parte tout de suite.
v) Je dois partir tout de suite. Sinon, je n’arriverai pas à l’heure.
4) Underline the right connective, and try to think of a synonym, if any

a) ____________ you’re there (Because of / Since / Although / Whereas / Unless) ,
give me a hand ____________ dreaming !
(in spite of / as long as / instead of / despite / though)
b) ____________ you, I have understood the problem.
(Instead of / In spite of / Thanks to / Although / Provided)
c) ____________ the weather improves, we’ll have to cancel the tennis match.
(If / Provided / As long as / Nevertheless / Unless)
d) ________________________________ , what you are saying is wrong.
(At my opinion / Personally / In my opinion / At my advice / According to me)
e) Go _____________ phone her, please. (to / in order to / for / and / and to)
f) He listened to a record and ____________________ , he wrote a letter.
(afterwards / after / while / whereas / that is)
g) She was wearing a thick pullover _____________________ the heat.
(instead of / as soon as / although / however / despite)
h) We made no noise _________________________ wake the children.
(not to / in order to not / in order not to / for not / not in order to)
i) Ask ________________ Susan _____________ Helen. They are specialists!
(neither ….. nor / either ……. nor / neither ….. or / either …… or / both ……
or )
j) It was freezing. _________________ , the match took place.
(Despite / Although / Instead of / While / Nevertheless)
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k) Harry stopped smoking last month. ___________________ , he feels much better.
(That’s why / Nonetheless / As a result / After / While)
l) _________________________ , there are 26 letters in the alphabet.
(If I’m mistaken / According to me / Despite / Unless I’m mistaken / Unless I’m
not mistaken)
m) He’s a vet, ___________ a doctor who treats animals.
(such as / e.g. / i.e. / for instance / nor)
n) Michael is known for the quality of his pies ______________ his brother is
considered as very unprofessional by many.
(when / although / while / unless / or else)
o) We decided to fly JAL _________________ they were cheaper.
(thanks to / provided / despite/ although / as)
g) Expressing your opinion
1. Warm up exercise:
Discuss the following points with a partner:
 How is higher education paid for?

 Compare the situation regarding tuition fees in Belgium with that in the UK or the
USA.
 Should students pay a tuition fee for university or should the governments pay out of
its tax income? Why?
(Take a show of hands. Those for students paying a tuition fee and those against.)
2. Listening exercise:
Read the questions and the vocabulary below and then watch the video:
Video: Is higher education worth the money students pay? (BBC Newsnight Aug, 2017)
https://www.youtube.com/watch?v=ABzmId0cdUw
1) Useful vocabulary: What do the following phrasal verbs and idioms mean? Express
in your own words. You can give a definition, a synonym, or an example.
- To broaden your horizons

- To be set up for life
- To rain on their parade (Idiom)
- To look into closely
- To pay up front
- To dance on the head of a pin (Idiom)
- To keep in proportion
-To let the tail wag the dog
- (an argument) To be blown open
- To shift the conversation
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- To go in guns blazing
- To be at the coalface of
- To scrabble around
- To take into account
- To handicap yourself
- To get drawn into
- To be hard/difficult to stomach
- To take on debt
- To go down this/that road
- To deal with
2) Useful vocabulary: (Look up definitions)

- PAYE – UK tax system where your employer deducts tax from your wages as you earn
rather than in one annual lump sum.
- An overdraft
- Egregious
- An autonomous body
- A tough jobs market
- A personal view
- NUS – National Union of Students
- A Levels: UK educational qualification taken between the ages 16-18
- A public good
- A buyers’ market
- A cap on numbers
- A level of remuneration
- A major enterprise
- Further education: Higher education
- A loan
1. What is the discussion about?
2. Who is David Willets and what are his arguments?
3. What are the counterarguments given by the other panellists?
4. Who do you agree with and why?
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Fill in the appropriate columns below, choosing phrases from the box:
But what about... - Yes, but ... , - I believe, - I can understand that…, - Well, of
course…
I would say that … - I’m not so sure about that. - That’s true, but … - In my
opinion, … - I’m afraid I have to disagree with you there. - What are your views on….
- As far as I’m concerned … - Personally, I think … - That’s ridiculous! - If
you ask me, … - That’s a good point. – The thing is, … - You could be right. -
The way I see it, … Don’t you think…., - Well of course…., - I don’t agree with that,
- How can you justify that - I’ll be frank,… - to be honest,…, - I can see that…., -
Am I right in saying that,…. - Look…., - The reality is that…., - I actually
think….., It’s not for me to judge, - would you agree with that, - What I would say,
though is….
Asking for an
Giving an opinion Agreeing Disagreeing
opinion
In my opinion (N, Am I right in That’s a good That’s true, but

/) saying that (F, -) point (N, +) (N, /)
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These phrases have a mixture of formal, informal and neutral registers.
 Now add an ‘F’ for formal next to a formal phrase, ‘N’ for neutral and ‘I’ for
informal.
These phrases also show variation in voicing certainty of opinion.

 Now add ‘+’ next to a strongly formulated expression, ‘/’ for a neutral formulation
and ‘-‘ for a weak formulation (a weak formulation can be used to show doubt or to
invite a counterargument.)
Now in your group, discuss a controversial topic. You can choose your own topic or one
from the list below. Try to use the phrases above.
1. Making mistakes in English isn’t important; what matters is being understood.

2. New vocabulary is best learnt by making lists of words.
3. Intonation in spoken English is not important and neither is word stress.
4. The elderly are best looked after by their own families.
5. Modern technology increases stress.
6. Climate change is often overhyped.
7. Personal privacy laws are a threat to economic development.
8. Covid 19 has presented more problems than opportunities.
9. Discuss the importance of the 3 core values here at ICHEC.
Why have you chosen to study at ICHEC and what do you hope to gain from the
experience?
58
Expressing your opinion exercises from the Current Issues
Express your well-developed and well-structured opinion on the quote and the topic by
having a discussion with your partner. If you need some inspiration, you can also react to the
questions written below the quote. Make sure your arguments contain a lot of:
- Vocab from the textbook.

- Connectives and signalling devices.
- Expressions to give your opinion.
HEALTH:
1. “Some Japanese companies are tracking fat employees: they measure the waistline
of their employees above 40 years old and if they are overweight, the company can
face massive fines. Those companies also encourage a low and healthy diet at
canteen.” (From the video “Japan getting fat”)
a) What are the rules that a company/the government should implement in order to reduce
obesity amongst their employees/citizens?
b) Do you think governments and companies have the right to implement rules to reduce
obesity or is it a threat to your privacy?
c) How do you describe your own way of living? Do you (and your family) eat healthy?
2. “The loss of a job can be devastating, putting unemployed workers at risk for
physical illness, marital strain, anxiety, depression and even suicide. The loss of a job
affects every part of life, from what time you get up in the morning, to whom you see
and what you can afford to do. Until the transition is made to a new position, stress
is chronic. (From the current issue text “Stress in the workplace”)
a) What are the main reasons for jobs losses today?

b) What kind of difficulties are workers experiencing on the job?
c) What should companies / governments implement to avoid stress and burnouts?
THE ENVIRONMENT
1. “People say that there is not enough to feed the world, that there is a scarcity of
resources. However, bins are overcrowded with food that is still edible. Freeganism
is THE solution.” (From the video about Freeganism)
Or
“I have not been a freegan all my life, it is something that has evolved in my life, I
think. It is interesting in our community that our parents told us not to be wasteful,
to be resourceful. The reason why there is so much waste is because we are so
incredibly rich that we have forgotten the value of everything”. (From the video about
Freeganism)
a) What can we do to avoid wasting food?

b) Do you think our government / Europe has a role to play?
c) Does Freeganism imply a lot of effort
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2. “Electronic waste contains toxic material and poses a threat to our health. A lot of
wealthy countries continue to export hazardous e-waste to poorer ones to get rid out
of it and do the dirty work at a less onerous price.” (From the current issue text “Where
gadgets go to die”)
a) Do you think it is ethical to ask poor countries to deal with hazardous waste?
b) What should all citizens put in place in order to avoid e-waste pollution?
c) What about the role of governments and companies?
3. “Even the eco-city in Tianjin has a golf course, supposedly irrigated with recycled
water. In 2012 Mr Register wrote that its layout, with the wide streets and long blocks
typical of modern Chinese cities, looked ‘every bit as if created to encourage driving’.
Its plan for 20% of its energy to come from renewable sources does not sound much
bolder than the nationwide target of 15% by 2020, against 9% now.” (From the current
issue text “Greenery: let us breathe)
a) Do you think that the development of eco-cities is a convenient solution as far as the
environmental issues are concerned?
b) What are their assets and drawbacks?
c) How would you describe the best eco-friendly city to live in?
NEW TECHNOLOGIES
1. “Facebook isn’t safe, isn’t private space. As a matter of fact, it was Adrian Smith’s
friends who reported on him because they were offended by his comment regarding
gay marriage. The message is: if you post something on Facebook, it could offend
some people” (from the video “The case of Adrian Smith-Facebook”).
OR
“A Christan Father, Adrian Smith, was demoted for posting comments on gay
marriage on Facebook: ‘an equality too far’. Adrian Smith says his right to free
speech was ignored and that his comments were mildly expressed and personal. The
employer of Adrian Smith reacted calling Adrian’s comments ‘a gross misconduct’
whereas the Christian institute
claims Adrian cannot be punished for his beliefs.” (from the video “The case of Adrian
Smith-Facebook”).
a) Do you think Facebook is private or that your comments are made publicly?
b) Do you think it is right to discipline people because of comments they make on social
networking sites?
c) In your opinion, do people have the right to post anything they want on social networking
sites?
60
2. “Some white-collar jobs may be less safe than you think. An artificial intelligence
can read through contracts and assess them for risks faster and better than a junior
staff at law firms” (from the video “jobs are at risk of automation”).
a) In your opinion, what are the jobs that are / are not at risk of automation? Why?
b) Amongst the jobs Ichec leads to, are some of them under threat of automation?
c) Would you prefer interact with a machine or with a real person? When? Why?
3. “Smart devices are sometimes empowering. They put a world of information at our
fingertips. They free people to work from home. That is a huge boon for parents
seeking flexible work hours. Smartphones and tablets can also promote efficiency by
allowing people to get things done in spare moments that would otherwise be
wasted, such as while queuing for coffee.” (From the current issue text “Slaves to the
smartphones”)
a) Do smart devices make your life easier? Why? When?

b) What are the drawbacks of smart devices?
c) What should we put in place in order to reduce the use of smart devices? Why?
BUSINESS
1. “Some retailers are trying to embrace the circular economy. Instead of letting
people dump their ragged clothes, some retailers recycle and reuse them in order to
reduce the amount of clothing sent to landfill and help improve resource security.”
(From the current issue text “The small changes the fashion industry could make to help the
environment”)
a) Do you feel concerned about the current environmental issues? Why?

b) What are the advantages and limits of recycling?
c) What measures should citizens/governments/companies put in place regarding waste
coming from the fashion industry?
2. “Oreo is one of the most popular brands in the world. We have been able to keep
our products fresh and authentic over the years. We have been able to keep up with
changes and we give a lot of importance to social media in our marketing strategy”
(from the video “Oreo-100 years)
a) What’s your point of view on Oreo’s marketing strategy? Do you find it effective? Why
(not)?
b) Can you think of other brands that can be associated with a strong marketing campaign/a
very effective advertising slogan that has become part of our culture?
c) When it comes to advertising, what works on you? Why?
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3. “The company Lego stays extremely focused on the core idea that the bricks
enable you to build anything you can possibly imagine. Sticking with that and doing
it consistently worldwide is the secret of this business, which makes Lego’s
marketing strategy powerful.” (From the video “Lego”)
a) What’s your point of view on Lego’s marketing strategy? Do you find it effective? Why
(not)?
b) Can you think of other brands that can be associated with a strong marketing campaign/a
c) What are the other strengths and/or weaknesses of Lego’s marketing strategy?
62
Recurrent mistakes
You will have to be able to correct these mistakes at the oral exam.
63
Recurrent mistakes
64
Recurrent mistakes
65
i. FIRST TERM
1. HEALTH
2. CRIMINALITY
3. THE ENVIRONMENT
66
Health
a. Warming up & vocabulary
Discuss the following points with a partner, using as much of the vocabulary below as possible.
1. List five types of food that are healthy, and five that are not.
2. How would you describe your own way of living? Do you (and your friends and
family) eat healthy? What do you do to keep fit?
3. Make a list of the possible causes of the current epidemic of obesity.
 Useful vocabulary for discussion:
To be skinny / thin / slim / slender / of medium build
 fat / overweight, obese
To put on weight  to lose weight
To go on a diet (Br), to diet (US)
To cut down on sweet things
Eating habits
To eat fatty foods : manger des aliments gras
Junk food
Dairy products : produits laitiers
Lean meat : viande maigre
Poultry : volaille
Whole-wheat cereals : céréales complètes
To pig
To pig out on chocolate : se goinfrer de
Soft drinks / soda/ fizzy drinks
Hidden fats : graisses cachées
Processed food : plats tout préparés
Comfort food : nourriture que l’on mange pour se remonter
le moral
To crave for (sugar, tobacco,…) : avoir un besoin maladif de …
A serving : une portion (de nourriture)
To eat out  to eat at home
To be to blame : être responsable (de qqch de
mauvais)
To be out of shape  to be fit
To keep fit
To eat healthy : manger sainement
To eat organic/organic food : manger bio
To do sports = to exercise : faire de l’exercice
Sedentary activities
67
Couch potato / desk potato
Cancer / heart disease [ha:t di'zi:z]
To have a stroke : avoir une attaque
Hypertension (=high blood pressure)
Binge-drinking
GMOs = Genetically Modified Organisms
To give up smoking, drinking
Diabetes [dai 'bi:ti:z]
b. Listening comprehension
* Listening 1: Japan Getting Fat
1. Vocabulary: Do you understand the following words/concepts?
- Miso soup:
- A waistline:
- A belly:
- The guts:
- An inch:
- A fine:
- (Government help) premium:
- The calorie count:
- To slim down:
- To pump out (music):
- Every other (floor):
- To issue someone
(with)something:
- A pedometer:
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2. Watch the video “Being fat is now illegal in Japan ” (CNN) and answer the following
questions.
https://www.youtube.com/watch?v=TU_Ezs3gXB0
1. What is happening in Japan? What do companies face if employees don’t slim down?
2. How big is too big according to the Japanese government? (use figures)
3. How can the phenomenon be explained?
4. What do companies encourage employees to do?
5. What is Joseph Jasper’s opinion?
* Listening 2: Which Country has the Biggest Obesity Problem?

https://www.youtube.com/watch?v=mjR6KRMPQGw
A. Watch (a first time) & fill in the sentences underneath, showing you understand
the MAIN ideas.
-The situation is particularly worrying in ..................................................................................

-This is largely due to the fact that .............................................................................................
..........................................................................................................................................................
-The problem is caused by ........................................................ foods.
- If you eat too much of this, you risk health problems like .................................................
..........................................................................................................................................................
-The report cites South Korea as a success story because .....................................................
..........................................................................................................................................................
-According to the report governments should introduce .....................................................
........................................... in order to fight obesity.
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B. Useful vocabulary (to be known)
Researchers People engaged in research
Concerns Worries
There are concerns about ... It is worrying / causing anxiety.
Expanding waistlines
Think of your waistline!
It is alarming.
The developing world<-> the developed
world
The income the money (received as salary ...)
The disposable income ........ which is available
Low-income economies countries providing low salaries
Fatty sugary foods
Data facts, information
Data processing
To be overweight -> to be obese
The obesity rate
To rise (rose-risen) to ... to increase to ...
To quadruple x4
[It is down to ...] It can be attributed to ...
Emerging economies ... becoming modernized/ developed
Emergent countries
A sedentary lifestyle a lifestyle where you do not move a lot
a teaspoon
heart diseases heart attacks
strokes
diabetes
to ban to forbid
the shelf to make sure (goods) can stay longer on the
shelves (& be sold)
to extend shelf life
the nutritional value
a scheme [ ski:m] a plan, a programme
a large-scale scheme
a policy a plan of action
a government policy
foreign policy
to fight obesity
the weight
to be weight-conscious
X ........ whereas Y .............. (indicates a contrast)
[To be keen] to be interested in.../ enthusiastic about ...
Light<-> heavy
To get lighter
The wallet pocket-case for papers & banknotes
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C. Watch again and answer the questions (as fully as you can, using a max. of the
vocabulary above)
1. What is said about our waistlines?
2. Where is the situation particularly alarming? Why?
3. What did a report indicate about obesity rates?
-globally:
-in the developed world:
-in the developing world:
4. Why can these numbers be explained by the ‘emerging economies’? (Explain as

thoroughly as possible)
5. What does a large glass of coke contain in terms of sugar?
6. What health problems can bad eating habits lead to?
7. What happened in Denmark in 2004? Why?
8. What South Korean policy is seen as a success story?
9. What 2 differences are put forward between the Korean food culture and the Western
one?
71
10. According to the report, what should governments start doing?
11. What does the food industry argue in response to this idea?
72
1. Short individual presentation:
You are the Minister of Health trying to figure out ways to help reduce obesity and bad
eating habits among your citizens. Imagine all possible ways to force the population to slim
down.
ATTENTION: You have to be able to present your idea in a clear and structured way.
Besides, you have to be able to convince everyone that your ideas are excellent and that they
could easily be implemented.
2. ROLEPLAY: For or against a tax on junk food?
You are experts discussing the relevance of a tax on junk food. One of you is against the
tax, the other in favour of it. Use the arguments below in order to fuel the conversation.
Add arguments of your own. Be communicative and structured.
In a nutshell
On the one hand On the other hand
1. It helps discourage consumers from eating 1. People are personally responsible for their weight,
foods that aren't good for them. not the products.
2. Health care costs of obesity are skyrocketing, 2. It is not the government’s job to tell people what they
and even non-obese people must share this should eat or not.
cost burden. 3. How would you decide what items to tax? Virtually
3. Additional revenue could be raised by the any product can make you obese if abused.
government to cover health care costs, medical 4. A tax would punish successful businesses for
research, and other items. providing products that people want.
5. Obese people don't live as long as healthy people, so
The tax on junk food could be offset by health care costs are front-loaded, whereas healthy
lowering the VAT on healthy products. people generate health care expenses over several
more decades.
6. The government already taxes income, alcohol,
petrol, sales, and about everything else in our lives.
7. Additional taxes can lead to job cuts in the affected
businesses and contribute to a degradation of
consumer purchasing power.
To figure out: to find/discover using Weight: le poids → to weigh: peser
logic and reason Front-loaded: à payer tout de suite
Citizens: des citoyens A decade: une décennie
To implement: mettre en œuvre Income: revenue
Relevance: pertinence Petrol (UK): de l’essence → gas(oline) (US):
To skyrocket: to rise sharply: monter en de l’essence ≠ oil/petroleum: du pétrole
flèche Job cuts: des pertes d’emploi
To share the burden: partager le Consumer purchasing power: le pouvoir
fardeau d’achat des consommateurs
An item: (in this context): un article/un VAT (value-added tax): TVA
bien
To offset: to counterbalance
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3. Debate questions
Using the information in the chapter:
1. What would you say are the main causes of the global obesity epidemic? What do you know
about obesity in Belgium?
2. As far as both food and tobacco are concerned, do you think it’s the people’s own business
or should the government take actions to help us cope with those problems? Have you
ever heard of such actions in Belgium to promote healthy food for example? If you were
Minister of Health, what other actions would you take? Try to come up with several
concrete ideas.
3. Should there be:

- incentives for us to live healthy (eat healthy, stop smoking, exercise..) ?
- deterrents to prevent unhealthy habits?
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d. Reading: Self-study texts: Current Issues texts: Health
Article: The spread of Western disease: 'The poor are dying more and more like the
rich'
For the first time, more people in developing countries die from strokes and heart
attacks than infectious diseases, but there are cost effective ways to save lives. Bjorn
Lomborg, –The Guardian, 3 March 2015
In rich countries, the biggest killers are strokes, heart attacks and cancer, accounting for more
than two-thirds of all deaths. But for the poorer world, people often assume that infectious
diseases like diarrhea, tuberculosis, Aids, malaria, measles and tetanus are the biggest killers.
That is no longer true. While they are still substantial threats, broader availability of
medication and vaccines along with higher living standards has caused such communicable
diseases to drop dramatically to below 9 million deaths each year.
For the first time, more people in the developing world now die from strokes and heart attacks
than infectious diseases. Combined, the diseases that are not infectious – the so-called non-
communicable diseases or NCDs – cause almost two-thirds of all deaths in the developing
world, about 23 million each year. In short, the poor are dying more and more like the rich.
The good news is that there are tremendous ways to help, which could avoid up to five million
deaths each year. Because the NCDs generally have received less attention, the solutions are
often very effective and very cheap.
This is the argument made in a new paper written by Rachel Nugent of the University of
Washington. Hers is one of a series commissioned by my thinktank, the Copenhagen
Consensus Centre, from over 60 teams of top economists. The idea is to be able to compare
the costs and benefits of a wide range of proposed targets to help the global community set
the best targets.
In the year 2000, the world’s governments made a historic commitment to a set of ambitious
15-year targets under the umbrella of the millennium development goals. While much has
been achieved, there is still more to be done. That’s why 193 national governments are now
debating hundreds of proposed targets for the next 15 years. In September, the world will
agree to a list of targets to help build a better life for the world’s poorest people. Our economic
analyses show the world’s leaders where they can help the most for each dollar spent.
Professor Nugent looks at a range of targets that collectively could cut almost a third of all
premature deaths from NDCs by 2030. This is a demanding target, because premature death
rates are already quite low in the developed world, and most of the deaths below age 70 occur
in poorer countries. And the problem is accelerating. The number of people affected by these
diseases is set to increase by 17% over the next 10 years, and by 27% in Africa. A clear
illustration of the problem is in Mexico, where deaths from NCDs went from just under half
to three-quarters of total deaths between 1980 and 2009.
75
Tobacco, the single biggest killer will cause 10 million deaths by 2030. Just in China, one-third
of all male deaths will be caused by tobacco by then (but very few female deaths, since just a
few percent of Chinese women smoke). As the rich countries have shown, the most effective
way to cut smoking is to dramatically increase taxes.
A tax in low and middle income countries to increase the cost of cigarettes by 125% would
still leave cigarettes cheaper than in the west. Even considering that smuggling would
increase, it would likely cut consumption in half.
Administration of this tax costs $3.5bn annually, but it would save 2.5 million premature deaths
every year. Every dollar spent would give benefits valued at $22.
About a billion people on the planet suffer from high blood pressure, causing 9 million deaths.
This is not just a disease of the rich world – it affects 46% of African adults. The cost of
diagnosis and cheap hypertension medication would be $2.50 per year per capita, so helping
the higher-risk patients would cost $500m but avoid 770,000 premature deaths each year.
Every dollar invested would do $47 of good.
One of the simplest ways to reduce high blood pressure is to lower the salt intake. Gradual
reduction of the salt content in bread and other processed foods has been very successful in
a number of countries, with very little sign of consumer resistance. Reducing salt intake by
30% is reckoned to avoid 815,000 premature deaths (more than double this if deaths over 70
are also counted). It would also be a great use of resources, paying back $39 for every dollar
spent.
Finally, there are about 100 million people below 70 surviving their first stroke or heart attack,
or otherwise at high risk of dying from heart disease. Providing them with a multidrug
regimen including aspirin, blood pressure lowering drugs, and cholesterol-lowering drugs can
considerably prolong their lives. The cost is substantial at $55 but will save almost a million
lives. Every dollar will provide a benefit of $7.
The choice that the global community is faced with when agreeing those post-2015 goals is
not an easy one, but it is vital that the targets included can do the most good and provide good
value for money. Based on this analysis, reducing deaths from non-communicable diseases
deserves very serious consideration.
 Active vocabulary:
the spread < to spread-spread-spread the expansion < to expand

a disease [di'zi:z] a serious illness
the poor <-> the rich ! no 's' les pauvres <-> les riches
a stroke AVC -> accident vasculaire cérébral
cost effective rentable, économique
to account for (… % of) = to represent (…% of)
to assume = to suppose
Aids le sida
substantial = important, considerable
a threat [e] -> to threaten [e] une menace -> menacer
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broad = wide large
availability disponibilité
living standard niveau de vie
communicable = contagious
to drop = to decrease
dramatically < dramatic de manière spectaculaire
below = less than
so-called = alleged soi-disant
to avoid éviter
up to jusqu'à
effective = that has an effect : efficace
benefits ['benəfits] = non financial advantages
a range une gamme
to set a target/a goal = to fix an objective
a commitment to... un engagement à/envers...
to achieve atteindre, réaliser
an analysis -pl. analyses < to analyse une analyse < analyser
[əˈnæləsɪs] [əˈnæləsɪ:z] ['ænəlaɪz]
to cut = to decrease
premature prématuré
by 2030 d'ici 2030
demanding exigent
quite low = relatively low
to occur = to take place, to happen
by ...% de ...%
tobacco le tabac
low and middle income countries pays à bas et moyens revenus
smuggling contrebande
likely = probable
consumption consommation
to lower = to decrease
the content le contenu
processed foods aliments préparés
resources ressources
otherwise = or else sinon
to provide someone with something = to supply : fournir
to be faced with... = to be confronted with
it is good value for money on en a pour son argent, c'est d'un bon
rapport qualité-prix
to deserve mériter
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 Passive vocabulary:
measles la rougeole
along with avec
tremendous = prodigious
to commission someone to do something charger qqn de faire qqch
a thinktank un groupe de réflexion
under the umbrella of sous les auspices de, sous l'égide de
it is set to increase cela devrait augmenter
the single biggest killer la plus grande cause de mortalité
diagnosis /daɪəɡˈnəʊsɪs/ diagnostic
the intake la prise, la consommation
it is reckoned = it is estimated
a regimen un régime de vie
A. Reading-comprehension exercises:
1) Answer the following questions:

a) The poor are dying more and more like the rich. Explain.
b) What are the reasons for the drop in infectious diseases in poor countries?
c) But what is the good news?
d) What is the purpose of Rachel Nugent's study?
e) What is the single biggest killer? Give an example. What is the solution?
f) What health problem comes in the second position? How can we improve the situation?
g) What about strokes and heart attacks?
h) What is vital in the choice of targets in the future?
78
2) Choose the sentence that corresponds to what is said in the article:
a)
-Tuberculosis, Aids and malaria are among the biggest killers in poorer countries.
-Tuberculosis, Aids and malaria used to be 3 of the biggest killers in poorer countries.
-Tuberculosis, Aids and malaria are no longer substantial threats as those diseases have dropped
dramatically.
b)
-Non infectious diseases kill around 65% of people in poorer countries.
- The majority of people in poorer countries die of heart attacks.
- Higher living standards have caused a drop in deaths by 9 million.
c)
- The goal for the new millennium is to define 15 diseases as the main targets.
- The goal is for the world's leaders to have a cost-effective approach.
- The goal is for all national governments to agree to a list of priorities in the richest nations.
d)
- A 125% tax on cigarettes would cut smoking by half in all countries.
- A 125% tax on cigarettes would result in an increase in smuggling by half.
- A dramatic increase in taxes on cigarettes would cut consumption by half in low and middle
income countries.
e)
- A decrease in salt content by 30% would save more than 1,600,000 lives.
- A decrease in salt content by 30% in bread would save many lives
- 30% of premature deaths could be avoided if people consumed less salt.
B. Vocabulary exercises:
1) Fill in the blanks using the text vocabulary:
a) Doctors are trying to stop the s........................ (= expansion) of the...................... (= serious

illness) that is t....................... the area (= menacer). They will have to spend s......................
(= considerable) sums of money.
b) .................... (AVC), h................ a.................. (crises cardiaques) and cancer .......................
(= represent) two-thirds of all deaths.
c) We have a very .......................... (exigente) target: ........ (d'ici) 2030 we must c............. (=
reduce) all ........................ (prématurées) deaths......... (de) 10%!
d) We are ........................... ( = confronted with) a difficult choice. This ........................
(mérite) consideration. We must carry out a careful .................... (analyse) of the problem
and spend our .......................... (ressources) intelligently in order to ................. (éviter) a
catastrophe.
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2) Make meaningful sentences combining the keywords and the connectives:
a) to occur + otherwise
b) stroke + therefore
c) communicable + whereas
d) to deserve + although
e) a commitment + thanks to
3) Translate:
a) De nos jours, les pauvres souffrent des mêmes maladies que les riches : AVC et crises cardiaques.
Les maladies infectieuses ou contagieuses comme le sida, la tuberculose ou la malaria sont des
menaces moins importantes. Le nombre de morts a diminué de manière spectaculaire !
b) Le niveau de vie dans les pays pauvres s'est amélioré et a apporté de nombreux avantages.
c) Nous devons fixer de nouveaux objectifs, comme abaisser la consommation d'aliments préparés
car ils contiennent trop de sel.
80
d) Les pays riches ont un engagement envers les pays plus pauvres. Ils doivent les aider à réaliser
leurs objectifs de développement.
e) Dans les pays à bas revenus, la consommation de tabac est trop élevée. Si le gouvernement décide
d'augmenter la taxe sur les cigarettes de 125%, la contrebande va augmenter mais cela réduirait
probablement la consommation de moitié.
f) Notre stratégie doit combiner deux choses : faire le plus de bien et fournir un bon rapport qualité-
prix.
81
Article: Stress in the workplace
Adapted from The Stress Solution by Lyle H. Miller, PhD, and Alma Dell Smith, PhD - APA 2015
In today's economic upheavals, downsizing, layoffs, mergers and bankruptcies have cost
hundreds of thousands of workers their jobs. Millions more have been shifted to unfamiliar
tasks within their companies and wonder how much longer they will be employed. Adding
to the pressures that workers face are new bosses, computer surveillance of production,
fewer health and retirement benefits, and the feeling they have to work longer and harder
just to maintain their current economic status. Workers at every level are experiencing
increased tension and uncertainty, and are updating their resumes.
The loss of a job can be devastating, putting unemployed workers at risk for physical illness,
marital strain, anxiety, depression and even suicide. Loss of a job affects every part of life,
from what time you get up in the morning, to whom you see and what you can afford to do.
Until the transition is made to a new position, stress is chronic.
A sense of powerlessness
A feeling of powerlessness is a universal cause of job stress. When you feel powerless, you're
prey to depression's traveling companions, helplessness and hopelessness. You don't alter
or avoid the situation because you feel nothing can be done.
Secretaries, waitresses, middle managers, police officers, editors and medical interns are
among those with the most highly stressed occupations marked by the need to respond to
others' demands and timetables, with little control over events. Common to this job
situation are complaints of too much responsibility and too little authority, unfair labor
practices and inadequate job descriptions. Employees can counteract these pressures
through workers' unions or other organizations, grievance or personnel offices or, more
commonly, by direct negotiations with their immediate supervisors.
Your job description

Every employee should have a specific, written job description. Simply negotiating one does
more to dispel a sense of powerlessness than anything else we know. It is a contract that you
help write. You can object to what and insist on what you do want. If there is a compromise,
it's because you agreed to it. With a clear job description, your expectations are spelled out,
as are your boss's.
A good job description is time limited. Set a specific date for a review and revision based on
your mutual experience with this initial job description. If you and your boss can't agree on
what your job description should be, look for another job, either within the same company
or outside. Even in these tough economic times, it is important that your job be a source of
satisfaction and respect.
When you're a square peg and your job is a round hole

Remember the old saying, "Find a job you love and you'll never work another day in your
life." Most people spend about 25 percent of their adult lives working. If you enjoy what you
do, you're lucky. But if you're the proverbial square peg and your job is a round hole, job
stress hurts your productivity and takes a serious toll on your mind and body.
82
There are many reasons for staying in a job that doesn't fit you or that you don't particularly
like. One reason can be the "golden handcuffs" — having salary, pension, benefits and
"perks" that keep you tied to a job regardless of stress consequences.
Many people are in jobs they don't like or aren't good at. The quick answer is to get a job
they like or one that better matches their skills, abilities and interest — easier said than
done. Some clients have no idea what kind of job they would like or what kind of job would
be better. Worse, they don't have a clue on how to go about finding out this information.
Traumatic events on the job

Some jobs are inherently dangerous and others can suddenly become so. Criminal justice
personnel, firefighters, ambulance drivers, military personnel and disaster teams witness
many terrible scenes and are exposed to personal danger routinely. They usually handle such
incidents capably. But occasionally a particularly bad episode will stay with them, appearing
in memory flashbacks and nightmares. Sleep disturbance, guilt, fearfulness and physical
complaints may follow. Even ordinary jobs can become traumatic: a co-worker, boss or client
physically threatens an employee; a bus crashes on a field trip; an employee is robbed or
taken hostage; a shooting occurs. Such events can create post-traumatic stress disorder
(PTSD) and result in workers' compensation claims if left untreated by a trauma specialist.
Work setting
Sometimes your work setting creates physical stress because of noise, lack of privacy, poor
lighting, poor ventilation, poor temperature control or inadequate sanitary facilities. Settings
where there is organizational confusion or an overly authoritarian, laissez-faire or crisis-
centered managerial style are all psychologically stressful.
Act through labor or employee organizations to alter stressful working conditions. If that
doesn't work, try the courts, which have become increasingly receptive to complaints of
stressful working conditions. Recent rulings created pressure for employers to provide
working environments that are as stress free as possible.
The Occupational Safety and Health Administration (OSHA) is the federal agency charged
with monitoring the work environment in the interest of work safety and health. If you think
your work environment is dangerous to your health and safety from a physical standpoint,
give them a call.
If nothing helps and the working environment remains stressful, exercise your avoidance
options and get a new job. Job hunting can be stressful, particularly in times of high
unemployment, but being ground down day after day by work is far worse.
83
downsizing restructuration, compression

a layoff un licenciement
a merger < to merge une fusion < fusionner
a bankruptcy < to go bankrupt une faillite < faire faillite
to shift = to move, to change
within = inside
to wonder se demander
the pressure la pression
to face faire face à
fewer + pl moins de
health benefits allocations de santé
retirement benefits pension de retraite
current actuel
to update mettre à jour
a resume ['rezəmeɪ] American English for 'a CV'
the loss < to lose-lost-lost la perte < perdre
an illness une maladie
you can afford to do tu peux te permettre (financièrement) de
faire
a position un poste, une fonction
helplessness détresse
hopelessness = despair désespoir
to avoid éviter
a waitress / a waiter une serveuse / un serveur
an editor un rédacteur
among parmi
a demand < to demand une exigence < exiger
a timetable = a schedule un horaire
an event [i'vent] un événement
a complaint < to complain (about) une plainte < se plaindre (de)
unfair labo(u)r practices des pratiques injustes au travail
a (trade) union un syndicat
to object to sthg = to protest to sthg
an expectation une attente, une espérance
a review = a check
tough hard, difficult
the economy => adj. = economic surtout pas "economical" !
to hurt-hurt-hurt nuire, faire mal
a job that doesn't fit you a job that isn't convenient for you
benefits = advantages
perks des à-côtés
to be good at être bon en
it matches their skills it corresponds to their competence
easier said than done plus facile à dire qu'à faire
I don't have a clue I have no idea
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to find out = to discover
on the job = at work
to witness être le témoin de
to handle = to deal with, to face
a nightmare = a very bad dream
sleep disturbance troubles du sommeil
guilt > to feel guilty la culpabilité > se sentir coupable
a co-worker = a colleague
to threaten [e] < a threat [e] menacer < une menace
to be robbed être dévalisé
to be taken hostage être pris en otage
a shooting une fusillade
to occur = to happen, to take place
a compensation claim une demande d'indemnisation
privacy [ˈpraɪvəsi] = private life
facilities installations
the court le tribunal
increasingly de plus en plus
a ruling un jugement (tribunal)
to provide = to supply fournir
stress free = with no stress
safety = security
to monitor = to check, to control
a standpoint = a point of view
give them a call = phone them
to remain = to stay
job hunting = looking for a job
unemployment le chômage
it is far worse c'est bien pire
an upheaval un bouleversement
adding to s'ajoutant à
marital strain stress conjugal
a sense of powerlessness < powerless un sentiment d'impuissance < impuissant
to be prey to sthg être en proie à
a travel(l)ing companion un compagnon de voyage
to alter = to change
a middle manager un cadre intermédiaire
an editor un rédacteur
little peu de
to counteract contrecarrer
the grievance office le bureau des réclamations
to dispel dissiper, chasser
you do want you really want
to spell out = to say clearly
85
as comme
to set = to fix, to determine
a square peg in a round hole une cheville (clé) carrée dans un trou
you're a square peg and your job is a rond=> you don't correspond to the job
round hole
a saying = a proverb
to take a serious toll on faire payer un lourd tribut à, peser lourd sur
the "golden handcuffs" les "menottes dorées"
to tie = to attach
regardless of indépendamment de
how to go about comment faire
inherently intrinsèquement
a disaster team = a team that intervenes in case of
catastrophe
to stay with them = to stay in their memory
fearfulness = apprehension
a field trip une excursion
work setting cadre de travail
poor lighting éclairage médiocre
overly = too much
labor organization organisation syndicale ouvrière
employee organization organisation syndicale des employés
occupational = professional
avoidance évitement
to be ground down être broyé
A. Reading-comprehension exercise: answer the following questions
a) What are the main reasons for job losses today?
b) What has also happened to millions of people?
c) What kind of difficulties are they experiencing on the job?
d) The loss of a job can be devastating. Explain.
e) What happens when you feel powerless and who are the victims?
86
f) What do people complain about and how can they improve the situation?
g) Every employee should have a specific, written job description. Explain.
h) "Find a job you love and you'll never work another day in your life." Explain.
i) Why do people stay in an inadequate job?
j) What are some of the most dangerous jobs and what can be the consequences?
k) Even ordinary jobs can become traumatic. Explain.
l) How can work setting create physical stress?
m) What are possible solutions?
87
B. Vocabulary exercises:
1) Fill in the blanks using the text vocabulary:
a) Employees would like to get more b........................ (advantages) and p................. but
there's too much u............................. (chômage).
b) I ................................. (saw) horrific things at work last week. I have suffered from
s................ d........................... and ............................. (bad dreams) ever since.
c) Companies should p......................... (supply) stress free work settings for their
employees.
d) If this boss continues to ....................... (menacer) his subordinates, this will result in
c........................... c.................. (demandes d'indemnisation).
e) If we do not m................... (fusionner) we will g.......... b.................... (faire faillite).
f) When such ........................ (événements) o.................... (take place) you need to resist
to .............................. (la pression).
2) Give a synonym:
a) Despair =
b) A schedule =
c) To discover =
d) To learn something at work = to learn something .............................
e) A colleague =
f) To happen = to t................ p.............. = to o...................
g) Private life =
h) Security =
i) To check and control =
j) To phone someone = to ............... someone a .................
k) To stay = to r....................
l) Looking for a job = ............. ..........................
3) Translate:
a) Des milliers de travailleurs peuvent perdre leur emploi à cause de restructuration, de

licenciement, de fusion ou de faillites.
b) Les employés reçoivent actuellement moins d'allocations de santé et de pension de

retraite. Ils ne peuvent plus se permettre de vivre comme avant.
c) Les ouvriers se plaignent de pratiques injustes au travail. Ils vont avertir le syndicat.
88
d) Tes exigences et attentes sont trop élevées en ces temps économiques difficiles !
e) Je ne suis pas bon en maths. Ce métier ne me convient pas.

Mais ça pourrait être bien pire !
f) Change de métier !
Plus facile à dire qu'à faire ! Je n'ai aucune d'idée de ce que j'aimerais faire...
g) Hier, pendant la fusillade, il a été pris en otage et un homme armé a menacé de tuer
un de ses collègues.
4) Make meaningful sentences combining the keywords and the connectives:
a) perks + provided
b) guilt + therefore
c) tough + whereas
d) a merger + although
e) a resume + thanks to
C. ROLEPLAY
Anderson Cooper, a well-known CNN presenter, is welcoming Dr Miller, a world-famous stress

expert and interviews him on the main causes of stress in the workplace and the possible
solutions.
Use key vocabulary and relevant expressions. Be lively and structured.
89
Violence and Criminality
I. Learning legal vocabulary
A. Fill in the blanks, choosing from the boxes below:
to witness – to break – to burgle - to be robbed of something – to burglarize – to be

addicted to – to break into – a dealer – a robbery – shoplifting – an offender – a burglar –
a lawbreaker – a drug addict – a trafficker
1. That man has committed an offence, he is a(n) ___________________.

___________________.
He has ___________________ the law.
2. When I came back home, I noticed I had been (GB) ___________________.
(US) ___________________.
A ___________________ had ___________________ my cottage.
3. Last night I __________________ my watch.
4. A detective was watching him, and he was caught __________________ last night.
5. Last week I ________________ a bank ________________.
6. A person who takes drugs is a __________________ .
He is _______________ drugs.
A person selling drugs is called a drug __________________.
___________________.
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to carry out an enquiry – to prosecute – to be charged with – to sue – to file suit against –
a robbery – a murder – an accomplice – an arson – assault and battery –
an assassination - manslaughter
7. If you kill your neighbour you commit a ______________________.

If you kill the Prime Minister it is an ________________________.
If you help a criminal, you are his __________________________.
8. If you set a house on fire it is called an ______________.
9. He killed a man, but he didn’t do it on purpose. He was ______________ with
_______________.
10. I was walking in the street when someone attacked me. He beat me up and ran away with
my mobile. The police told me they would ________________________.
I decided to ____________________________ him / ___________________________
him / ____________________________ him and finally, he was charged with
_______________________, _______________________ and ____________________.
the court – a life sentence – a lawsuit – a death sentence – a sentence – a witness –

the accused – a trial – the culprit – a lawyer – to try (a case) – to plead – to be set free – to
be convicted – to be acquitted – to be released – to be declared guilty
11. Two gangsters killed my best friend. The case was brought before the ___________
and was _____________________.
There was a ___________________ .
___________________.
The _______________ were sitting in silence.

_______________
They had decided, on the advice of their _______________, to ____________ guilty.
Several _________ told the court they had seen the men carrying a gun and a knife.
Both of them were finally _______________________.

_______________________.
One of them got a 10-year __________________, the other got a _______________, which
was commuted to a _____________________.
Anyway, they had no hope of being ________________ and ____________________ .
____________________.
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a deterrent – evidence – (to be) on probation – good conduct – a miscarriage of justice – a
criminal record – community service – bail – a recurrent criminal –
to appeal – to serve (a sentence)
12. They were finally acquitted after spending 18 years in prison.

The judge admitted there had been a _______________________________.
13. Even though it was only a petty theft, he now has a __________________________.
14. While he was in prison, he successfully followed a therapy. So, after _____________ 8
years of his 15-year sentence, he was released for _____________________.
Unfortunately, as soon as he got out, he repeated the offence.
He is a _____________________________.
15. As he disagreed with the outcome of the trial, he decided to ________________.
Unfortunately, the judge was not given any new pieces of _________________.
So, he had to dismiss the appeal.
16. The family had enough money, so he was freed on __________. If they want to see their
money back, he will have to show up to his trial!
17. Although he has been convicted of the crime, he is now free __________________. So,
if he behaves well, he won’t have to go back to jail.
18. Capital punishment is a good _______________ as it gives killers good cause to fear
arrest and conviction.
19. He was convicted for criminal damage and was sentenced to do some ___________.
92
B. Match the following sentences with the corresponding definition:
shoplifting – blackmail – kidnapping – arson – trespassing – manslaughter – smuggling –

forgery – bigamy – baby or wife-battering – mugging – drug peddling –
spying – hijacking – bribery – petty theft – speeding
1. You intentionally set fire to a property.
2. You marry a person while still legally married to somebody else.
3. You attack or rob someone violently.
4. You threaten to disclose information in order to obtain money by intimidation.
5. You steal goods from a shop during shopping hours.
6. You steal things of small importance.
7. You carry off and hold a person, usually for ransom.
8. You sell illegal drugs.
9. You intrude on a property with no right or permission.
10. You drive faster than allowed to.
11. You kill another human being but had no intention to do so.
12. You heavily beat someone repeatedly.
13. You counterfeit money or a signature so as to deceive people.
14. You offer money in order to procure services or gain influence illegally.
15. You import / export goods secretly.
16. You are employed to obtain secret information from a rival country
17. You seize or divert a plane while in transit.
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II. Listening Comprehension
A. VIDEO 1: A miscarriage of justice: Robert Jones's case

https://m.youtube.com/watch?v=4mt39Sj7CuU
1) Useful vocabulary: give a synonym or explain in English
- To be jailed
- To shoot someone dead
- To rape - a rape - a rapist
- To be behind bars
- A decade
- An engaged couple
- A huge reward
- A false lead
- To tip the police - a tip
- To hit the headlines
- A crime spree
- The task force
- To withhold evidence
- Crushing moments
- Despair - to be desperate
- It weighs heavily on my mind
- To conceal evidence
- To get away with rape
- The attorney
- His reputation has been stained
- To dismiss the case
- To correct the wrongs of the past
- A prosecutor
- To be denied something
- A travesty of justice
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2) Answer the following questions
1. Something very surprising has happened in New Orleans, Louisiana.

Explain exactly what happened to Robert Jones and why.
2. What is contradictory?
3. What has this event been called?
4. What happened to the British couple that evening?
5. How did the media react? What did British tabloid ´The Sun’ do? What were the
consequences?
6. What was the first indication Robert Jones was innocent?
7. Another man was arrested. Explain what the police discovered. What about Robert?
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8. Why was that the murder detective shocked?
9. How do they describe Robert Jones’s trial?
10. How did Robert Jones react?
11. How does Judge Johnson explain this could happen?
12. What can the new district attorney do and what does he think about the case?
13. What is said in conclusion?
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3) Individual oral presentation
Do some research into miscarriages of justice and present one case in detail.
Use legal vocabulary. You should speak for minimum 3 minutes. Look at the audience.
4) Group discussion
- Have you ever been the victim or the witness of a crime?

If so, what happened? How did you feel about it? What action did you take?
- Hardly any of us has never broken the law. What about you?
- Name 3 offences that make you particularly angry. Explain why.
- Are you for or against the death penalty/capital punishment?
- Some people claim an inmate should always serve his/her whole sentence. They say
releasing people for good conduct is a bad idea. What are your feelings?
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B. VIDEO 2: Guns in America
https://m.youtube.com/watch?v=pK0eFHfUPrw
1) Warming up
- What do you know about firearm availability in the US?
- Do you know what the N.R.A. is? Do you know what they advocate?
- Do you know what is said in the 2nd Amendment of the US Constitution?
How do you react to the following statements?
- 'The US is by far the most violent nation in the industrialized world.'
- 'Nearly 30% of American high school students have firearms.'
- 'In America, a teenager is 15 times more likely to be murdered than an adult.'
98
2) The Basics of American Politics: Democrats vs. Republicans
(https://www.diffen.com/difference/Democrat_vs_Republican)
This comparison examines the differences between the policies of the Democratic and
Republican parties on major issues such as taxes, the role of government, social security, gun
control, immigration, healthcare, abortion, environmental issues and regulation. These two parties
dominate America's political landscape but differ greatly in their philosophies and ideals.
Comparison chart
Democrats Republicans
Symbol Donkey Elephant

Colour Blue Red
Founded in 1824 1854
Franklin Roosevelt, J. F. Kennedy, Abraham Lincoln, Teddy Roosevelt,

Famous Presidents Bill Clinton, Jimmy Carter, Barack Ronald Reagan, George Bush,
Obama Richard Nixon
California, Massachusetts,
Traditionally
New York Oklahoma, Kansas, Texas
strong in states
Social and human

Based on community and social Based on individual rights and justice
ideas
responsibility
Stance on Military
Decreased spending Increased spending
Issues
In favour of more gun control laws, They oppose gun control laws and are
e.g. oppose the right to carry strong supporters of the Second
Gun control concealed weapons in public places. Amendment (the right to bear arms)
as well as the right to carry concealed
weapons.
99
Stance on Gay
Support (some Democrats disagree) Oppose (some Republicans disagree)
Marriage
Should remain legal. Should not be legal (with some

Stance on Abortion
exceptions).
While support for the death penalty A large majority of Republicans

is strong among Democrats, support the death penalty.
Stance on Death
opponents of the death penalty are a
Penalty
substantial fraction of the
Democratic base.
Stance on
Government regulations are needed Government regulations hinder free
Government
to protect consumers. market capitalism and job growth.
Regulation
Support universal healthcare; strong Private companies can provide

support of government involvement healthcare services more efficiently
Healthcare Policy
in healthcare. than government-run programs.
Generally support Obamacare. Oppose Obamacare.
There is greater overall support in Republicans are generally against

the Democratic party for a amnesty for any undocumented
moratorium on deporting - or immigrants. They also oppose
Stance on offering a pathway to citizenship to - President Obama's executive order
Immigration certain undocumented immigrants. that put a moratorium on deporting
e.g. those with no criminal record, certain workers. Republicans also
who have lived in the U.S. for 5+ fund stronger enforcement actions at
years. the border.
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3) Useful vocabulary: match column 1 with column 2
To own > the owner > ownership A quarrel, a controversy

To be involved in Faire reculer
To occur Les voix pour et les voix contre
To spark Common
An argument To possess > the possessor > possession
To advocate > an advocate To disregard, to refuse to see
!!! different from a lawyer
To boost > to get a boost Des blessures par balles
To roll back Adopter un projet de loi < > rejeter un projet de loi
To be aimed at + ING Hidden (to hide-hid- hidden)
To prevent sb from doing sth Des fusils d'assaut
The yeas and nays Être impliqué dans
Joint To carry weapons [ˈwepənz]
To pass a bill < > to defeat a bill To take place, to happen
To expand < > to weaken To suddenly become much lower, to fall sharply
restrictions
Bullet wounds Faire baisser, to reduce
Background checks To defend > a defender
Concealed Empêcher quelqu’un de faire quelque chose
To bear arms Viser à, avoir pour objectif de
A militia Le taux de mortalité
To abide by the law To trigger (déclencher)
A law-abiding citizen
To ignore [gn] Offences linked to weapons
A ban on sth Renforcer < > assouplir les lois sur les armes à feu
Assault weapons To extend, to reinforce < > to loosen, to reduce
restrictions
To drive down Des vérifications d'antécédents
Gun related crimes To respect the law / A citizen who respects the law
To enact a law A prohibition on sth
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The death rate To stimulate > to get help or support
To plummet Promulguer une loi
To tighten < > to loosen gun Une milice
laws
4) Listen to the news item and answer the following questions or fill in the blanks:
1. Fill in
Americans ................................................................................................. Firearms are

....................................... the deaths of more than ......................... people in the US annually. Every
time another mass shooting ........................ in the US, it ..................... ............................... over gun
..........................................
2. What happened in 2017? And more particularly in February?
3. What happened in 2013 and how did Congress react?
4. Fill in
In the US, 25 children .................................................................... each week!
Gun laws are largely .................................. by states. Since 2013,

......................................... states like California and Oregon have ........................................... gun
restrictions though a majority of states have ........................................... restrictions and many now
permit guns in more places, like schools, restaurants, churches and public buildings.
Also, all 50 states allow people to carry weapons that are ........................................ ................... and
many states have expanded rights to use guns in ...........................
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5. What is the origin of all gun laws? Explain.
6. What did the Supreme Court rule in 2008?
7. What about the number of guns in the US?
8. What is the NRA's argument?
9. What do gun-control advocates say? What country do they refer to? Why?
10. Fill in
So, while ...................................... try to ................................ or ................................ gun laws from one
administration to the next, US citizens continue to be ........................... in the middle of this
legislative gun fight.
Dan Wallenstein, for Bloomberg
103
III. Reading Comprehension and Discussion
A. Warming up
- Have you ever heard of the massacres of Columbine High School or Sandy Hook
Elementary School? What do you know about these events?
- In your opinion, what reasons can be brought forward to explain such extreme behaviours?
- What explanations are often given in the media after such a school shooting? How is the
profile/personality of the gunman analyzed? What factors are deemed as having had a
possible influence on the shooter(s)?
B. Read the following text to polish up your answer… Underline the most important ideas
Three Reasons for a School Shooting- J. Swift3

School shootings are traumatic events that have occurred on many occasions throughout history.
Though the true reasons behind them can never fully be understood, there are three distinct,
common denominators that are roots behind the reasons why school shootings occur.
Understanding these causes can help prevent future shootings by preventing the symptoms that
occur beforehand.
1) Retaliation
Students that have been bullied or abused at school often feel like they are not in control of their
own lives. They feel that they have been severely wronged and that no one will advocate for them
or do anything about it. When this occurs, that child can decide to take matters into his own hands
and retaliate against those who have wronged him. This is not only a form of retaliation but a means
by which he can take back control of his own life.
2) Lack of Attention at Home or School

Students who are abused at home or are ignored will often feel as if their lives do not matter. In
some situations, students feel that if they make a large enough scene, they can get the attention that
they want. In the most extreme occasions, this can lead to a school shooting in an effort to get that
attention. This is often coupled with a child's being bullied as well but may occur as a standalone
reason if the situation is bad enough.
3
Jonathan Swift is a professional writer who has been writing since 2004. He has a Master of Arts in creative writing and a Bachelor
of Arts in journalism.
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3) Outside Influence
Students who listen to hateful music, do drugs or play violent video games often get a romanticized
vision of violence. Whether this is because of the drugs or the poor media influence, this can often
result in that student becoming increasingly violent toward others, eventually erupting in a fit of
rage during a school shooting. In this situation, students who engage in school shootings do not
necessarily have a vendetta against anyone in particular but have become poisoned with the outside
influences and lose their sense of reality.
Other Contributing Factors

Many other factors can affect school shootings and why they occur. These reasons include
boredom, peer pressure, lack of academic motivation, suicidal tendencies, paranoia, mental
disorders, firearm availability and poor value of life. Though these reasons are rarely the sole cause
of a school shooting, one or more of them are often found in collaboration with one of the more
serious reasons.
C. Discuss the following questions in groups:
1. Do you agree with these explanations? Or do you find them maybe a bit exaggerated?
2. Do you think violent video games are really to blame for school shootings? And what’s your
opinion about firearm availability?
3. Do you agree with the American right to own firearm legally?
4. Are there circumstances under which the possession/use of a firearm is justifiable

/understandable?
5. Do you think anything can be done to prevent those events from happening? What role do
parents/teachers/friends/classmates have to play, if any?
6. What about the government, what is its role/responsibility as far as violent video
games/firearm availability… are concerned?
7. Could such events happen in Belgium? Why (not)?
8. What other problems are our schools confronted with?
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Reading: Self-study texts : Current Issues Text : Criminality
A. Article 1: “Remunerative Justice”
Jobs in jail
Remunerative justice
The government wants prisoners to be more productive, before their release as well as after it
The Economist, Feb 23rd, 2013 | RETFORD, NOTTINGHAMSHIRE
IN A hangar at Ranby prison in Nottinghamshire, an inmate is putting reflectors into bulkhead

lights for Applied Security Design, a private firm. His pay is a pittance: £7 ($10.70) a week. But
he is glad to have the job. “It’s better than sitting in your cell all the time,” he says. “It makes
you feel better about yourself.”
In a second workshop prisoners are making furniture for the government and for Amaryllis,
another private company. Here, the emphasis is on getting vocational qualifications as well as on
the products. A lifer has graduated from dovecotes to dolls’ houses, and hopes to convert his
own garage into a workshop when he eventually gets out, as many supposed “lifers” do.
Turning Britain’s prisons into what the coalition government calls “industrious places of
productive work” lies at the heart of its plans for penal reform. Work behind bars isn’t new. Like
those in many other countries, British prisoners have long been expected to perform chores
such as cooking and gardening. From time to time, amid bursts of enthusiasm for prison
industries, the authorities have tried to put them on a commercial footing. But overcrowding
and outdated facilities have hampered serious work programmes. Only around 10,000 of the
84,000 prisoners in England and Wales are currently employed in industrial workshops. The
government wants to double that figure in a decade, and extend working hours from an average
of a little over 20 a week to 40. And it aims to lure more private outfits into prisons to set up
and run units themselves.
Two factors have persuaded the coalition to embrace prison industries now. The first is
stubbornly high reoffending rates, especially among the many ex-cons who are unemployed.
According to a survey by the Ministry of Justice, almost three-quarters of prisoners who fail to
find jobs and accommodation on release are reconvicted within a year—compared with only
two-fifths of those who do. Yet less than 40% of offenders manage to find work after
completing custodial or community sentences. Holding down a job inside, in something
approaching a real-world workplace, learning good work habits and emerging with an employer’s
reference, would make that transition easier, the thinking goes.
Captive markets
The second, related spur is financial. The prison budget is being cut dramatically, mainly by
reducing staff and putting administration out to competitive tender. The squeeze makes
addressing expensive recidivism an urgent priority. In theory prison industries could turn a
modest profit—even if, at the moment, many actually burden the taxpayer, mainly because of
the extra security involved. Prisoners’ wages are already docked to provide support for victims
of crime; the hope is that more productive employment will boost those contributions, too.
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Ranby is one place that needs little encouragement. With almost 1,100 inmates it is one of the
biggest “Category C” (moderate-security) male prisons. Under its newish governor, Neil
Richards, it is keenly embracing the government’s agenda.
Of its 14 workshops, one already operates around the clock, producing chair parts and light
fittings as well as cutlery and plates for the prison service. Ranby plans to upgrade its laundry
facilities; it has secured a share of one outside contract and is looking for more. Some 280-300
prisoners are employed full-time in the workshops now. Another 100 will find work in the
laundry and 20, to start with, in a new manufacturing venture. Mr Richards hopes to get 500
prisoners working full-time by 2015.
What can Ranby, and other prisons with similar ambitions, offer employers? Its workforce won’t
strike and may be less likely to pinch materials. It has plenty of space and some costly
machinery already installed. Businesses, for their part, are chary of saying just what they pay to
produce in prisons (though the inmates earn little, companies pay a bigger sum to the institution
for the space, utilities and security); but the costs are unlikely to be higher than they are for
labour at liberty.
True, adapting the prison regime to the demands of commerce can be tricky. Prisons’ main job
is holding people securely—but businesses need employees to be available for a normal working
week, and to respond flexibly to demand. At Ranby, Mr Richards is trying to oblige, with brief
lunchtime breaks in the workplace itself. Firms may also need access for lorries at odd times of
the day or night; separate entrances for business traffic might help, too. “Combining security
with full-time commercial working is a challenge,” says Paul McDowell, a former governor of
Coldingley prison and now head of Nacro, a charity that works with offenders, “but it can
definitely be done.”
For some employers, hiring offenders is a moral mission, or a way to demonstrate social
responsibility. Timpson, a family-owned shoe-repair chain, runs three training academies and
three workshops in prisons, and employs prisoners allowed out during the day on temporary
licence. Many are offered permanent jobs after they have served their sentences. The
alternative labour pool can also help ease skill shortages. Network Rail, for example, provides
long-term jobs to inmates, whom it trains in prison to lay railway tracks.
Evidence from the field supports the government’s finding that jobs help prevent reoffending.
National Grid, a power company, leads a scheme involving around 80 firms, which trains
offenders allowed out on temporary licence during the final year of their sentence, and employs
them on their release. Mary Harris, who runs it, thinks around 2,000 prisoners have been helped
over ten years, and that the reconviction rate among those who complete the programme is
about 6%.
Not everyone shares the government’s zeal, however. Inmates toil for piddling rates, often at
jobs that offer little stimulation or chance for advancement; a protesting group of current and
former prisoners calls itself the Campaign Against Prison Slavery. The name echoes criticisms
of some such programmes in America, where the use of prisoners to work on farms or make
clothing is often decried as exploitative and ineffective.
107
Giving paid work to offenders when some of the law-abiding jobless are looking for it also
raises hackles. Employers and officials insist, not entirely convincingly, that they look only to
commission work that would otherwise have been done abroad, or by machines.
Andrew Neilson of the Howard League for Penal Reform, a pressure group that set up a prison
industry at Coldingley in 2005 which has since closed, thinks the scheme should be more radical.
Businesses should be given far more control over the workplace behind bars. Prisoners should
sign contracts, get the minimum wage, pay taxes and enjoy employment rights as far as
possible. This would prepare them better for life on the outside, he thinks.
No one knows how far the government will go. But several recent prison privatisations have
been aimed in part at encouraging work inside. And the coalition has been more radical in
criminal-justice matters than in almost any other. There is no reason to think it will stop here.
 Active vocabulary :
- the release the liberation

- the inmate the prisoner
- the pay the salary, the remuneration
- the cell la cellule
- the workshop a place where manual work is done =
l’atelier
- a lifer someone sent to prison for the rest of their
life
- eventually in the end, ultimately
- to be expected to to be asked/supposed to
- outdated out of fashion, obsolete
- the facilities the equipments, the infrastructures
- to hamper to slow the progress of something = freiner
at the present time = actuellement
- currently
- the figure a number representing an amount = le
chiffre
- the average la moyenne
- to aim to try, to intend = viser, avoir l’intention de
to establish, to found, to create
- to set up to supervise, to manage
- to run (a unit) to adopt, to take advantage of
- to embrace le taux de récidive
- the reoffending rate a criminal who has been in prison but who
- the ex-con is now free
- according to d’après, selon…

- the survey the poll, the study = le sondage
- to fail échouer
- to find accommodation (!!!uncountable) to find a place to live
- to be reconvicted to be condemned again
- to manage to do something to achieve, accomplish something
- to complete to finish, to bring to an end
108
- to be cut to be reduced
- the staff the team, the personnel
- to address to tackle, to deal with
- recidivism la récidive
- to turn a profit réaliser un bénéfice
- actually in fact, in reality
- to burden to afflict = peser sur, accabler
- the taxpayer le contribuable
- to involve to implicate = impliquer
- around the clock 24h/day
- to plan to do something to project, to intend
- to upgrade to improve, to renew
- a share of une part de…
- manufacturing fabrication
- to strike to refuse to work = faire grève
- to be likely/unlikely to… être/ ne pas être susceptible de…
- costly expensive, high-priced
- the demands the requests, the needs = les exigences
- tricky complicated, delicate
- available disponible
- the head of the leader, the supervisor
- a charity une oeuvre de charité
- the offender the criminal, the lawbreaker
- to hire to give work to someone
- family-owned (business) (enterprise) familiale
- the chain la chaîne
- to be allowed out être autorisé à sortir
- to serve a sentence purger une peine
- to ease atténuer
- skill shortages the lacks/absences of competences
- evidence  evidence from the field proof !!! both uncountable 
‘l’expérience sur le terrain’
- the reconviction the fact of being condemned again
- current happening or existing now
- former previous, earlier
- the criticism la critique
- ineffective inefficace
- law-abiding respecting the law
- the jobless out of work, unemployed people
- abroad out of the country, in foreign countries
- the scheme the system, the plan
- the minimum wage le salaire minimum
- to be aimed at doing something intended, designed to…
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Passive vocabulary
- a pittance a very small amount of money, ‘peanuts'
- furniture objects such as chairs, tables…
!!! uncountable  a piece of furniture
- vocational qualifications relating to the skills you need to do a
particular job
- to lie at the heart of to be the most important part of something
- the chore the task
- amid in the middle of, among
- the burst the fit, the surge = l’irruption, l’émergence
- to put on a commercial footing en faire un produit commercial
- overcrowded packed, occupied by too many people
- to lure to attract
- the outfit group of people working together as a team
- a custodial sentence une peine de prison
- to hold down a job garder un emploi
- ‘the thinking goes’ ‘pense-t-on’
- the spur the drive, the push = l’incitation
- to put out to competitive tender soumettre à un appel d’offre, un appel à la
concurrence
- the squeeze the pressure
- to dock to cut, to diminish
- to boost to raise, to increase, to intensify
- keenly acutely = vivement, profondément
- the agenda the list of problems that a government is
planning to deal with or goals that it wants to
achieve
- the fitting part, accessory
- cutlery silverware = les couverts
- the laundry la lessive
- to secure to obtain, to acquire
- venture enterprise, activité commerciale
- to pinch to rob, to steal (fam.)
- to be chary of doing something to be hesitant, careful, reluctant
- to oblige to accommodate, to help
- at odd times à tout moment
- the labour pool a group of people who are available to work
or to do an activity when they are needed =
bassin d’emploi, de main d’oeuvre
- to toil to work hard
- piddling insignifiant
- to be decried as… être décrié, critique comme étant…
- exploitative relevant de l’exploitation
- to raise hackles provoquer la colère, hérisser les poils
- commission work when a separate group/person is asked to
perform a task for another person/business
110
B. Reading comprehension exercises
1. Answer the following questions as thoroughly as possible but in your own words.
a) The British government wants to turn prisons into ‘industrious places of productive work’.
What does this project consist in? What goals does the government want to achieve?
b) Work behind bars isn’t new. Still, why has it been difficult so far to implement such a
system?
c) What factors have persuaded the government to embrace prison industries today? How
and why have they been convincing?
d) What are the advantages of such a system for the employer?
e) What are some practical difficulties encountered in implementing the system?
f) Has the positive impact of the system on reoffending rates been proved?
g) What has the system been criticized for and by whom?
h) According to Andrew Neilson from the Howard League for Penal Reform, how far
should the system go?
2. True or false – When false, make sure you can correct the sentence
a) 84,000 prisoners in England and Wales will be employed in industrial workshops within
a decade.
b) Only two-fifths of prisoners who manage to find jobs and accommodation on release
are reconvicted within a year.
c) More than 60% of offenders manage to find work after completing their sentence.
d) Thanks to this productive employment in prison, taxpayers have to pay fewer taxes.
e) Work is given to prisoners only when there are no law-abiding citizens to do it.
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C. Vocab exercises
1. Synonyms and antonyms
- the prisoner =
- at the present time =
- in the end =
- to tackle a problem =
- to manage ><
2. Fill in
- Thanks to the ‘working in prison’ system, many prisoners are offered permanent jobs
after they have …………………. their sentence.
- Thanks to the low prisoners’ wages, the costs are ……………………………. to be
higher than they are for labor at liberty.
- Two months after his release he committed a crime again and was therefore
………………………….
- Twice a month, he is …………………………………… out and goes to visit his wife.
- In theory prison industries could ………………………… a profit although many
actually ……………………….. the taxpayer.
3. Make a sentence with
- To be aimed at + to lure
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A. Article 2: The Las Vegas shooting has reinvigorated calls for gun control
It also suggests that tweaks to gun laws would still leave America with an unusually high
IN THE parking lot below the Mandalay Bay hotel in Las Vegas, a man with an American-
flag baseball cap slumps on a bench next to his wife, whose dark sunglasses cover puffy
eyes, as they wait for a taxi to the airport. Two cowboy hats lie between them, a reminder of
what happened a few nights before. It was Sunday and the three-day Route 91 country-music
festival was wrapping up. Jason Aldean, a famous crooner from Georgia, had just begun
strumming the guitar chords for his number “When She Says Baby”, when bullets started to
rain down from the sky. Along with about 22,000 other people, the couple looked for cover
anywhere they could find it, eventually crawling under a stand. “We’re afraid to gamble;
we’re the luckiest people alive,” the husband said as he reflected on what had happened.
Fifty-eight people were killed and 489 injured in the attack. Although police have yet to
determine his motive, they have identified the perpetrator as Stephen Paddock, a reclusive
64-year-old Nevada resident with a penchant for betting. Mr Paddock smuggled a trove of
guns to a luxury suite on the 32nd floor of the Mandalay Bay with unobstructed views of the
uncovered fairground where the Route 91 festival was held. He smashed through two of the
gold-glazed windows and shot at the crowd continuously for about ten minutes. Before a
SWAT team was able to break into his room, he had turned a gun on himself.
Since December 2012, when a gunman killed 20 children and six adults at Sandy Hook
elementary school in Connecticut, there have been over 1,500 shootings where four or more
people were shot dead or wounded in the same place at the same time, one definition of a
mass shooting. Using a different definition of mass shootings, with a higher threshold, Jaclyn
Schildkraut of the State University of New York and H. Jaymi Elsass of Texas State University
counted 166 mass shootings in 14 countries between 2000 and 2014. Of these, 133 were in
America.
Police recovered 23 firearms in the shooter’s suite at the Mandalay Bay. Twelve were semi-
automatic rifles that had been modified with bump stocks, small pieces of equipment that
allow semi-automatic guns to fire nearly as rapidly as automatic weapons—or roughly nine
rounds a second. In addition to the arsenal found at the hotel, they found 19 guns at Mr
Paddock’s home in Mesquite, a dusty retirement community 85 miles from the Las Vegas
Strip, and seven at his residence in Reno. Nothing about the massive collection of
weaponry—the types of guns found, the quantity or the modifications— was immediately
deemed illegal. Short-barrelled shotguns, short-barrelled rifles and fully automatic weapons
manufactured after 1986 are among the only categories that are prohibited outright. Bump
stocks are legal and largely unregulated. Some Republican senators are now calling for the law
covering them to be changed, setting up a trial of strength with the National Rifle
Association.
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I won’t back down
Mass shootings account for far fewer casualties than incidents of everyday gun violence in
America. An average of 93 people are killed by guns each day, mostly in suicides and
homicides. But because of their scale and the way they inject terror into activities as mundane
as sending children to school, attending church, dancing at a club or singing along at a concert,
mass shootings tend to provoke more strident calls to overhaul gun policy.
Following the Las Vegas attack, some of these appeals have come from people who
previously opposed limits on gun ownership. The morning after the massacre, Caleb Keeter,
a guitarist for the Josh Abbott Band, a country group that performed at the Route 91 festival,
tweeted a diatribe that began: “I’ve been a proponent of the Second Amendment my entire
life. Until the events of last night… A small group (or one man) laid waste to a city with
dedicated, fearless police officers desperately trying to help, because of access to an insane
amount of firepower…We need gun control right now.” Other gun enthusiasts are not
convinced. Nephi Oliva, who owns a hookah lounge and gunfight-simulation centre a few
miles from the Mandalay Bay, admits that even an armed crowd would not have been able to
fight back against Mr Paddock. But he insists guns are necessary for self-defence in other
situations. Pulling up his black, skull-emblazoned T-shirt to reveal a loaded handgun, he
explains: “Say a guy starts smashing your head in. You can call the police and tell on him
after the fact, but you still got your head smashed in. That’s not going to happen if you can
defend yourself to begin with.”
A growing body of evidence suggests certain restrictions can in fact reduce gun violence.
Federal law mandates that only retail gun stores have to conduct criminal background
checks when selling firearms. Transactions between two individuals are not regulated,
allowing those without rap sheets to pass guns on easily to those with less savoury
backgrounds. Certain states have introduced their own laws to close that loophole.
Everytown For Gun Safety, an advocacy group, found that in the 19 states (and
Washington, DC) that mandate background checks for every handgun sale, 47% fewer
women are shot to death by their romantic partners, 53% fewer law enforcement officers are
killed while working, and there are 47% fewer suicides by firearm. Laura Cutilletta of the Law
Centre to Prevent Gun Violence, another advocacy group, also stresses the benefits of
waiting-period laws, which require a certain number of days to elapse between when a gun is
purchased and when a buyer can take it into his possession. Research published in
the American Journal of Public Health suggested that, adjusted for population, states with such
laws had 51% fewer firearm suicides than states without them.
Such policies, while still advisable, might not do much to forestall future mass shootings. Mr
Paddock and Omar Mateen, who killed 49 people at a gay nightclub in Orlando, passed
background checks allowing them to buy their weapons. Mr Mateen had to wait three days
for one of the two guns he purchased. Mr Paddock carefully selected a room with a perfect
view of the country festival; ostensibly to alert him to police approaching, he had set up
cameras in his suite and in the hall outside. Waiting a few days to receive a weapon would not
have deterred someone with such a coldly calculated plan.
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Mr Paddock’s gun collection illustrates another intractable difficulty: the quantity of guns
already in circulation. According to the Congressional Research Service, in 2009 there were
approximately 310m guns available to civilians in America—twice as many guns per person
as there were in 1968, and nearly enough for every man, woman and child to have their own.
This article appeared in the United States section of the print edition under the
headline "What happened in Vegas"
5th Oct 2017| LAS VEGAS
 Active vocabulary
To reinvigorate To give new or renewed strength or energy to something
or someone
A tweak to A slight change you make to a machine, system, etc.. to
improve it.
A parking lot Area of land used for parking
A baseball cap A type of soft hat. Caps are worn especially by boys and
men, often as part of a uniform
To rain down To fall or let sthg fall in large quantities
Eventually Finally
To crawl under To move forward on your hands and knees, with your
body close to the ground
To gamble To bet
To reflect on To think carefully and deeply about sthg
A motive A reason for doing something
A perpetrator A person who commits a crime or does something that
is wrong
Reclusive A person who lives alone and likes to avoid other people
To bet To risk money on a race or an event by trying to predict
the result
To smuggle To take, send or bring goods or people illegally into or
out of a country
A trove A valuable collection
A fairground An outdoor area where a fair with entertainments is held
To be wounded To be injured
A threshold The starting point of an experience, event or venture
Roughly Approximately
To be deemed To be considered as
Outright Completely, entirely
To set up a trial of strength To create a test of strength, a showdown, a
confrontation with… (épreuve de force)
NRA National Rifle Association = the most powerful lobby in
the USA
To back down To admit defeat, to admit you are wrong
To account for To explain, to be a particular amount or part of …
A casualty A person wounded or killed in an accident,
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a victim
To overhaul To examine completely and revise
To tweet To send a message on Twitter
A proponent An advocate = a person who defends an idea
To lay waste to To destroy a place completely
Insane Mentally unsound, mad
To pull up (içi) remonter
To smash in To make a hole in something by hitting it with a lot of
force
To mandate To give sb, especially a government or a committee the
authority to do sthg
A retail shop A shop that sells goods per item, one by one
>< a wholesale shop
A background check A verification of someone’s id, education criminal
record, etc…
A rap sheet A police record of a person’s arrest and convictions.
To pass on To give something to someone, especially after having
received it from someone else or after having used it.
A loophole A mistake in the way a contract, a law has been written
which enables people to legally avoid doing something
that the law, contract had intended them to do.
To close a loophole Combler un vide, une faille
To stress To emphasize
A benefit An advantage, a positive aspect
Benefits>< profits
An advocacy group A group supporting something publicly
To forestall To prevent sthg from happening
Ostensibly Apparently, seemingly
To alert To warn
To deter To discourage someone or prevent someone from doing
something.
 Passive vocabulary
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To slump on To sit or fall down on
To wrap up To finish work on, to conclude, to come to an end
Unobstructed Unhindered
An unobstructed view Une vue dégagée
To strum To play the guitar or any similar instrument
Chords Des accords (musique)
To smash through To break to pieces
Gold-glazed Covered with a glaze of gold
A bump A blow
A stock A part of an automatic weapon, as a machine gun,
similar in position or function
A round A firing of, or a piece of ammunition for a gun
Dusty Filled, covered, or clouded with or as with dust
Short-barrelled With a short tube of a gun
Mundane Normal, everyday
Strident Urgent, clamorous or vociferous
A diatribe A bitter criticism or act of denouncing
Firepower Weapons, weapons capability
A hookah Un narguilé
A skull-emblazoned t-shirt Un tee-shirt orné d’un crâne
Savoury Pleasant
To elapse To pass
Intractable Very difficult
A. Reading comprehension exercise: answer the following questions
- Give one of the definitions of a “mass shooting”.
- Where do most of the mass shootings occur?
- Are mass shootings the main cause of casualties in America?
- After the Las Vegas shooting, why are some gun enthusiasts still not convinced there
should be more gun control?
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- What two restrictions could reduce gun violence in the US?
- Are there many guns in circulation in the US?
B. Reading comprehension + writing exercise:
Write your opinion about the following text and about the following extract of the
constitution of the USA:
« A well-regulated militia being necessary to the security of a free state, the right of the
people to keep and bear arms shall not be infringed.” 2ND Amendment ratified by Thomas Jefferson
Are you for or against the second amendment? Are you for or against more gun control in
the US? Why? Does your family own a gun? Would you like them to possess a weapon?
Why (not)? Do you believe that if everybody had carried a gun, it would have helped to
avoid the Bataclan mass shooting?
C. Vocabulary exercices
1. Fill in the blanks with the vocabulary of the text :
- The …………………………….. in this contract allowed him to earn a lot of money.
- In the US, many people believe the death penalty ………………….. crime, which is totally
wrong.
- During the war in Afghanistan the American soldiers ……………………………………..

many enemy villages.
- …………………………….. provide information about future owners of guns.
- In the past, Colruyt was a ……………………………. shop. You had to buy in bulk.
Nowadays it is also a …………………….. shop. You can also buy things per item.
- The ………………………. of ivory is a huge problem: it is one of the main causes of the
extinction of elephants in Africa and Asia.
- Despite all the evidence against him he refused to ……………………………….. and

swore he had told the truth.
- I think it is time for the humankind to ………………………………… its impact on

nature and all the damage it has caused to our planet.
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2. Make meaningful sentences combining the following keywords and connectives:
- eventually + motive
- in addition to + to bet
- whereas + to account for
D. Roleplay
A shooting has occurred in your city. You’re the mayor and you want to reinforce gun laws.
An NRA activist has come to see you. Act out the conversation using key vocabulary and relevant
expressions.
119
Article 3: Too many American schools are using police officers to enforce classroom
discipline : arresting development.”
Too many American schools are using police officers to enforce classroom discipline :
arresting development.” (The Economist, 9th January 2016)
OFFICER Craig Davis reckons 2015 was a fairly peaceful year at Furr High School, on the
hardscrabble east side of Houston. True, five of its pupils died violently, including the school’s
first-pick quarterback, Michael Davis, who was murdered in a gang fight, and two schoolgirls
who were killed in a bus crash. In the state that executes more people than any other, a recent
old boy was also charged with three murders. Yet, Mr Davis, one of the school’s two police
officers, with a revolver, canister of pepper foam and a truncheon hanging from his belt, says
he has known worse over his eight years at Furr: “It’s a tough place.”
It was with violent schools like Furr in mind that Texas began stationing police officers in its
schools in the early 1990s, which helped start a national trend. It proceeded to accelerate on
the back of persistent concerns over law and order during the decade; in 1999, after 13
people were massacred at Columbine High School, in Colorado, the federal government
launched a supportive funding programme, Cops in Schools. By 2007 an estimated 19,000
school policemen, known as School Resource Officers, were plodding the corridors of
America’s schools, in addition to many regular police and private security officers.
How many there are now is unclear; there has been little study of the phenomenon, a gap the
Department of Education is struggling to fill. But there may be as many as ever, encouraged
by yet more federal largesse in the form of a scheme launched under Barack Obama, in
response to yet another school shooting, in Connecticut in 2012, in which 20 children were
killed. Most American public high schools now have a permanent police presence.
It is not clear why. Over the same 25-year period juvenile violent crime rose through the early
1990s but, like the overall crime rate, has since collapsed. Juvenile arrests are also at their
lowest level for three decades and juvenile murders at a 30-year low. Gone, too, are excited
apprehensions of a feral underclass of pre-teenage “superpredators”, a discredited phrase
coined by John DiIulio, a Princeton political scientist.
When asked in a national survey, in 2005, why they had brought police onto their campus,
only 4% of school principals and the cops themselves cited violence as the main reason.
About a quarter of the teachers instead cited media reports of violence elsewhere; a quarter of
the cops said the school was unruly. The most popular response was “other”, a category that
included the availability of federal funds (what school would not take free money?) or a
belief that the policy had something to do with community policing.
Preventing school shootings hardly registered; it is a rare sort of calamity, which, as it

happens, the presence of armed officers does not prevent. There was a police officer at
Columbine during its massacre. Moreover, such shootings tend to happen in schools
dominated by middle-class whites, and according to researchers at the American Civil
120
Liberties Union (ACLU), cops are far more likely to be placed in schools dominated by poor
non-whites.
The result, because police like to keep themselves busy, has been a disproportionately high
number of arrests in such schools, pitching black and Hispanic juveniles into the criminal-
justice system. Of 260,000 pupils referred to the police in the 2011-12 school year, 27% were
black, though blacks represented only 16% of the student population. And those who become
entangled in the justice system are likely to remain so. The opening of a juvenile criminal
record—which may not be scrubbed clean until the age of 21—is an augury of further arrests,
further convictions and eventual imprisonment, a spiral known to researchers as the
“school-to-prison-pipeline”. “What started as an effort to keep guns out of schools has
become a way of getting kids out of school,” says Harold Jordan of the ACLU.
There are several reasons why the policy has gone bad, which vary from place to place. One is
uncertainty about who is in charge, police or principals. Sometimes the cops answer to the
school board, sometimes only to the police chief. Often the balance of power is contested
in an ill-tempered battle between principals and police. The eagerness of weak, or ill-
equipped, teachers to outsource classroom discipline to the cops is another part of the
problem. This allegedly contributed to a recent much publicised case of police abuse in South
Carolina, where a 16-year-old girl was thrown to the floor and dragged from the classroom by
a police officer after she had refused to stop using her mobile phone. The internet has plenty
more such horrors; including footage of a sobbing 5-year-old girl in Florida, handcuffed after
she threw a tantrum.
Draconian laws, inflexibly applied, make matters worse. Until recently in Texas it was a
criminal offence to cause a rumpus on a school bus; in South Carolina, it still is one to cause
a disturbance in school. In Pennsylvania, among other states, it is a criminal offence to take a
weapon, including an almost-harmless pair of nail-scissors, into school, for which even a ten-
year-old would face arrest. “It’s the stupidest, craziest thing I’ve ever seen, says Kevin Bethel,
Philadelphia’s newly retired deputy-commissioner of police.
After arrest—a fate until recently experienced by around 1,600 students in Philadelphia each
year—the arrested child is taken to the district police headquarters for fingerprinting and
processing, which takes about six hours, much of it spent in a prison cell. Minor offenders,
including weeping ten-year-old scissors-carriers, are then let off with the sort of punishment a
teacher might have demanded in the first place, such as lines or chores—though if they fail to
carry these out, they may wind up in court, alongside more serious offenders. “What does it
mean when we take a ten-year-old child into a cell block and we don’t really know why?”
asks Mr Bethel.
There are patches of progress, however, typically where police chiefs, such as Mr Bethel, have
responded to pressure from activists. In 2014 he instructed his officers to stop making
arrests over relatively minor infringements, such as schoolyard fights or small amounts of
cannabis possession, which accounted for around 60% of the total. Instead he developed an
alternative procedure, whereby officers report the miscreants to their parents and then force
them to attend lessons in how to behave. This brought arrests in Philadelphia schools down
by 54% in 2014 and by another 60% in 2015. Mr Bethel’s aim was that there should be no
more than 400 arrests each year. The biggest resistance to his changes comes from teachers. “I
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advised them I would no longer be their disciplinarian, and they were kind of shocked for a
while,” he says. “Some balked, but many are getting on board.
Similar progress is apparent in Houston. As in Philadelphia, this has involved the local police
chief responding constructively after his district’s juvenile-arrest record was highlighted by
NGOs. When Bertie Simmons, Furr’s octogenarian principal, took charge in 2000, the
school’s cops were running amok. “They were doing things with kids that you’d not believe,”
she says. “Like grabbing them, shoving them against walls, cuffing them. I was appalled.
You shouldn’t treat schoolkids like criminals.” Despite efforts to improve matters, by 2009
Houston was still arresting over 4,000 school students, more than any other school district in
Texas.
In 2013 Texas passed several laws to make that harder: it raised the qualifying age of some
offences and, in effect, decriminalised relatively trifling ones, such as rowdy behaviour on
buses. This, in turn, has helped the school district’s police chief, Robert Mock, to make his
officers more forbearing; though spitting on the pavement remains a criminal offence, it rarely
leads to arrests. Mr Mock says that the 210 school cops under his direction will probably carry
out no more than 500 arrests a year—and Houston’s schools have grown no more violent as
a result of this restraint. In a generally grim context, that is hopeful.
 Active vocabulary :
- fairly relatively
- to be murdered to be killed
- to be charged with to be accused of, to be declared guilty
- to station to send a policeman to work in a place for
a period of time
- to proceed to + inf to do sth next, after having done sthg else
first
- on the back of as a result of
- persistent continuous
- a concern a worry
- to launch to introduce sthg
- to struggle to try very hard to do sthg, to fight to do
sthg
- to fill remplir
- a gap a space where sthg is missing, a business
opportunity
- a scheme a programme
- in response to in reaction to
- to collapse to fall down
- a phrase an expression
- a principal a person in charge of a college, university
= a head teacher (US)
- to cite to mention sthg as a reason
- to be unruly to be difficult to manage
- the availability la disponibilité
- the policy a plan of action, a principle (= mesures)
122
- community policing cooperation between police and
community = police de proximité
- to prevent to stop sb from doing sthg
- to register faire connaître
- to refer sb/sth to sb/sth to send sb/sth to sb/sth for help, advice
or decision – soumettre à , envoyer à
- a conviction the act of finding someone guilty -
condamnation
- imprisonment emprisonnement
- to vary from….. to…. différer selon…
- the (school) board a group of people who have power to
make decisions and control a company or
other organization (school) – conseil
d’administration, comité de direction
- the balance (of power) the equilibrium, (l’équilibre des forces)
- the eagerness (to do) l’impatience, l’empressement (à faire)
- to be eager to >< to be reluctant to
- to outsource (ici) déléguer
- a cop a policeman (un flic)
- handcuffed menotté (e)
- to apply a law appliquer une loi
- an offence an illegal act
- to cause a disturbance faire du bruit, du tapage
- harmless that doesn’t cause harm, damage
- newly-retired that has just stopped working
- a fate un sort
- the police headquarters le QG de la police
- fingerprinting la prise d’empreintes digitales
- processing le traitement des informations
- to process data traiter des données
- to be let off with (a fine) s’en tirer avec une amende
- a chore a boring task
- to fail + to + inf to not do sthg
- to wind up (in court) se retrouver (au tribunal)
- an offender someone who commits an offence
- a cell block un bloc de cellules
- to respond to to react to
- to instruct someone to do sth to tell someone to do sthg
- minor >< adult

small, petty, of little importance
- infringement atteinte à la loi, infraction
- to account for représenter
- to report to to give people information about…
- to force someone to oblige people to
- to attend lessons to go to classes
- to bring sthg down to reduce or lower sthg
- an aim a goal, an objective
123
- to advise to give a piece of advice
- for a while for a short period of time
- to get on board accepter et comprendre une idée, une
suggestion
- a record le nombre record de
- to highlight mettre en avant, mettre en exergue,
- to take charge souligner
- to grab assumer la charge, la responsabilité
- to cuff saisir, empoigner qqn
- To be appalled gifler quelqu’un
- to pass a law être épouvanté, être effrayé
- to carry out an arrest passer une loi / exécuter une arrestation
- a restraint une mesure, un frein
- a grim context un contexte morose
Passive vocabulary
- hardscrabble misérable
- a quarterback American football position
- a canister a strong metal container
- a truncheon une matraque
- to plod to walk slowly because tired
- feral wild, fierce
- to be coined to be imagined
- to pitch (ici) jeter
- to become entangled to be involved in a difficult situation
- to be scrubbed to be cancelled
- an augury a sign of what will happen in the future –
augure / présage
- ill-tempered désagréable
- allegedly à ce que l’on prétend, parait-il
- to be dragged être traîné (e)
- footage la vidéo
- to sob sangloter
- to throw a tantrum piquer une colère ou une crise de rage
- draconian very strict
- to cause a rumpus faire beaucoup de bruit
- to weep pleurer
- patches of progress des zones de progrès
- to balk hésiter, regimber
- to run amok être pris d’une crise de folie meurtrière
- to shove pousser, bousculer
- trifling insignifiant, dérisoire
- rowdy chahuteur, bagarreur
- to spit on the pavement cracher sur le trottoir
- forbearing indulgent
124
A. Reading-comprehension exercises
1. Answer the following questions about the text:
a) Why was 2015 a rather peaceful year at Furr high School?
b) What two main school shootings can explain the presence of policemen in
American schools?
c) Has juvenile violence been on the rise recently? Do “superpredators” really exist?
d) Is the presence of policemen really due to violence? Why (not)?
e) What is the consequence of the presence of policemen in schools for minorities? Is

it positive or negative? Explain.
f) Why does the system not work?
g) Explain what happens when a child is under arrest.
h) Why is there, nevertheless, progress in Philadelphia and Houston?
i) Who tends to resist change?
125
2. True or false? Thanks to the answers to the previous questions, say if the
following statements are true or false.
a) 2015 was really a peaceful year at Furr High School.
b) The presence of policemen in American schools allowed to prevent school shootings.
c) Thanks to the presence of policemen in schools black and Hispanic young people are
more likely to become respectful citizens.
d) Some teachers who are weak are eager to outsource classroom discipline to the cops.
e) Laws tend to be too strict and small, minor offences are often seen as crimes.
f) There is no progress despite the pressure from activists.
g) A police officer in Philadelphia asked his officers to report offenders to their parents but
teachers were very reluctant to that change.
h) In conclusion, schoolkids should not be treated like criminals.
126
3. Give your opinion on the following topic:
Do you think policemen should be stationed in Belgian schools? Why (not)?
In your answer, use at least 4 linking words from the following list: though, actually, in my
opinion, consequently, seeing that, afterwards, nevertheless.
B. Vocab exercises
1. Make a sentence with (keyword) + connective. Make sure there are at least 15
words in each sentence or group of sentences :
a. As soon as + to take charge
b. Due to + the police headquarters
c. As a result + to be appalled
2. Fill in with the right verb and the right preposition
a. Both Jan and Pat ……………… ………… Mr Brown, the export manager.
b. This trade fair ………………………… ………… half of our profits.
c. After the terrorist attack in Barcelona, many arrests were ………………… ………….
in the center of the town.
d. After his arrest, the young student was ……………………… ……………… robbery.
e. As Dr Brown didn’t know how to help me, he ……………………… me …………….

a specialist.
f. After a slow beginning, the team ………………………………… ………… defeat

their opponents.
g. Adam finds the weather ……………………. ………………… one day ……… the other.
127
The environment
a. Warming up & vocabulary:
Warming-up questions: Discuss the following questions using the appropriate vocabulary.
- Do you feel concerned about environmental problems OR rather

bored & sceptical about the issue?
- What are for you the biggest concerns: global warming? waste? pollution? ...
- Would you be ready to cut your energy consumption & adapt your lifestyle in order to
preserve the Earth?
Useful vocabulary
Sustainable development … durable

Green consumerism consommation écologique
To buy green
A green consumer
A green product
The environment
To be environmentally-friendly respectueux de …
Harmful TO … nuisible à
A health hazard a danger TO health
To pollute
To curb pollution to limit pollution
To penalise polluters
A car tax
To raise petrol duty … les taxes sur l’essence
The depletion of natural resources l’épuisement
To run out of … to lack sth
Raw materials
To cut energy consumption to reduce
To waste energy
Renewable energy
Electrical energy/power
Nuclear/wind/solar/tidal [ai] energy … de la marée…
A nuclear power plant une centrale nucléaire
A windmill une éolienne
128
b. Listening comprehension : 'Freegans'
1. Answer the following questions:
- Do you feel concerned about waste? Why (not)?
- Do you or your family throw away food? How often? What kind of food? What
quantity?
- What can we do to avoid wasting food? Think of minimum 3 solutions.
How could supermarkets reduce waste as well?
- Do you check the 'best before' or 'use by' dates when you do your shopping? What's the
difference between 'best before' and 'use by'?
- Do you think our government/Europe has a role to play?
- Have you heard of freeganism?
2. Vocabulary: match column 1 with column 2
a caseload gaspiller
a (dust)bin (GB) = a trashcan (US) rare -> rarity, shortage

= a dumpster (US)
to dump waste (U) to be transported
an ‘item [ai] containing too much
to waste to progress, to change
to feed - fed – fed practical
scarce -> scarcity a big quantity

to be overloaded with my experience, knowledge and education
veg (pl. = veg) able to deal well with a new or difficult situation
(débrouillard)
to be shipped using more than is needed
con'venient [i:] unbelievably, extremely
to e'volve a large rubbish container with a lid usually placed
outside
my background relevant, important
Wasteful a thing, an object
Resourceful veggie, vegetable
si'gnificant [gn] déverser des déchets
in'credibly to give food to
129
3. Summarize the video using one signalling device and minimum two connectives
4. Answer the following questions or fill in the blanks:
1. 80 ............................................................................
150 ..........................................................................
150 ..........................................................................
18 ............................................................................
1 ..............................................................................
Where does all this come from?
2. Freeganism is just trying to use .................................. that are not being used in
......................., things being made new, for example is just ................................................ of
resources, both the ........................... that it takes to make the new ................... as well as
what it is made from.
3. Now give your own definition of freeganism:
Have you heard of 'dumpster diving'?
4. People say there's not enough .............................. the world, that there's a ................................
of resources. That's why we have the economy but really there's
................................................ to feed the world over as you can see by just one or two bins.
It's just ................................................. food that's being wasted.
5. What is crazy?
6. What is the amount of wasted food in the UK?
7. What's the problem with freeganism?
130
8. I haven't been ................................... all my life, it's something that .........................................
in my life, I think.
I think it's interesting in our community, the one thing that unites most of us in terms of
our ........................................, is that our ................... all told us not to be ..........................., to
be ................................. I think that's .......................................
The reason there's so much waste is because we're ................................ that we've forgotten
the value of everything.
9. What's the lady's conclusion?
c. ROLEPLAY
Student A: You are a freegan or dumpster diver. Make a list of all possible
arguments to defend your activity. Be convincing and use a maximum of
connectives & expressions from the list in your handbook
Student B: You disagree completely with your friend and try to convince him/her
this is a very bad idea. Make a list of all the reasons why you are totally
againt freeganism. Be convincing and use a maximum of connectives &
expressions from the list in your handbook
d. Vocabulary & grammar practice
1. Translate the following sentences into English. Mind your grammar!!!
- Il est débrouillard car il élève du bétail tout seul depuis 10 ans.
- Le niveau actuel de la consommation mènera à un épuisement des ressources naturelles. Donc,

essayons d'encourager le développement durable et ayons un comportement respectueux de
l'environnement.
2. Find synonyms or synonymous expressions.
- a health hazard =
- cattle =
- a dustbin =
131
3. Write meaningful sentences (at least 15 words) using the following words +
connectives.
- windmill + unlike
- to trigger + however
4. Explain the following words in English. Mind your grammar!!!
- a vegan
- renewable energy
- a dumpster diver
- sustainable development
5. Fill in with the right prepositions.
Burning fossil fuels is harmful ........ the environment.

Can you go to the supermarket? We have run ........ ........ milk.
Are you responsible ......... all that mess?
Industrialized countries need to cut ........ ......... water consumption.
How can we dispose ......... all that waste?
6. Fill in the sentences with the correct words put in the correct form.
Choose from: feed / roughly / flood / to slow down / hazardous / tidal / diet / crop
- Is global warming going to .................................. in the next few years?

- ............................... two thirds of all our ............................. have been
destroyed by a huge .................................
- ........................... waste is sometimes incinerated.

- In Spain, they use ............................ energy.
132
e- Reading Self-Study texts: Current Issues texts: The environment.
Article: How Climate Change is Behind the Surge of Migrants to Europe.
Even as Europe wrestles over how to absorb the migrant tide, experts warn that the
flood is likely to get worse as climate change becomes a driving factor.
Aryn Baker, Time - Sept 07, 2015
More than 10,000 migrants and refugees traveled to Western Europe via Hungary over the
weekend, fleeing conflict-ravaged and impoverished homelands in the hope of finding a more
secure life abroad. Even as Europe wrestles over how to absorb the new arrivals, human
rights activists and migration experts warn that the movement is not likely to slow anytime
soon. Intractable wars, terror and poverty in the Middle East and beyond will continue to
drive the surge. One additional factor, say scientists, is likely to make it even worse: climate
change.
From 2006 to 2011, large swaths of Syria suffered an extreme drought that, according to
climatologists, was exacerbated by climate change. The drought lead to increased poverty and
relocation to urban areas, according to a recent report by the Proceedings of the National
Academy of Sciences and cited by Scientific American. “That drought, in addition to its
mismanagement by the Assad regime, contributed to the displacement of two million in
Syria,” says Francesco Femia, of the Washington, D.C.-based Center for Climate and Security.
“That internal displacement may have contributed to the social unrest that precipitated the
civil war. Which generated the refugee flows into Europe.” And what happened in Syria, he
says, is likely to play out elsewhere going forward.
Across the Middle East and Africa climate change, according to climatologists at the U.S.
Department of Defense-funded Strauss Center project on Climate Change and African
Political Stability in Texas, has already affected weather. These changes have contributed to
more frequent natural disasters like flooding and drought. Agricultural land is turning to
desert and heat waves are killing of crops and grazing animals. Over the long term,
changing weather patterns are likely to drive farmers, fishermen and herders away from
affected areas, according to Femia’s Center for Climate and Security, and into urban centers
— as has already happened in Syria. Both the Pentagon, which calls climate change a “threat
multiplier” and U.S. Presidential candidate Hillary Clinton have warned of “water wars,” in
which rival governments or militias fight over declining resources, sending even greater
waves of migrants in search of security and sustenance. On Aug. 31, Secretary of State John
Kerry warned that climate change could create a new class of migrants, what he called
“climate refugees” at a conference on climate change conference in Anchorage, Alaska.
“You think migration is a challenge to Europe today because of extremism, wait until you
see what happens when there’s an absence of water, an absence of food, or one tribe fighting
against another for mere survival,” he said.
Security analysts say they are already seeing the impact, particularly in migration patterns from
northern Africa and the Sahel region, which is the band of farmland just below the Sahara
desert. “All the indicators seem to fairly solidly convey that climate change — desertification
and lack of water, or floods, are massively contributing to human mobility,” says Michael
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Werz, a Senior Fellow at the Center for American Progress policy group in Washington, D.C.
Syrians and Afghans may make up the largest number of refugees flooding into Europe right
now, but Africans from the Sahel are not far behind. “No one is saying ‘I’d better pack my
stuff and go to Europe because I expect CO2 emissions to rise,’” he says. But the knock on
effects — failed crops, ailing livestock and localized conflicts over resources—are already
driving residents of the Sahel northward to flee poverty. Libya’s collapse has opened the
doors wide for migrants, and the smugglers who ship them across the Mediterranean to
Europe.
As Europeans debate over what to do about the influx of migrants, there has been a call for
an international effort to stabilize the regions from which they come. But it’s not enough to
talk about ending conflict, says Femia. “A lot more attention has to be paid to putting more
resources into climate adaptation and water security and food security, so migration doesn’t
become the primary option.” Tackling the problem at its source doesn’t mean ending
conflict, but stopping it before it starts. And that means addressing climate change as well.
 Active vocabulary (to be used actively!)
The tide La marée

 High/low tide Marée haute/ marée basse
 A tide of migrants = a wave/flood of migrants
To warn (that …) Mettre en garde, avertir
A flood An inundation
 A flood of refugees Une marée de réfugiés
 Refugees flooded into the country.
It is likely to get worse. It will probably get worse.

To get worse <-> to get better Empirer <-> s’améliorer
Migrants =people moving to another country in
search of security, employment ..
Refugees Des réfugiés
To travel Europe occidentale <-> orientale
Western Europe (<-> Eastern Europe) Fuir (un pays, des conflits, la guerre..)
To flee (a country/conflicts/ war ..)
secure Sûr, offrant la sécurité
 A secure life/job/future
Abroad Voyager = in a foreign country
Arrivals (<-> departures) Les arrivées (<-> les départs)
To slow Ralentir
Poverty La pauvreté
…. and beyond Et au-delà …
Scientists Des scientifiques
Drought (<dry) La sécheresse (< sec)
According to .. Selon ..
To lead (lead-lead)to … Conduire à …
Relocation Délocalisation, transfert, déménagement
 To relocate people/populations =to displace people/populations
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 To relocate a company Délocaliser une entreprise
Urban areas Zones urbaines
Mismanagement (of a problem) Mauvaise gestion (d’un problème)
The displacement (of 2 million people) = the relocation (of 2 million people)
To contribute to .. Contribuer à..
Social unrest Troubles sociaux, agitation sociale
Elsewhere Autre part
Across the Middle East À travers le Moyen-Orient
The weather Le temps (la météo)
Flooding = flood, inundation
To turn to desert =To become/ to be transformed into
 Land turning to desert desert
Heat waves Des vagues de chaleur
 Waves of migrants Des cultures (agricoles)
Crops À long terme
Over the long term Un schéma, un modèle
A pattern Suivre le même schéma
 To follow the same pattern Les tendances climatiques
 Weather patterns Les habitudes/tendances en fait
 Migration patterns d’immigration
To drive (people away from …) = to push people away from …
Farmers Agriculteurs
Fishermen Pêcheurs
A threat / to threaten Une menace / menacer
To fight (fought-fought) Se battre, lutter
 To fight over resources Se disputer des ressources
 to fight for survival Lutter pour sa survie
Resources Des ressources
Waves (of migrants) = tides/ floods of migrants
In search of .. À la recherche de ..
Climate refugees Réfugiés climatiques
A challenge Un défi
Below (<-> above) En –dessous (<-> au-dessus)
A lack of … Un manque de , une pénurie de …
I’d better pack my stuff ! Je ferais mieux de prendre mes affaires
(et de m’en aller) !
To rise (rose-risen) to increase
Failed crops Des récoltes ratées
Livestock Du bétail
(To go) northward (southward ..) =To go towards the north (south ..)
The collapse (of a country/ building) L’effondrement (d’un pays/ bâtiment..)
 to collapse s’effondrer
Smugglers / to smuggle (into a country) des contrebandiers /faire entrer en
To ship (people/goods ) contrebande
transporter (des gens/ marchandises)par
bateau
Across the Mediterranean à travers la Méditerranée
Europeans les européens
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A call for (action / efforts…) un appel à (l’action/faire des efforts)
 to call for (measures …) réclamer (des mesures..)
To pay attention to … prêter attention à …
To tackle a problem at its source traiter un problème à la source
to address (a problem…) = to tackle a problem
To wrestle = to fight, to struggle

A driving factor Un facteur décisif, un élément déterminant
Impoverished homelands Des patries appauvries
Human rights activists Des défenseurs des droits de l’homme
To drive the surge Être un facteur important dans l’afflux (des
réfugiés)
To exacerbate = to aggravate, to make more intense
Refugee flows des flux de refugiés
Herders Bergers, gardiens de troupeaux
Militias A body of citizen soldiers (« des milices »)
declining (resources) =Resources becoming scarce
sustenance Moyens de subsistance
a tribe Une tribu
Migration patterns Habitudes/tendances en fait d’immigration
A band of farmland Une bande de terres cultivées
To convey that .. Transmettre l’idée que …
To make up (the highest number of …) Constituer, représenter(le + grand nombre
de ..)
To flood into (a country…) Entrer en foule, affluer (dans un pays)
Ailing (livestock) (du bétail) souffrant
A- Reading-comprehension/ vocabulary exercises

Fill in, showing you understand the main ideas of the article.
With climate change, the ……………………….. of migrants might become more important in
the years to come. Lots of refugees f …………………. conflicts or p……………………. in order
to find a more s…………………………….. or comfortable life elsewhere.
Weather p……………………………. are changing and so climate change can sometimes make
d……………………………. even worse, since there is less and less water. Agricultural land is
turning to …………………………….. and c…………………………………… are going to fail
because of h…………………… waves.
All this leads to r……………………………………… to urban areas: millions of people are
d…………………………, which contributes to social u……………………….
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As r……………………………. are becoming scarce, w…………………………. of migrants
will leave in s……………………………… of security. S…………………………………… will
take advantage of the situation to ship them ……………………………. the Mediterranean to
Europe.
Europeans should definitely t………………………………… the problem at its source, which
means a……………………………………… the problem of climate change.
B- Make sentences (min 15 words) with the following words
+ one of the following connectives [ owing to / according to/ in order to/ as / e.g./
consequently/ in search of]
CLEARLY showing through your sentence, that you understand what the words mean.
- To be likely to:
- To fight for survival:
- To flee:
- Crops:
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Article: Where gadgets go to die
A growing mountain of electronic waste needs to be disposed of responsibly by rich

nations rather than shipped to poorer countries to do the dirty work. Sep 6, 2014
WHAT to do with old computers, monitors, keyboards, printers, phones and other digital
paraphernalia? On no account should anything containing a printed circuit board be put in the
rubbish bin for municipal collection. Not counting all the other toxic materials used in
electronic products, the lead in the soldered joints alone requires such items to be recycled
professionally.
According to a United Nations initiative known as StEP (Solving the E-Waste Problem),
electronic waste can contain up to 60 elements from the periodic table, as well as flame
retardants and other nasty chemicals. Apart from heavy metals such as lead and mercury,
there are quantities of arsenic, beryllium, cadmium and polyvinyl chloride to be found. All of
these pose hazards to the health of those handling them.
Technology Quarterly
When burned at low temperature, the brominated flame retardants used in circuit boards and
casings create additional toxins, including halogenated dioxins and furans—some of the most
toxic substances known. These can cause cancer, reproductive disorders, endocrine
disruption and numerous other health problems. Meanwhile, the heavy metals released by
incineration can accumulate in the food chain (especially in fish) and come back to haunt future
generations.
The trouble is that, even with respectable collection centres, there is no guarantee that e-waste
will be processed responsibly downstream. What little is known about recycling hazardous
waste in America, for instance, suggests that only 15-20% is actually recycled; the rest gets
incinerated or buried in landfills, according to the Environmental Protection Agency (EPA).
There is no evidence to suggest other countries are any better.
With few audits undertaken, even the EPA has to rely on assumptions and guesswork.
Most observers agree that only 20% or so of the 9m tonnes of e-waste collected each year in
America is processed domestically—either by reputable firms under controlled conditions, or
by prison inmates with few, if any, handling requirements. In other words, the bulk of the
waste—up to 80% by weight—gets exported to places in Asia and Africa where health and
safety regulations are less onerous.
Such exports are banned in Europe, but remain legal in America. The United States is the only
developed country that has refused to ratify the 1989 Basel Convention, an international treaty
controlling the export of hazardous waste from wealthy countries to poorer ones. America
has also refused, along with Canada and Japan, to accept the Basel Convention’s 1995
amendment that imposes an outright ban on such trade.
Not that the Europeans behave any more ethically. Inspections of 18 seaports in the continent
in 2005 found nearly half the e-waste destined for export was actually illegal. Shippers use
various dodges to circumvent the Basel ban. For instance, waste labelled as goods for
refurbishing or reuse can pass muster. It would be nice to think that scrapped electronic
products are repaired and put back into productive use, but that is often not the case.
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The Chinese city of Guiyu in Guangdong province is the e-waste capital of the world. Though
container loads are still shipped there from American, European and Japanese ports, the bulk
of the e-waste being processed in China nowadays is domestically produced. Guiyu is
reckoned to employ 150,000 people, including large numbers of children, disassembling old
computers, phones and other electronic devices by hand. Circuit boards are soaked in acid to
dissolve out the lead, cadmium and other metals. Plastic cases are ground into pellets, and
copper wiring is stripped of its plastic coating. With costs so low, there is a ready market for
most of the materials recovered.
Yet there is a price to pay for all this activity. Air pollution and contamination of the water
supply in Guiyu are said to be horrendous. A medical researcher from nearby Shantou
University found concentrations of lead in the blood of local children to be on average 49%
over the maximum safe level. The highest concentrations were found in children living in
homes that contained workshops for recycling circuit boards on the premises.
India is another big processor of e-waste. All told, some 25,000 workers in Delhi alone are
estimated to be employed recycling up to 20,000 tonnes annually of computers, phones and
other hardware. The preferred method for recycling circuit boards in India is to toss them into
an open fire—to melt the plastics and burn away everything but the gold and copper.
With the mountain of e-waste growing at 8% a year, the 20m-50m tonnes the EPA reckoned
was produced globally in 2009 could easily reach 100m tonnes by 2020. What can be done to
reduce the impact? Probably, not much at present. Recycling in an environmentally sound
manner is expensive. For wealthier countries it remains much cheaper to ship unwanted
electronic goods to poorer parts of the planet.
Dismantling at home
The cost of recycling e-waste in America would, of course, come down significantly if firms
doing the work had a greater volume of electronic trash to deal with. That would also spur
innovative new methods of processing the material. But such a change would require stiff
penalties to be imposed on the export of e-waste, or at least getting manufacturers to include
a fee in the price of electronic goods to offset the cost of taking them back for reprocessing.
In the meantime, people can do their own dirty work by taking the old television set, obsolete
computer or broken refrigerator to a recycler who is an accredited member of one of the two
voluntary certification schemes: E-Stewards and Responsible Recycling Practices. An
interactive map giving details of certified recyclers is on the EPA’s website. In Europe the
number of recyclers accredited by E-Stewards is increasing steadily. The Basel Action
Network, an environmental pressure group, also lists recyclers. Owning an electronic device
now comes with a responsibility for its afterlife.
139
Waste (UNCOUNTABLE!!!) Les déchets

To waste Gaspiller
To be disposed of To be thrown away
→ To dispose OF To get rid of, to throw away
Responsibly De manière responsable
→ To be responsible FOR → être responsible de
The rubbish bin (British English) La poubelle
→Rubbish →Waste, trash (US) - déchets
Toxic material matériaux toxiques
E-waste Electronic waste
Nasty Bad
A chemical Un produit chimique
A hazard A danger, a thing that can be dangerous
→To pose hazards to the health or cause damage →To cause danger /
problems to the health
To handle (here) to touch with hands, to
manipulate
(in other contexts) to deal with, to
manage
A disruption Un trouble, un dérangement
→To disrupt →Troubler, déranger, perturber
To process To treat raw material, food, etc… in
order to change it, preserve it…(
processed food)
Hazardous waste Les déchets dangereux
To recycle To treat or process devices so as to make
suitable for reuse - recycler
To bury (waste) Enterrer, ensevelir les déchets
A landfill Une décharge
To rely ON To count on … , Reposer sur
An assumption = guesswork Une supposition, une hypothèse
A prison inmate A prisoner
A requirement (often in the plural form) A need, a necessity
→To require →To need
To export (>< to import) To ship goods to other countries
A ban on sthg A prohibition against / on sthg
To ban sthg To prohibit
Ethically Morally / De façon, manière éthique
To be put back into productive use Etre réutilisé, réemployé
A device Un appareil
Contamination contamination
→ To contaminate →contaminer
A workshop Un atelier
Sound Good, environmentally friendly
Trash (Am Engl) Waste
To deal with sth To take care of sth
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Stiff More difficult or more severe than usual
A penalty A punishment for breaking the law
A fee An amount of money
In the meantime Meanwhile – pendant ce temps
Steadily Régulièrement, de façon constante
To do the dirty work “faire le sale boulot”
Paraphernalia A large number of objects that you need for
a specific activity – équipement, materiel,
attirail
On no account En aucun cas
Collection Ramassage (des déchêts)
→To collect (the rubbish) To take away (ramasser les déchêts )
Lead Le plomb
Mercury Le mercure
To solder Souder
A joint Une articulation, un joint
Soldered joints Des joints soudés
A periodic table Un tableau périodique tableau de
Mendeleïev)
A retardant Un retardateur
To pose To create, to cause
A circuit board Une carte de circuit intégré
A casing Un boîtier
Halogenated halogéné
A furan Le Furanne (composé chimique)
The food chain La chaîne alimentaire
To haunt To continue to cause problems for a long
time (hanter)
A collection centre Un centre de ramassage
Downstream En aval
To incinerate To burn the waste
A bulk of Most of
To be onerous To cause trouble or worry
Outright (here: outright ban) Complete and total (here: interdiction totale)
A dodge A clever and dishonest trick – une combine
To circumvent To find a way of avoiding a difficulty or a
rule
To refurbish Être remis à neuf
To pass muster To be accepted as satisfactory = être
acceptable
Scrapped products La ferraille
A load Un chargement
To disassemble The opposite of to assemble
To reckon To think (to have an opinion)
→ It is reckoned that … → It is thought that
To be soaked in Etre plongé dans…
141
To be ground (to grind – ground – ground) Être moulu, broyé dans
A case Un bôitier
A pellet A very hard ball of any substance
Copper Cuivre
Wiring Câblage
To be stripped of être dépouillé de
A coating couche, revêtement, enveloppe
All told,….. en tout,…
To be horrendous To be extremely unpleasant and
unacceptable
The safe level Le niveau de sécurité, le taux de sécurité
On the premises Sur place
To toss To throw
Everything but (here) (in this context) except
To dismantle To take apart a machine so that it is in
separate pieces- démonter
To come down To get down
To spur To encourage
To offset Compenser, contrebalancer
Afterlife L’après-vie, la vie postérieure
A. Reading-comprehension exercise: answer the following questions
a) Explain the title of the text.
b) Why is it needed to recycle electronic devices professionally?
c) What are the consequences of burning e-waste?
d) Explain how hazardous waste is processed in America.
e) What is the 1995 amendment to the Basel Convention? Why is this convention
essential for waste treatment? Which countries have ratified it?
f) Explain the following statement: “Not that Europeans behave more ethically”.
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g) The Chinese city of Guiyu is the e-waste capital of the world. Describe the recycling
activities taking place and the downsides.
h) How is e-waste processed in India? What are the predictions for e-waste production
by 2020? What could be done to reduce the impact?
i) What would be needed for recycling to become a profitable business in America?
j) What can you do, as an individual, to make sure your e-waste will be treated properly?
k) Explain the conclusion of the text: “Owning an electronic device now comes with a
responsibility for its afterlife.”
143
B. Reading-comprehension + vocabulary exercise:
Write a short text (max. 10 lines) to explain the subtitle. Include the words below in your
answer, as well as connectives and guiding language. Underline them in your text:
“A growing mountain of electronic waste needs to be disposed of responsibly by rich

nations rather than shipped to poorer countries to do the dirty work.”
-landfills
-e-waste
-responsibly
-to ban
-toxic
-export
-health problems and food chain
-penalties
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
C. Vocabulary exercices
1. Fill in the blanks with the vocabulary of the text
Cities in Europe incinerate a big proportion of their r……………

……………………(= trash in US English) and r ……………………… (= treat)a lot
of the rest.
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In China, most r……………………… (trash) ends up in l……………………………
or in unregulated heaps (tas) outside the cities. This c……………………………….
(=pollutes) the soil and water
When people buy an electronic d…………………… (ex: computer, tablet,etc…), they

should think about its afterlife and about the s………………………. (good,
environmentally-friendly) manner to recycle it.
Belgian farmers are suffering from the Russian b…………. o….. Belgian pears and
apples ex………………. (>< imports).
2. Make meaningful sentences combining the following keywords and

connectives:
a) unless + hazard
b) nevertheless + requirements
c) to dispose of + whereas
d) in spite of/despite + to handle
e) although + ethically
145
146
Article: Greenery: Let us breathe (The Economist, April 19th, 2014)
Pollution in cities is becoming a political issue
THE WORD “ECO-CITY” first took off with a book written in 1987 by Richard Register, a
green thinker based in California. Now what may become the world’s first city with the word
in its name is beginning to take shape in the unlikely setting of a smog-shrouded expanse of
salty mud on the northern Chinese coast. Around a lake that not so long ago was a sewage
farm, energy-efficient apartment blocks are going up. Electric buses ply the still largely empty
streets. Public litter bins are equipped with solar lighting so that residents can find them more
easily at night. China’s urban growth is warming up the planet, and the elaborately named
Sino-Singapore Tianjin Eco-City is being touted as a cool solution.
Few other countries could dream of building a large city from scratch, let alone an eco one,
but China has the advantage of an autocratic approach to urban planning (and to governance
in general). It can decree that a piece of land will become a green city, commandeer it and sell
it cheaply to developers. That is how the eco-project began in 2007 when Singapore proposed
a co-operative green-city venture. China’s leaders agreed, having recently awoken to the
environmental horrors wrought by breakneck urban expansion. Later that year the party
formally declared that its goal was to build an “ecological civilization”. The 30 square
kilometres of inhospitable terrain near the northern port city of Tianjin became a test bed.
China has tried a couple of eco-city projects before and failed. About 60km (40 miles) farther
along the coast to the east of Tianjin, in Caofeidian, work began in 2009 on an eco-city aiming
for 500,000 residents by 2020. Yet most of the site remains a wilderness, too remote to attract
developers. In Shanghai, plans a decade ago for a similar-sized eco-city on an alluvial island
became entangled in local corruption and never got off the ground. But Tianjin’s, with strong
backing from central and local governments, is making progress.
To give it a flying start, officials designated it as China’s first industrial park devoted to the
animation industry. The $690m state-funded zone opened in 2011 and has attracted
hundreds of businesses. To lure in more residents, the government built a Victorian-style
school in brown brick with lavish facilities, including a room full of stuffed animals to help
children learn about nature (“all real, except the tiger and the panda,” says a proud teacher). A
350-bed hospital, supposedly one of the best in China, is due to be completed next year, at a
cost of $110m.
At a control centre a dozen officials watch a giant screen displaying readings from heating
and water systems, as well as feeds from closed-circuit cameras at traffic intersections. “If an
emergency happens, we can respond,” says an official surveying the images of lifeless streets.
Officials are not deterred by the “ghost city” label. The city opened two years ago and now
has 10,000 residents. By 2030 it aims to have 350,000. Work is due to begin this year on
subway lines that will make it easier for locals to get to Tianjin, currently about an hour’s
drive away, and nearby industrial zones.
The government has a powerful incentive to support the project. Within China, public
resentment of its deteriorating environment, particularly the noxious haze over its cities, is
growing, and abroad the country is being criticised for its contribution to global warming.
In 2006 China became the world’s biggest emitter of carbon from energy, overtaking
147
America; it is now spewing out nearly double America’s level. The spread of Chinese smog
across the region is worrying neighbours such as South Korea and Japan.
Ho Tong Yen, the Singaporean CEO of the eco-city’s development company (and a director
of Mr Register’s Californian consultancy, Ecocity Builders), says he believes many of the eco-
city’s methods will eventually become “a key part of urbanisation in China”. A decade ago, he
recalls, Chinese officials he met at conferences would boast about their cities’ GDP growth.
Now they brag about how green their cities are.
A work in progress
This sounds like a bit of a stretch. China’s urban landscapes appear to be the antithesis of
green: smog, foul-smelling streams and canals, roads jammed with exhaust-belching cars,
shoddy buildings erected with little heed to building codes. But growing public discontent
with the urban environment is beginning to change at least the rhetoric of officials, and in
some cities their actions as well. In recent years about a third of China’s 600-plus municipalities
have announced plans to turn themselves into eco-cities. The central government has imposed
stricter controls on emissions of carbon and smog-forming pollutants. In March the prime
minister, Li Keqiang, declared “war” on pollution. Smog, he said, was nature’s “red-light
warning against the model of inefficient and blind development”. It was a remarkable
admission of urbanisation gone wrong.
Since there is no agreed definition of an eco-city, local governments interpret the term to suit
themselves. They often use it as an excuse for prettification, or worse, for seizing yet more
land from farmers and using it to build luxury housing, with golf courses next to them (because
grass is “green”). Even the eco-city in Tianjin, a drought-prone area, has a golf course,
supposedly irrigated with recycled water. Mr Register himself is not altogether bowled over
by the project. In 2012 he wrote that its layout, with the wide streets and long blocks typical
of modern Chinese cities, looked “every bit as if created to encourage driving”. Its plan for
20% of its energy to come from renewable sources does not sound much bolder than the
nationwide target of 15% by 2020, against 9% now.
And for all its claims to greenery, the eco-city lacks a vital ingredient: a thriving civil society
that is free not only to protest about the environment but to put pressure on the government
to live up to its promises. The party talks green and sometimes even acts tough, but all the
while it has been machinating to prevent the growth of an environmental movement. It does
not want residents to set their own agenda for the way cities are run.
To take off (figurative) To start, to be first introduced

Unlikely Not probable
The setting The situation, surroundings
The smog A form of air pollution that looks like a
mixture of smoke (fumée) and fog
(brouillard), especially in cities
148
Energy-efficient Efficace au niveau énergétique
The litter bins Les poubelles
Urban growth Development of cities
To warm up the planet To make the earth hotter
From scratch From the very beginning
Urban planning Aménagement urbain
To awake to sth To become conscious of sth
Urban expansion Spread / growth of cities
The ecological civilization A civilization concerned by ecology
To fail To not succeed
To aim for/at To try to achieve sth
By 2020 Pour / d’ ici à 2020
Remote Isolated, far away
To get off the ground (Figurative) to start
The backing The support (soutien)
To be devoted to Se vouer, se consacrer à
At a cost of At the price of
To display To show
To be deterred Être dissuadé
The subway line Une ligne de métro
Nearby Près d’ici
To support Soutenir, appuyer (une cause, une idée)
Abroad A l’étranger
Global warming Réchauffement climatique
To overtake Dépasser
The spread the increase, the progression
Neighbours (neighbors) Les voisins
To recall To remember
discontent Dissatisfaction
to declare war on sth / so. (Figuratif) déclarer la guerre
To go wrong Tourner mal
A drought La sécheresse
Supposedly Soi-disant
Recycled water Eau recyclée
Renewable sources Ressources renouvelables
A claim to sth A complaint
To act tough Jouer les durs
An agenda A list of items to be discussed at a meeting

(ordre du jour)
To run To manage
149
A Green thinker Person who has ideas in favour of the

environment
Smog-shrouded expanse of salty mud Une étendue de boue salée recouverte d’un
voile fumée et de brouillard
The sewage farm La station d’épuration
To go up (construction sector) S’élever (bâtiment)
To ply To travel regularly along a particular itinerary
The solar lighting Lighting with light from the sun
To tout sb/sth as To try to persuade people that sb/sth is
important
Let alone Sans parler de (figurative)
To decree To decide sth officially
To commandeer To take control of sth by force, requisition
A venture A business project that involves taking risks
To be wrought To be caused by
Breakneck Very fast and dangerous
The test bed Place to experiment large projects (banc
d’essai)
A wilderness Large area of land that has never been
developed because it is difficult to live there
(région sauvage)
Alluvial island Island made of sand and earth left by rivers
To be entangled in sth To be involved in sth
To give a flying start To make a very good beginning
The industrial park The area especially for factories, just outside a
town
The Animation industry L’ indusrtie du film d’animation
To lure Attirer (sous un faux prétexte)
Lavish facilities Somptueuses installations
Stuffed animals Animaux empaillés
The resentment Feeling of anger/unhappiness about sth you
think is unfair (ressentiment)
Readings from heating and water systems Mesures (chiffrées) des systèmes de chauffage
et d’eau.
The ghost-city label Une etiquette de “ville-fantôme”
Noxious haze brume nocive
To spew out (Informal) vomir
To boast Se vanter, fanfaronner
A stretch Une étendue
Urban landscapes Paysages urbains
Foul-smelling Puant, fétide
Streams Ruisseaux, courants
Exhaust-belching cars Voitures avec des moteurs qui recrachent de la
fumée
Shoddy building Bâtiment de mauvaise qualité
To heed to building codes Faire attention / respecter les codes de la
construction
150
Prettification The act of making sth pretty
To seize To take control of
Carbon Le carbone
Drought-prone area Zone propice à la sécheresse
To be bowled over by sth Etre stupéfait (par une nouvelle)
The layout The way things are arranged (layout of streets)
The greenery La verdure
Thriving Prospering, flourishing
To talk green Parler en faveur de l’environnement
Machinating (Ici) manigancer
1. Answer the following questions
1. Describe the phenomenon of urbanization in China. Give concrete elements.
2. How does the government respond to the problems of urban expansion?
3. How is China’s environmental situation perceived abroad?
4. Describe Tianjin’s Eco-city giving all elements from the text.
5. Has Tianjin’s eco-city reached the objectives in terms of residents (give figures)? What
is done to attract residents?
6. What criticisms are voiced in the text about Tianjin’s eco-city?
7. Is Tianjin’s Eco-City the government’s first attempt to create an eco-city? If not,

describe previous attempts.
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2. True or False (IF TRUE, explain why. IF FALSE, correct)
1- The setting where the eco-city was built was chosen for its ecological qualities.
2 - Tianjin’s eco-city is a completely new city that was artificially created from the start.
3 - Tianjin’s project is a test for a nationwide approach to ecology.
4 - 340,000 more residents are needed to reach the 2030 target.
5 - In Tianjin, children can discover nature thanks to a live animal reserve.
6 - Subway lines enable residents to reach the distant industrial zones more rapidly.
B. Vocab exercises
1.Make a sentence with (keyword) + connective
To fail + unless:
Urban growth + despite:
To run + as long as:
2.Fill in with a word from the text
1 - The Prime Minister ………………………..… the use of recycled water for agriculture, as it is
part of the government’s ecological plan.
2 - There is a major problem with water consumption. The situation ………………

……………………………. We must do something about it.
3 - Citizens in China …………………………. ……………. the issue of global warming. They

had no idea it could cause problems in the past, but they are aware of it now.
4 - Excuse me, is there a subway line ……….………….? It will be a lot faster than walking.
5 - I don’t want to stay in Belgium for my master’s degree. I would like to study
……………………………….
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3. Synonyms
-not probable =
-to become conscious of sth =
-to not succeed =
-to try to achieve sth =
-a complaint =
153
News panel
ROLEPLAY A NEWSCAST
A. General instructions for the newscasters:
- Groups of 3 to 4 students.
- Students will be asked to act out a newscast4: each student will play the part of a journalist
specialized in a specific area: economics, politics (foreign and/or domestic affairs),
technology, weather forecast... Don’t forget that you also need a newscaster/presenter.
- You can draw your inspiration from the (current or past) news depending on the relevance
of the piece - or come up with5 some pieces of news yourself. You are strongly advised to
use the topics we have tackled together this term (Health, Criminality & The
environment…) in order to use the specific vocabulary and, therefore, revise in a
playful way the vocab you are supposed to study for the upcoming vocab recap
(January session).
- You are free to report the news the way you want - it can either be a special report or a
standard newscast. Don’t be afraid to be creative since the more you enjoy yourself, the
more comfortable you will feel, the better the role-play will be. Your ability to make this
exercise interesting will be taken into account.
- Make sure the news is reported in excellent English and that your report is well-structured
using connectives, etc.
- DO NOT READ – anybody reading will fail. Try and be as spontaneous as possible.
- Make sure your presentation lasts between 5 and 10 minutes.
THIS EXERCISE WILL BE MARKED.
B. General instructions for the audience:
- You should actively participate in the news panel: you need to follow the newscast closely
and write down at least one interesting question that you will ask at the end.
- You will be asked to choose one of the topics presented in the newscast and explain why it’s
important to you and give your opinion/(dis)agreement using excellent English.
4
Un journal télévisé
5
Inventer
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C. Useful vocabulary and tips:
a. Common journalistic language:
- to cover a story: to report on an event or development

- a cover-story: a report
- in-depth coverage of: a thorough analysis of
- to verify (your sources): to check that something is correct
- a special report: a more elaborate report that analyzes an issue in-depth
- eyewitness reports: descriptions of what happened by people who actually saw an
event take place
- breaking news: news which is just coming in
- a reporter: person who gathers facts for the stories they are assigned to report
- a scoop: a story no one else has
b. Tips:
- A newscast always starts with the newsreader greeting the audience;

- Items are (almost) always introduced using present perfect (e.g.: “There has been a
surge in violent crimes” …);
- Make sure you look at your audience in the eye;

- Make sure that you pronounce all the words correctly;
- Make sure that you speak fluently, yet, not too fast;
- Watch the news and write down some specific phrases/sentences that journalists use:
e.g.: -John Smith reports

-Our (special) correspondent has the story
-Here’s our Home Editor, Mark Easton …
-Our technology correspondent has the report
-Our special correspondent in New York has met some
of the people demonstrating …
-…
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SECOND TERM
NEW TECHNOLOGIES & THE WORKPLACE
THE BASICS OF CORPORATE COMMUNICATION
1. SOCIALIZING
2. TELEPHONING
3. NUMERALS
4. COMPANY PRESENTATION
5. JOBS
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NEW TECHNOLOGIES & THE WORKPLACE
a. Warming up and vocabulary:

Discuss the following questions using the appropriate vocabulary.
Automation – new multimedia technologies (Facebook, Twitter, LinkedIn…) –

advances in computer science – advances in the medical field – advances in
transportation - …
1. In your opinion, how have these new technologies influenced your life?
2. Among the proposed new techs, which is the most important/interesting, in your view? Why?
3. How important are new multimedia technologies in your life?
4. Could you do without the internet / mobile phones for more than 24h? What technologies
would you miss the most?
 Useful vocabulary (all the underlined words are to be known actively)
A digital native Affordable13/reasonably-priced≠ expensive

A (major) breakthrough6 Convenient14
Out-dated7 To be useful (≠ useless) / to come in
Cutting-edge8 technology handy15
Networking9 (sites) I can’t stand/bear16 (waiting)
To spend time online Broadband connection
On a regular basis To check your Facebook/Twitter account
To share (information) To be technology savvy17
To be addicted to / to be hooked up on10 E-learning methods
To be/keep in touch with11 Parental control
A fast-paced12 life Automation18
Computer science19
6 A breakthrough: progress (uncountable) – une percée

7 Out-dated: out-of-date – démodé (>< fashionable)
8 Cutting-edge (technology): very advanced
9 Networking: making useful contacts → a network: un réseau
10 To be addicted to/to be hooked up on: être accro à / être dépendant de
11 To be/keep in touch with: être/rester en contact avec
12 Fast-paced: rapide (aussi “en mouvement constant”)
13 Affordable = reasonably-priced: abordable
14 Convenient: commode, pratique
15 To be useful/to come in handy (≠ to be useless): être pratique/utile (≠ être inutile)
16 “I can’t stand/bear + ING”: je ne supporte pas
17 Savvy: calé/qui s’y connaît bien (→ computer-savvy: calé en informatique)

18 Automation: automatisation
19 Computer science: l’informatique
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b.Listening comprehension:
*Listening 1: Jobs at risk of automation
 Warming up - brainstorming: in your opinion, in what ways has the revolution in new
technologies influenced the world of work? Don’t forget to use these useful expressions
to express your opinion:
Neutral Tentative
In my opinion/view, I tend to think that
For my part, It’s possible that …
As far as I’m concerned, I… I imagine/suppose/guess that…
As I see it, It seems to me that…/My impression
I personally believe that … is that…
I have the feeling that …
According to me → WRONG
 Useful vocabulary: match the following expressions/words used in the video with
their synonyms or translations
- To pose a threat to /θret/ / to be 1. Contrary to

threatened /ˈθret(ə)nd/ 2. To be in danger
- Unlike 3. To be (highly-) probable
4. Boring
- To be locked away
5. a system that uses machines to do work
- (to work) alongside (humans) instead of people - automatisation
- To be at risk 6. To represent a menace
- Automation 7. Work you do with your hands ↔ work of
- Offshoring the mind
- (In) the workplace 8. Pister / suivre / évaluer
- To be (most-)likely 9. Enfermer
- A wide range of 10. To read a document to check and correct it
- Manual labour ↔ cognitive labour 11. To surpass
- White-collar jobs ↔ blue-collar jobs 12. To estimate
13. (in this context) be better than
- Tedious
14. To supervise
- To read through (contracts) 15. To equal
- To assess (risk) 16. Le lieu de travail / au travail
- To win the race 17. A great variety of /vəˈraɪəti/
- To monitor 18. the practice of sending work to be done in
- To track another country in order to save money –
- To keep ahead of délocalisation
- To catch up (fast) 19. (travailler) aux côtés de
20. jobs done in an office ↔ manual jobs
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Watch the video & answer the following questions
1.What is said about technology, smarter computers and robots?
2. What is said about Baxter? What does Oxford University say?
3. According to Mr. Lovedale, what do people have to do?
4. What does Michael Osbourne say? What is said as a result?
5. What is said about white-collar jobs? Give an example.
6. Why isn’t the law firm worried?
7. Do robots always “win the race”? Give an example.
8. What is said as a matter of conclusion?
React to the video

a. Work in groups: based on what is said in the video, list some jobs that could be at risk of
automation and explain how robots and/or computers could replace workers.
b. Do you know the types of jobs Ichec leads to? Do you think that these jobs could be
replaced/have already been partly replaced by automation and advances in new
technologies?
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*Listening 2: Posting comments on Facebook- The case of Adrian Smith
 Useful vocabulary for the video
- A housing trust: un fonds du logement

- To be demoted (for doing something): être rétrogradé
- To have the right to (free speech): avoir le droit à (la liberté de parole)
- To breach (a code of conduct): not to abide by/not to respect (un code de
conduite)
- To rule (that s.o. has done sth): to decide (for a judge)
- To overstep the mark: to go too far
- Gross misconduct: faute grave (au travail)
- To be (way) over-the-top: to be exaggerated
- To be heavy-handed (avoir la main lourde) :
- A solicitor: (UK English) plus ou moins un notaire, un avocat
- A (personal) belief: une croyance
- To report (a culprit/ a suspect): dénoncer
- To offend sb – to be offensive (to sb): offenser
- Updated: mis à jour
- Mild(ly): doucement, tout en retenue
- To launch (a civil action against): (in this context) attaquer (en justice)
 Watch & answer the following questions in English or in French. Try to be as

complete and accurate as possible (reusing the vocabulary here-above)
1. What has happened to a Manchester housing worker? Why?
2. Explain, on the one hand, the position of Adrian Smith and, on the other hand,
his bosses’ point of view (in the whole item).
3. What is the Christian Institute’s reaction?
4. How different is it to express your opinion in a conversation or to post it on facebook

according to Joanne Dunning? What lesson should be drawn from that event?
160
 React to the video (using the vocabulary below)
- To post a comment - To intrude on23 someone’s life

- A post - Libel/Libellous24
- To upload/download (photos, videos - To be entitled to one’s opinion25
…) - To air one’s view26
- To be careless ≠ to be careful20 - To speak your mind27
- To pay attention TO - To be prejudiced28 against someone
- “I find it offensive/inappropriate” - Censorship29
- The right-to-free-speech21 - To be disciplined for/over30
- The right-to-privacy22
 Do you agree with the fact that when you post a comment on a networking site it is
available for everyone to see and therefore, it is as if you had made the comment publicly
OR do you believe Facebook is private?
 Do you think it is right to discipline people because of comments they make on
networking sites?
 Do you feel youngsters/people are prudent enough when posting personal information
/ pictures/videos/comments on the internet?
What are the risks, in your opinion?
 In your opinion, do people have the right to post/say anything they want on social-
networking sites?
20 To be careless ≠ to be careful: negligent ≠ attentive/cautious

21 The right-to-free-speech: la liberté d’expression
22 The right-to-privacy: le droit à la vie privée
23 To intrude on: s’immiscer (dans les affaires des autres)
24 Libel/libellous: diffamation/diffamatoire
25 To be entitled to (an opinion): to have the right to
26 To air one’s view: to express your point of view
27
to speak your mind: dire ce que l’on pense
28 To be prejudiced against: avoir des idées préconçues
29 Censorship: censure
30 To be disciplined for/over sth: to be punished
161
c. Reading for the Interactive Class: What is a youtuber?
New technologies & business: using advances in new technologies and communication
to start a business
In this part of the chapter, we’re going to use a worldwide phenomenon among people your
age, the phenomenon of youtubers, to give you an introduction to how to start a business.
a. Introduction: discuss the following questions:
- Do you know what a youtuber is? Are there any of them you follow online? Why?
- Do you believe being a youtuber may be a valuable business?
- Is this a business you may be interested in? Why?
- In your opinion, what does it take to become a successful youtuber?
- Do you think it is possible (and easy) to turn this hobby into a real career?
b. Readings
What is a youtuber? Youtubers dazzle the millennials
They are not rock stars or football stars and they have never walked along a red carpet, but they are
the kings of a universe called YouTube. They are youtubers, boys and girls in their late teens who
earn a living by posting home-made videos that connect with an audience of millions of young
people around the world, the millennials.
With little more than a webcam and a computer, youtubers have managed to become a worldwide
phenomenon free from the traditional media and entertainment industry and they obtain earnings
by promoting videogames and technology aimed at young people aged 21 to 25. They are beating
all records regarding followers on the Internet, as is the case of Elrubius (Rubén Doblas, 27), a
Spanish content creator who has more than 18 million followers and who has made videogame
commentary into a lucrative business with a potential that is increasing by the second.
One of the keys to the success of the youtuber phenomenon can be glimpsed by comparing
television audiences – more heterogeneous regarding age, taste and consuming habits – and the
followers of youtubers, who have more defined tastes that are easily identified by advertisers, which
makes YouTube the ideal platform to launch mobile phones, consoles or tablets.
Spontaneity, boldness, humour and regularity are the main ingredients of the products found in the
youtuber sector, an industry that is already beginning to become more professional and that more
and more young people want to join. However, it is not so easy; revenue depends on the number
of views, the length of the video or the country of origin of the visits. In addition, you have to offer
content that is unique in a market that is already saturated by, for examples, “traditional” gamers
who display the potential of a videogame in a fun and simple manner, channels with fashion and
beauty tips, or gastronomic channels.
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How do people earn money from YouTube?
John Green, Cofounded vlogbrothers, Crash Course, the Project for Awesome, etc.
Four ways, basically:
1. Ad revenue. When there's an ad on a video watch page, the creator of that video shares the
revenue from that ad with YouTube. YouTubers aren't allowed to discuss ad rates, but it's
generally acknowledged to be between $1 per 1,000 views, up to a few dollars per 1,000 views.
Many YouTubers also make sponsored or branded content, in which they share or discuss a
product for a fee. This can be very lucrative, but there's also the risk of clouding your authentic
relationship with your audience.
2. Merchandising. Many YouTube creators sell shirts or mugs featuring logos or inside jokes.
There are companies designed for niche creators looking to make merchandising for their
audiences. For some YouTubers, this can be a bigger source of income than ads, but for most
it's a relatively small business.
3. Ancillary products. Many YouTubers are able to use their existing audiences as activation
energy for other projects--from tours to music to makeup lines to books. Because many of these
projects have better established business models (like, people generally expect to pay for books),
this can also be a great business, so, if you write a book as a youtuber, you can advertise it on
your channel, but you will also need a publishing house.
4. Subscription fees. This is an emerging business model, a very promising one. Voluntary
subscription platforms allow viewers to support the creators they love directly. This decreases
the influence of advertisers and makes creators directly answerable to their audiences. It does,
however, require that a percentage of viewers choose to pay.
It is suspected that most YouTubers make most of their money from ads, but advertising is
probably shrinking percentage-wise as a revenue source, which is mostly good news.
How to be a YouTuber: business strategy
To become a YouTuber you’ll need to be persistent because it can take a long time to build up a
strong following and it will also take lots of effort (and regular vlogging). You’ll need to be
comfortable expressing your own unique personality. It will also help if you have a positive attitude
and a strong sense of community – you’ll be happy to collaborate with other YouTubers on videos
to help each other out, and you’ll be willing to engage with your subscribers.
Let’s have a look at how you could build your traffic and subscribers – because that’s the way to
make money from YouTube:
1. Choose a niche that could attract a great number of followers and advertisers.
2. Post regularly. YouTube hosts many successful video bloggers, which for some, can be hard
to compete with when trying to become successful. In order to achieve success, the consistent
uploading of videos is the most important factor to gaining an audience, which is guaranteed to
get you noticed on YouTube. Regular (weekly) uploading will seem like a slow process that feels
never-ending. However, after hitting the '50-video mark'(depending on content), any channel
should gain a following that appreciates your material and content without feeling forced to
subscribe. After all, you cannot be famous for doing nothing. Posting videos regularly is
considered a full-time job and even a career for over 9,000 users of the website. If an idea is
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unique, then make a video about it! But be careful, repetition is the main downfall for trying to
become successful fast on YouTube.
3. Produce exciting and original content. You need to add content that people want to watch.
For example, if you like singing and want to upload cover videos, don't just sit at your desk
singing and reading the lyrics to a song you like. Actually spend time learning the song and
looking into the camera and add your own style to the video. Don’t just upload a video of you
singing—mix it up! Throw in some videos of you singing at a talent show, or practicing singing
in your car. If you create exciting content that is unpredictable, people will want to come back
for more and see the ‘latest’ video coming from you/your channel.
4. Promote yourself and your brand. Self-promotion is of the utmost importance. Youtube gives
you space around your channel to put a layout, so use this space to your advantage. Many
successful users use text and images to show their subscribers and followers their brand. Brand
is the way you promote yourself/your company and can help define who you are and what you
do, which is very important to becoming successful on YouTube.
5. Craft a channel name. It is best to start off from scratch when creating a channel dedicated to
what you think could be successful on YouTube. Use a channel name that is well thought out,
to show a professional and iconic channel for users to remember. For example, a boy named
John Smith who likes to sing covers could use numerous channel names like these. JohnSmith,
JohnCovers, SmithSings. All easy to remember. Users will search for your videos and you will
soon show up in the first search page rankings and in the auto-remember search bar. That will
bring a lot of website traffic to your channel.
6. Respond positively to the work of others. Responding to popular videos is a way to gain
views and can soon get you on your way to becoming a star on YouTube. You just need to
create exciting content that can be relatable to other YouTube videos. As well as posting videos
in response to other videos, you need to give feedback to other users. Try not to spam every
video named “me singing” with a comment like “amazing” because where is the personal
connection there? It's best to comment on videos that are like yours. This will get you connecting
with the YouTube community, growing a trustworthy subscriber base for your channel and even
friends. Don’t ask people to subscribe. The goal is to not appear like you are seeking fame. And
truthfully you need to believe that yourself, so you can succeed when putting hard work into
something.
7. Be respectful. Don’t expect anything from anyone on Youtube. The less cocky you appear, the
more likely you are able to seek success. Constantly asking for users to rate and subscribe will
get boring very fast. Surely, you also get bored with ‘mass email’s’ sent to you and forty others.
If you make people feel like just another number, you will not achieve anything. Treat your
videos like a tool to give information/entertainment to people, and expect nothing in return.
8. Add social media to your channel, by adding your Facebook, Twitter, Instagram, or Snapchat
accounts, to keep your viewers rotating around your social media platforms. Just remember
when creating a video, to produce high quality and fresh content for your audience to look
forward to. If you keep a schedule of 'one video a week’ you can spend time working on your
video.
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Sources:
https://www.quora.com/How-do-people-earn-money-from-YouTube-1
http://www.youthemploymentdecade.org/en/pegasus/youtubers-dazzle-the-millennials/
https://www.plotr.co.uk/careers/youtuber/job-description/
http://www.wikihow.com/Become-More-Successful-on-YouTube
c. Relevant vocabulary
- Millennials: Millennial is the name given to the generation born between 1982
and 2004. The Millennial generation follows Generation X in order of
demographic cohorts. This generation is often associated with technology and
social media. Also known as Generation Y.
- To glimpse: to take a look
- To launch: to begin, to initiate
- Boldness: fearlessness, audacity
- To acknowledge: to accept, to admit
- Sponsored or branded content: contenu sponsorisé autour d’une marque
- Fee: pay, payment, remuneration – honoraires, rémunération
- Ancillary: auxiliaire
- A publishing house: a company that publishes books – une maison d’édition
- To build up a strong following: se construire un public fidèle
- Vlogging: contraction between “video” and “blogger”
- To be willing to: to be enthusiastic about
- To engage with (your subscribers): to understand (your subscribers)
→ Subscribers: des abonnés
- A downfall: collapse, ruin
- Of the utmost importance: de la plus grande importance
→ Utmost: extreme
- The layout: mise en page
- To start (off) from scratch: to start from nothing
- To think out: to think through – bien réfléchir à
- To show up: to turn up – se pointer/venir
- A ranking: classement
- Trustworthy: reliable – digne de confiance
- A subscriber base: une base d’abonnés
- To achieve: accomplish, carry out
- To look forward to: to anticipate with pleasure
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d. Speaking practice:
Becoming a Youtuber (home-prepared exercise)
Work in groups of 3 to 4 students.
Read the texts in order to know more about the business of becoming a youtuber and
prepare the following exercise:
You want to become youtubers and launch your own YouTube page which you hope you’ll
be able to turn into a valuable business. Think about the following aspects:
- The “niche” you’d like to specialize in, i.o.w. the type of youtubers you’d like to be.
- What could set you apart (se différencier) from other youtubers in the same “line of
business” (= area of expertise – secteur d’activité).
- The type of demographics (public cible) you’d like to reach.
- The type of sponsors you’d like to attract.
- The type of contents you’d like to put on line.
- How often you intend to put content online.
- What your (realistic) objectives are in terms of expansion and number of followers
and/or subscribers.
- How you intend, at first, to find the money to finance your activity.
- …
Once you have come up with (= to find) the answers to all these questions, transform your
answer into a short presentation of your future business.
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e. Reading. Self-study texts : Current Issues Texts :
New Technologies & the workplace
Article: Slaves to the smartphone

(By Schumpeter – the Economist - Mar 10th 2012)
The horrors of hyperconnectivity—and how to restore a degree of freedom
“THE SERVANT” (1963) is one of those films that it is impossible to forget—a merciless
dissection of the relationship between a scheming valet (played by Dirk Bogarde) and his
dissolute master (James Fox). The valet exploits his master's weaknesses until he turns the
tables: the story ends with a cringing Fox ministering to a lordly Bogarde. The film was an
indictment of the class structure of Harold Macmillan's Britain. But it is hard to watch it
today without thinking of another fraught relationship—the one between businessfolk and
their smartphones.
Smart devices are sometimes empowering. They put a world of information at our
fingertips. They free people to work from home instead of squeezing onto a train with
malodorous strangers. That is a huge boon for parents seeking flexible work hours.
Smartphones and tablets can also promote efficiency by allowing people to get things done
in spare moments that would otherwise be wasted, such as while queuing for coffee. They
can even help slackers create the illusion that they are working around the clock, by
programming their e-mail to be sent at 1am.
But for most people the servant has become the master. Not long ago only doctors were on
call all the time. Now everybody is. Bosses think nothing of invading their employees'
free time. Work invades the home far more than domestic chores invade the office.
Otherwise-sane people check their smartphones obsessively, even during pre-dinner drinks,
and send e-mails first thing in the morning and last thing at night.
This is partly because smartphones are addictive: when Martin Lindstrom, a branding guru,
tried to identify the ten sounds that affect people most powerfully, he found that a vibrating
phone came third, after the Intel chime and a giggling baby. BlackBerrys and iPhones provide
relentless stimuli interspersed with rewards. Whenever you check the glowing rectangle, there
is a fair chance you will see a message from a client, a herogram from your boss or at least
an e-mail from a Nigerian gentleman offering you $1m if you share your bank details with
him. Smartphones are the best excuse yet devised for procrastination. How many people can
honestly say that they have never pruned their e-mails to put off tackling more demanding
tasks?
Hyperconnectivity exaggerates some of the most destabilising trends in the modern

workplace: the decline of certainty (as organisations abandon bureaucracy in favour of
adhocracy), the rise of global supply chains and the general cult of flexibility. Smartphones
make it easier for managers to change their minds at the last moment: for example, to e-
mail a minion at 11pm to tell him he must fly to Pittsburgh tomorrow. The dratted devices
also make it easier for managers in one time zone to spoil the evenings of managers in
another.
167
Employees find it ever harder to distinguish between “on-time” and “off-time”—and indeed
between real work and make-work. Executives are lumbered with two overlapping workdays:
a formal one full of meetings and an informal one spent trying to keep up with the torrent
of e-mails and messages.
None of this is good for businesspeople's marriages or mental health. It may be bad for
business, too. When bosses change their minds at the last minute, it is hard to plan for the
future. And several studies have shown what ought to be common sense: that people think
more deeply if they are not constantly distracted.
What can be done to keep smartphones in their place? How can we reap the benefits of
connectivity without becoming its slaves? One solution is digital dieting. Just as the
abundance of junk food means that people have to be more disciplined about their eating
habits, so the abundance of junk information means they have to be more disciplined about
their browsing habits. Banning browsing before breakfast can reintroduce a modicum of
civilisation. Banning texting at weekends or, say, on Thursdays, can really show the iPhone
who is boss.
Together we can outsmart our phones

The problem with this approach is that it works only if you live on a desert island or at the
bottom of a lake. In “Sleeping with Your Smartphone”, a forthcoming book, Leslie Perlow
of Harvard Business School argues that for most people the only way to break the 24/7 habit
is to act collectively rather than individually. She tells the story of how one of the world's
most hard-working organisations, the Boston Consulting Group, learned to manage
hyperconnectivity better. The firm introduced rules about when people were expected to be
offline, and encouraged them to work together to make this possible. Many macho
consultants mocked the exercise at first—surely only wimps switch off their smartphones?
But eventually it forced people to work more productively while reducing burnout.
Ms Perlow's advice should be taken seriously. The problem of hyperconnectivity will only
get worse, as smartphones become smarter and young digital natives take over the
workforce. People are handing ever more of their lives over to their phones, just as James
Fox handed ever more of his life over to Dirk Bogarde. You can now download personal
assistants (such as Apple's Siri) that tell you what is on your schedule, and virtual personal
trainers that urge you take more exercise. Ofcom, Britain's telecommunications regulator,
says that a startling 60% of teenagers who use smartphones describe themselves as “highly
addicted” to their devices. So do 37% of adults.
The faster smartphones become and the more alluring the apps that are devised for them,
the stronger the addiction will grow. Spouses can help by tossing the darned devices out of
a window or into a bucket of water. But ultimately it is up to companies to outsmart the
smartphones by insisting that everyone turn them off from time to time.
168
to be a slave to Être l’esclave de
a device an appliance/a tool (un dispositif/appareil)
empowering making you stronger/more independent
To free (here) to emancipate/set free
Instead of au lieu de
Flexible (work hours) adaptable
To promote (efficiency) to encourage/boost/develop sth
In spare moments (here) à des moments perdus/libres
To waste (time) Perdre/gaspiller
otherwise Autrement/sinon
to invade (sb’s free time/sb’s privacy) Envahir (le tps libre/la vie privée de qqn)
addictive – to be addicted to Causing dependency – to be dependent on
powerfully To a high degree/strongly
a reward Une récompense
yet However, … (cependant)
to put off To postpone/delay
to tackle sth To deal with/begin sth (s’atteler à qqch)
a demanding task Une tâche exigeante
the rise of The progress of (l’essor de)
global Worldwide/international
the supply chain Chaîne d’approvisionnement/logistique
to change one’s mind Changer d’avis
To spoil (here) gâcher
To keep up with To keep pace with (arriver à suivre)
(What) ought to (be) = what should be
To diet To go on a diet (faire régime)
To browse (a site) Surfer/naviguer (sur un site)
To ban To forbid (forbade-forbidden)
To outsmart sb To be more intelligent than sb
To be offline <-> online (not) to be connected to Internet
To switch off (a phone) <-> to switch on To turn off <-> to turn on (éteindre-allumer)
Eventually Finally/in the end (pas: éventuellement!)
To get worse (<-> to get better/improve) To worsen
it is up to you (to do sth) It is your decision, you should decide
merciless (<-> merciful) Sans pitié/implacable (<-> clément)
to turn the tables To reverse the roles (inverser les rôles)
cringing Servile
to minister to sb To take care of/serve (donner ses soins à qqn)
lordly arrogant
to be an indictment of sth en dire long sur qqch
fraught difficult/tense/emotionally charged
businessfolk businessmen and -women
(information) at our fingertips at our disposal (à notre disposition)
To squeeze (here) se serrer
A boon An advantage/a benefit
169
to queue To stand in a line waiting for sth
a slacker A lazy person
around the clock 24h/a day
to be on call Etre de permanence
to think nothing of (doing sth) To find it normal (to do sth)
domestic chores Travaux/tâches du ménage
otherwise-sane (here) reasonable in other circumstances
relentless Continuous/nonstop
interspersed with Entrecoupé de/alternant avec
to have a fair chance that… Avoir d’assez bonnes chances de
devised for designed/imagined for (conçu pour)
to prune (here) to reduce/cut
ad hoc De circonstance/ponctuel
a minion A yes man
dratted maudits
To be lumbered with Devoir se coltiner qqch
Overlapping (workdays) Se chevauchant
Common sense Du bon sens
To reap the benefits of Récolter les avantages/fruits de…
A modicum of A minimum of
A forthcoming (book…) Ready to be released (prêt à paraître)
To mock sth/sb To make fun of/laugh at sth/sb
A wimp Un froussard/une mauviette
To take over Reprendre
To hand sth over to sb Remettre qqch à qqn
Startling Shocking/surprising/astonishing
alluring Attractive/fascinating/captivating
a spouse Wife or husband
to toss sth To throw sth
ultimately In the end/basically
1. Title: rephrase the title, using your own words, i.o.w. explain & comment, showing
the main idea is clear to you.
2. Answer the following questions (thoroughly but in your own words):
1. Smart devices are empowering. Explain (give 5 examples of benefits)
2. What are the negative aspects related to having a smartphone at our disposal?
Whom does it affect?
3. What solution is put forward? Be complete. Has it proved efficient?

Whose job is it to work on a solution?
4. Why is it so important to deal with the drawbacks of smart devices nowadays?
170
B. Vocabulary exercises
1. Fill in with the right preposition and 1 or 2 other possible word(s):
1. It is up …
2. To be dependent…
3. To deal …
4. To keep up ….
5. To be a slave …
2. Provide the word(s)/ expression used in the article for:

(WITHOUT looking at the article or vocabulary list)
1. To postpone
2. However
3. Causing dependency
4. In the end
5. international
6. to boost
7. strongly
8. to emancipate
9. an appliance
3. Make a meaningful sentence using the connective + the other words provided.
1. Otherwise + flexible
2. Eventually + a reward
3. Instead of + to change one’s mind
C. Speaking exercise
Present your opinion in a lively and structured way :

What are the benefits and drawbacks of the smartphone?
171
Article: Regulating the internet giants
The world’s most valuable resource
Vast flows of data give some firms unprecedented power. To keep them in check, antitrust
rules must catch up. The Economist - May 6, 2017
A NEW commodity spawns a lucrative, fast-growing industry, prompting antitrust regulators

to step in to restrain those who control its flow. A century ago, the resource in question was
oil. Now similar concerns are being raised by the giants that deal in data, the oil of the digital
era. These titans—Alphabet (Google’s parent company), Amazon, Apple, Facebook and
Microsoft—look unstoppable. They are the five most valuable listed firms in the world. Their
profits are surging: they collectively racked up over $25bn in net profit in the first quarter of
2017. Amazon captures half of all dollars spent online in America. Google and Facebook
accounted for almost all the revenue growth in digital advertising in America last year.
Such dominance has prompted calls for the tech giants to be broken up, as Standard Oil was in
the early 20th century. This newspaper has argued against such drastic action in the past. Size
alone is not a crime. The giants’ success has benefited consumers. Few want to live without
Google’s search engine, Amazon’s one-day delivery or Facebook’s newsfeed. Nor do these
firms raise the alarm when standard antitrust tests are applied. Far from gouging consumers,
many of their services are free (users pay, in effect, by handing over yet more data). Take
account of offline rivals, and their market shares look less worrying. And the emergence of
upstarts like Snapchat suggests that new entrants can still make waves.
But there is cause for concern. Internet companies’ control of data gives them enormous power.
Old ways of thinking about competition, devised in the era of oil, look outdated in what has
come to be called the “data economy”. A new approach is needed.
Quantity has a quality all its own
What has changed? Smartphones and the internet have made data abundant, ubiquitous and far
more valuable. Whether you are going for a run, watching TV or even just sitting in traffic,
virtually every activity creates a digital trace—more raw material for the data distilleries. As
devices from watches to cars connect to the internet, the volume is increasing: some estimate
that a self-driving car will generate 100 gigabytes per second. Meanwhile, artificial-intelligence
(AI) techniques such as machine learning extract more value from data. Algorithms can predict
when a customer is ready to buy, a jet-engine needs servicing or a person is at risk of a disease.
Industrial giants such as GE and Siemens now sell themselves as data firms.
This abundance of data changes the nature of competition. Technology giants have always
benefited from network effects: the more users Facebook signs up, the more attractive signing
up becomes for others. With data there are extra network effects. By collecting more data, a
firm has more scope to improve its products, which attracts more users, generating even more
data, and so on. The more data Tesla gathers from its self-driving cars, the better it can make
them at driving themselves—part of the reason the firm, which sold only 25,000 cars in the first
quarter, is now worth more than GM, which sold 2.3m. Vast pools of data can thus act as
protective moats.
172
Access to data also protects companies from rivals in another way. The case for being sanguine
about competition in the tech industry rests on the potential for incumbents to be blindsided
by a startup in a garage or an unexpected technological shift. But both are less likely in the data
age. The giants’ surveillance systems span the entire economy: Google can see what people
search for, Facebook what they share, Amazon what they buy. They own app stores and
operating systems, and rent out computing power to startups. They have a “God’s eye view” of
activities in their own markets and beyond. They can see when a new product or service gains
traction, allowing them to copy it or simply buy the upstart before it becomes too great a threat.
Many think Facebook’s $22bn purchase in 2014 of WhatsApp, a messaging app with fewer
than 60 employees, falls into this category of “shoot-out acquisitions” that eliminate potential
rivals. By providing barriers to entry and early-warning systems, data can stifle competition.
Who ya gonna call, trustbusters?
The nature of data makes the antitrust remedies of the past less useful. Breaking up a firm like
Google into five Googlets would not stop network effects from reasserting themselves: in
time, one of them would become dominant again. A radical rethink is required—and as the
outlines of a new approach start to become apparent, two ideas stand out.
The first is that antitrust authorities need to move from the industrial era into the 21st century.
When considering a merger, for example, they have traditionally used size to determine when
to intervene. They now need to take into account the extent of firms’ data assets when
assessing the impact of deals. The purchase price could also be a signal that an incumbent is
buying a nascent threat. On these measures, Facebook’s willingness to pay so much for
WhatsApp, which had no revenue to speak of, would have raised red flags. Trustbusters must
also become more data-savvy in their analysis of market dynamics, for example by using
simulations to hunt for algorithms colluding over prices or to determine how best to promote
competition.
The second principle is to loosen the grip that providers of online services have over data and
give more control to those who supply them. More transparency would help: companies could
be forced to reveal to consumers what information they hold and how much money they make
from it. Governments could encourage the emergence of new services by opening up more of
their own data vaults or managing crucial parts of the data economy as public infrastructure, as
India does with its digital-identity system, Aadhaar. They could also mandate the sharing of
certain kinds of data, with users’ consent—an approach Europe is taking in financial services
by requiring banks to make customers’ data accessible to third parties.
Rebooting antitrust for the information age will not be easy. It will entail new risks: more data
sharing, for instance, could threaten privacy. But if governments don’t want a data economy
dominated by a few giants, they will need to act soon.
173
 Active vocabulary (to be used actively!)
A (natural) resource = a source of wealth, an asset
 (e.g. : coal, oil, land…) (ex: charbon, pétrole, terre…)
(Flows of) data (des flux de) données
To catch up (with sb, sth.) Se remettre à jour/rattraper son retard
a commodity raw material/primary product
to step in = to intervene
oil = petroleum (not petrol!) Le pétrole (pas l’essence!)
the (digital, industrial…) era = The period/cycle
the parent company La maison-mère
the profits (of a company) Les bénéfices (d’une société)
to surge = to increase suddenly & greatly
the (first) quarter Le (1er) trimestre
to account for (50%...) = to represent (50%)
the (revenue) growth < to grow-grew- La croissance (des recettes) –
grown croître/grandir
A call for (action/efforts…) un appel à (l’action/faire des efforts)
 to call for (measures…) réclamer, exiger (des mesures…)
to argue (for <-> against sth) argumenter, se prononcer (pr, contre
to benefit sb qqch)
To hand over (data) = to be beneficial to sb (profiter à)
yet, (adverb) Remettre, transmettre, céder (des
the market share données)
worrying cependant
to look outdated la part de marché
a device = concerning
Meanwhile, … (adverb) To seem old-fashioned/out-of-date
= An appliance, a tool, piece of equipment
= In the meantime, … (entre-temps, pdt
ce tps)
To be AT risk of (a disease) = to risk sth (courir le risque de)
to benefit from (sth./sb) = to take advantage of
attractive (to) = appealing
to collect (data) = to gather (data)
to be worth (2 million) Valoir (2 millions)
likely => to be likely to do sth. = probable / être susceptible de)
a threat (=> to threaten sb with) Une menace (menacer qqn de)
(a purchase) - to purchase = to buy
(early)-warning system Système d’alerte rapide/précoce
 to warn Alerter/avertir/prévenir
To stifle competition = to suppress (competition)
Useful >< useless Utile >< inutile
To consider a merger Envisager une fusion
(data) assets Des ressources (de données)
to assess = to evaluate
to have the willingness to do sth. = to want to do sth. (avoir la volonté de)
To be (data-)savvy/(computer-)savvy… Être “calé”, doué; s ‘y connaître en
(ordi…)
174
The provider = the supplier (fournisseur)
The (user’s) consent (to sth) = The (user’s)
agreement/approval/permission
It entails (some risks) = It leads to (cela implique des risques)
Privacy (<-> public life) = the private life
Unprecedented (power) Sans précédent
Antitrust rules = Rules regulating or opposing monopolies,
 (antitrust regulators) or similar organizations, esp. to prevent
 (antitrust tests) unfair competition (règles de concurrence
sur les ententes et les abus de position
To spawn (an industry) dominante)
To prompt sb to do sth. = To cause to happen/be created (engendrer)
To restrain sb Inciter qqn à faire qqch (to urge sb to do sth.)
To raise a concern Mettre 1 frein à, maîtriser
 (There is) cause for concern Soulever 1 préoccupation
 To raise the alarm/red flags = sth to worry about (source d’inquiétude)
To deal in (goods…) Tirer la sonnette d’alarme
= your business involves buying/selling those
To rack up ($) goods (être ds le commerce de biens…)
To be broken up Accumuler ($)
 To break up (with sb) Être séparé/dissocié
To gouge consumers Rompre (avec qqn)
To take account of sth escroquer les consommateurs
= to take sth into account (tenir compte de/
An upstart company (e.g.: Snapchat) prendre en compte qqch)
ubiquitous Ici : nouvelle compagnie (récemment fondée)
virtually = everywhere (omniprésent)
(the car needs) servicing = almost, nearly (presque)
(to have) scope (to do sth.) (la voiture a besoin d’un) entretien
moats une marge (pour faire qqch)
(to be) sanguine about Des douves (fossé)
It rests on (the fact that…) = optimistic about
Incumbent Cela repose sur (le fait que…)
Occupants actuels/titulaires (ici : opérateurs
To be blindsided by historiques)
To span (the entire economy) Être pris par surprise/en traître
and beyond parcourir/s’étendre sur (l’économie tte
a shoot-out entière)
a trustbuster Et par-delà
Une fusillade
to reassert agent fédéral chargé de faire appliquer les lois
the outlines of « anti-trust »
to stand out (an idea, a person…) réaffirmer
(a) nascent (threat) Les grandes lignes (d’1 projet…)
to loosen the grip = to be noticeable (se distinguer, se détacher)
data vaults (Une menace) naissante
175
Relâcher son emprise
(‘coffres’) base de données sécurisée
To mandate =the world's largest biometric (digital) ID
system but there are some privacy concerns =
To reboot to impose, to demand (=exiger - Pas
‘demander’!)
redémarrer, relancer
A/Reading-comprehension exercise
Fill in, showing you understand the main ideas of the article (WITHOUT checking the
text nor the vocab lists).
A century ago, a new c……………………………………… led to a very profitable period: the

e……………… of o……………… . Today, the most valuable
r…………………………………… is no longer o……………… but d……………………,
which give “the internet giants” a huge power.
This abundance of data b…………………………………… consumers as their services seem

free, although their users actually pay by h…………………………………………
o…………………………… data and it changes the very nature of
c……………………………………… .
On the one hand, tech g………………………… have always

b……………………………………………… f………………… network effects. E.g.: the more
users Facebook signs up, the more a…………………………………… signing up becomes for
others. In other words, by c………………………………… more data, a company is more
l………………………… to improve its products, attracting more users as a consequence,
generating even more data and so on.
On the other hand, access to data also protects companies from

c…………………………………… thanks to their “surveillance system”: they can see when a
new product becomes popular, allowing them to copy it or simply
p…………………………………… the upstart before it becomes too threatening (e.g; :
WhatsApp’s p…………………………… by fb). As a consequence, it could
s…………………………………… any competition.
That’s why a new approach is needed and two ideas seem to stand out.
Firstly, the antitrust regulators should now t…………………… i…………………
a……………………… new criteria – such as the extent of corporations’ data
176
a………………………, besides size - when assessing a merger. Trustbusters should also become
more data-s………………………. In other words they need to c……………………
u…………… if they want to be able to keep checking on those ‘giants’. Secondly, more
t……………………………………… is needed. Of course more data sharing also
e……………………………… some risks such as t…………………………………………
citizens’ p…………………………… but if governments refuse a data-driven economy led only
by a few g…………………………………, they need the w………………………………… to
s………………… i……………….
B/ Vocabulary exercise
Make sentences (min 15 words) with the following words + one of the following connectives
[such as / in order to / although / e.g./ therefore / yet / meanwhile / moreover]
CLEARLY showing through your sentences, that you understand what the words mean.
- To be worth:
- Raw material:
- To account for:
- A call for:
177
The basics of corporate
communication
1. Socializing
2. Telephoning
3. Numerals
4. Company presentation
5. Jobs
178
1. Socializing
VOCAB: All the vocabulary in this chapter is to be known for the exam
1. Warming up & Vocabulary:
 Welcoming visitors:
- Welcome to … / My name is …
 Arriving:
- I have an appointment to see …

- Sorry, I’m a little early/late …[-> Don’t worry /Never mind
/ It doesn’t matter]
- Sorry, my plane was delayed …
 Ways of starting a conversation with someone you recognise, but haven’t met or don’t
know very well:
- Excuse me. Aren’t you Baxter Gordon? It’s great to finally get the chance to meet
you31. I’ve heard a lot about you.
- You must be Monica Childs. You have no idea how great it is to finally meet you.
 If you don’t know somebody at all and you just want to walk up and introduce yourself:
- We haven’t met, I’m Charlotte Smith. What’s your name?

- I don’t think we’ve met. My name is …
 If you already know someone:
- Hello again!
- Long time, no see.
 Introducing someone:
- I'd like you to meet ...

- I’d like to / Allow me to introduce you to ...
- Can / May I introduce you to ...
- This is ... / She’s my (Personal Assistant)
31
To get the chance to …: to be given the opportunity to …
179
 Meeting someone and small talk:
- Pleased to meet you ... / How do you do?
- How are you?
- Fine, and you? / Well, I can't complain ...
- How was your trip? / Did you have a good flight / trip /
journey?
- How are things in (London)? [-> Pretty busy/Pretty calm…]
- How long are you staying in (NY)?
- Did you have a hard time finding the company?
 Offering assistance:
- Can I get you anything? [->Yes,please/No,thank you]
- Do you need anything? Would you like a drink?
- If you need to use a phone or fax, please say.
- Can we do anything for you?
 Asking for assistance:

- There is one thing l need ...
- Could you get me ...
- Could you book me a car / taxi / hotel?
- Could you help arrange a flight to ...?
- Could you recommend a good restaurant (to me)?
- I’d like to book a room for tomorrow night.
 Asking for permission and responding:

- Do you mind if I smoke?
- Not at all, go ahead / Of course not, please do <--> I’d rather you didn’t.
 Saying what’s on and what’s available:

- There's a good film / play / concert on at ...
- There are some interesting museums / good restaurants, ...
 Inviting:
- Would you be interested in going to see ...?

- I’d like to invite you to have dinner this evening. Is that a good idea?
 Accepting an invitation:
- That would be very nice.
- I’d like that.
180
 Declining an invitation:
- I’d like to, but I'm afraid ...

- That would be nice, but unfortunately ...
- I’m rather tired ...
- I have an appointment this evening ...
- I’m rather busy ...
- I have some work to do ...
Making arrangements:
- When could we meet …?
- What time would be convenient for you?
- Would Tuesday suit you?
- No, I'm afraid, that does not suit me.
- Yes, it would be fine.
 Thanking someone and responding:
It was very kind of you to ...

- Thanks for your help/for coming… [-> Not at all/Don’t mention it/You’re
welcome/My pleasure]
 Taking your leave:
- Well, I really must be off now!

- Oh dear, look at the time. I must dash!
- If you'll excuse me, I really must be going.
- Cheerio / Bye bye! / See you!
- Goodnight!
- Goodbye. It was nice meeting you.
- So pleased to have met you.
- Give my love to ...
- Give my regards to ... [-> I will/I won’t forget]
- Have a nice weekend / trip / time ...
- Thanks. Same to you!
181
2. Vocabulary exercises:
A. Translate the following sentences into English:
1. Je dois filer.
2. Auriez-vous l’amabilité d’attendre ici ?
3. Merci d’être venu si vite. Il n’y a pas de quoi.
4. Vous permettez que je fume ?
→ Je vous en prie. / J’aimerais mieux pas.
5. C’est très gentil à vous de vous occuper de ce problème.
6. Il faut vraiment que je parte.
7. Remettez mes amitiés à …
8. Je suis désolé d’être en retard.
9. Je ne l’ai pas fait exprès.
→ Ne vous en faites pas, ça ne fait rien.
10. Mettez-vous à l’aise.
11. Depuis combien de temps étudiez-vous l’anglais ?
12. Puis-je vous présentez Nancy Jones ?
13. Voulez-vous un café ? Merci, volontiers.
14. Nous nous sommes tout de suite bien entendu.
15. Vendredi vous conviendrait-il ?
16. Nous nous rencontrons enfin. J’ai beaucoup entendu parler de vous.
182
B. Fill in the blanks using the appropriate vocabulary:
1. Do you ……………………………………… if I smoke?

2. Would you be so ……………………………………… as to give me some help?
3. Where did you ………………………………………up?
4. I'm sorry to ……………………………………… you.
5. ……………………………………… your meal.
6. ……………………………………… yourself at home.
7. Give my ……………………………………… to your father.
8. Thank you very much – Not ………………………………………
9. Have you ……………………………………… a student job?

10. Nice to have ……………………………………… you.
11. How do you do? - ………………………………………
12. Where ……………………………………… you born?
13. Have a nice ………………………………………!
14. I'm terribly ………………………………………
15. God ……………………………………… you!
16. He's had an accident! – Oh ………………………………………
17. Do ……………………………………… again!
18. I didn't ……………………………………… to hurt you.
19. Thank you -> You're ………………………………………
183
3. Speaking practice:
 ROLEPLAY 1: You are meeting a visitor from abroad arriving by plane in the late
afternoon. Come up with a socializing dialogue and throw in as many expressions
as possible.
 ROLEPLAY 2: Make a dialogue based on the following situation using all the
socializing techniques studied together and the proper vocabulary.
NO READING, NO RECITING.
Student A Student B
You work for Albio, a London-based You have just arrived at Albio, a London-based
pharmaceutical company. You are expecting an pharmaceutical company. You have an
overseas visitor with an appointment to see your appointment to see Kelly Adams in the Research
colleague, Kelly Adams. Kelly has just called to tell department.
you that there has been an accident on the
motorway and that she will be delayed for maybe an You are very busy and have another appointment
hour. this afternoon and one in Edinburgh tomorrow.
You would like to have some time to prepare for
- Greet/Welcome the visitor these appointments.
- Explain the problem. Say that another colleague,
Nora Oxley, can show the visitor around your - Be prepared to engage in a few minutes' small talk
laboratories, if he/she likes. with the person looking after you.
- Make small talk because Nora Oxley has not yet - You would like to prepare for your afternoon
arrived either (but you do not have to tell your meeting.
visitor this). She should be along in a few minutes. - You would like a recommendation on what would
- Offer to help your visitor in various ways. be a nice gift for your partner (male or female) back
home.
- You would like to send and receive a confidential
fax.
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2. Telephoning
VOCAB: All the vocabulary in this chapter is to be known for the exam
a. Vocabulary
call back/ring back/ cut off/ get through/ give up/ hang up/ hold on/
look up/ pick up/ put on/ put through
1. The phone’s ringing, why don’t you ____________________ ?

2. Mrs Scott is unavailable at the moment, can you ________________ later?
3. Can you ____________ Ms. Dumas number in the directory please?
4. I’m afraid she is with a client, shall I _______ you _________ to her secretary?
5. I’m sorry about that. I’m glad you are still there. We must have been __________ for a
moment.
6. Mr. Green never seems to be in his office. I’ve been trying to __________ to him all
morning.
7. Could you just _____________ for a moment, I’ll just find out for you.
8. Is Graham there? If so, could you _______ him ________ please?
9. If the telephonist says “Thank you so much for calling” and plays me that awful electronic
music again, I’ll ______________.
10. You’ll never get New York at this time of day. If I were you, I’d _____________.
Work in pairs. Match the following words with their definition below.
to text someone – to google something – landline – mobile (phone) – to give someone a bell
– to get hold of someone
1. to give someone a call: ______________________________

2. to send someone a short message on their mobile phone: ___________________
3. to search for something on the internet: _____________________________
4. cell phone: _________________
5. your home phone, as opposed to your mobile phone: _______________________
6. to reach someone: _______________________
Now, fill in the blanks with the above expressions.
7. I’m at home right now, call me on my ______________, it will be cheaper!

8. Right, I’ll ___________ you ___________ sometime next week, so we can catch up!
9. Hey, how do you ___________ something you can’t spell?
10. Don’t call, just ___________ me when you get there.
11. Someone has just robbed him of his ________, and he has lost all his contact numbers.
12. I really need to ____________________ him, could you give me his mobile number?
185
b. Speaking practice: Language checklist for business telephone conversations
PERSON CALLING PERSON CALLED

ANNOUNCING IDENTITY
- Hello, this is … from … (+firm) - (Simpson) here/speaking.
- Good morning, my name’s … calling - (ICHEC), good morning / good afternoon.
from … (+ city / country)
ASKING IF SOMEONE IS IN
- Could I speak to …, please? - Speaking.
- Could you put me through to …,
please?
- I’d like to speak to…
-Could I have the … Department, please?
- Could I have extension (n°), please?
ASKING THE CALLER TO WAIT
a. Just a moment,
b. Hold the line, please.
c. Could you hold on, please?
CONNECTING SOMEBODY
d. I’ll put you through (to…)
e. (I am) putting you through.
f. Certainly, I’ll connect you immediately.
DIFFICULTIES GETTING HOLD OF PERSON
- I’m afraid the line is engaged
there is no reply.
- I’m afraid she is off sick today.
out for lunch.
- I’m sorry, he’s just gone out.
- Will you hold on or will you call back
later?
WHEN WILL PERSON WANTED BE BACK?
- What time could I reach/get hold
of…?
- Can I contact him on (Saturday)?
- Would you happen to have his mobile
phone number?
- Right, I’ll phone again later.
TAKING MESSAGES / OFFERING HELP
g. - Who’s calling / speaking, please?
h. - Can I take a message?
i. - Would you like to leave a message?
j. - Shall I ask him to call you back?
k. - What’s your number, please?
l. - I’ll get him to call you back.
m. - May I ask you what it is about?
186
LEAVING A MESSAGE/ASKING FOR HELP
- Can I leave a message with you?
- Could you / Will you tell him (I rang)?
- Could you ask him to call me, please.
ASKING FOR REPETITION
- Sorry, I didn’t catch (that/your name).
- Sorry, what was the name/number?
- I am afraid it is a bad line, could you
repeat that, please?
-Could you spell (that / your name), please?
ACKNOWLEDGING REPETITION
- Okay, I’ve got that now.
- I see, thank you.
SAYING WHY YOU ARE CALLING
- I am calling about (the meeting).
- I am calling for (some information).
- I am calling to (let you know32 …).
MAKING ARRANGEMENTS
- Could we meet (some time next month)?
- What time / day would be convenient for you?
- When would (it) suit you?
- Would (Thursday 5 o’clock) suit you?
- Shall we say (10 o’clock)?
- Could we say (6.30)?
- Could we make it on ...?
- May I suggest...?
- No, sorry, I can’t make it then.
- Sorry, I am too busy next week.
- That would be fine / perfect.
CONFIRMING / CORRECTING INFORMATION
- So, that’s … (+ number / name / etc.)
- Can I check that? You said …
- So, that’s settled. Can you / Shall I confirm that by email?
- No, that’s (677 08 92), not (667 08 92).
ENDING A CALL
- Right, I think that’s all. - Thanks a lot. Goodbye.
- Thanks very much for your help. - Thanks for calling. Goodbye
- Do call if you need anything else. - Nice talking to you. Goodbye
- I look forward to seeing you / your call /
your email…
32
To let someone know ≠ to prevent !
187
3. Numerals
a. Vocabulary
I. Reading cardinal numbers
- 0
1. This figure is normally called __________ [________] in British English,

and __________ [________] in American English.
2. When numbers are said figure by figure, it is often called _______ [_______].
3. Zero scores in team-games are usually called _________ in British English

(= American “zero”).
4. In tennis, table tennis and similar games, the word ________ is used.
- 4 14 40
_______ ___________ ____________
- SIGNALLING THOUSANDS AND DECIMALS

6,000 or 6 000 : _________
1.8 (not : 1,8) : __________
0.4 : ____________________ or ___________________
0.07 : ____________________ or ___________________
3.56 : _____________________
4.025 % : four point oh two five per’cent
100 1,000 (or 1 000) 1,000,000 (or 1 000 000)
a/one ___________ ___________________ ______________________
1,000,000,000 ____________________
The use of plurals
200 _________________ but _____________________ of (people were at risk)
5,000,000 __________________ but _______________ of …
188
THE USE OF “AND” AND OF THE HYPHEN (-)
32102 132 1,002 1,032 but 3,400
But telephone numbers 0208/769.11.58 ____________________________
flight 347 ____________________________
room 622 ____________________________
reference 73360 36 – 1708 / WYG ____________________________
II. Reading ordinal numbers

C. 1st 2nd 3rd 4th 5th
________ __________ ____________ ___________ ___________
6th 7th 8th 9th 10th
________ __________ _____________ _________ ___________
11th 12th 20th 21st
__________ ___________ _____________ _______________
11. KINGS AND QUEENS (AND POPES)

2. Henry VIII: Henry the Eighth
3. Philippe II: _______________
4. Elizabeth II: _______________
5. Pope Benedict XVI: _______________
III. Reading dates

o 1935: __________________________________________
o 2006: __________________________________________
o 55 B.C. with B.C. = ________________________
o A.D. 752 with A.D. = ________________________
WHAT’S THE DATE TODAY? OR: WHAT DATE IS IT TODAY?

UK US
ORALLY
IN
WRITING
189
IV. Fractions
1/2 1/3 1/4 1/5 1/6

a/one half a/one _______ a/one quarter a/one fifth ____________
1/10 1/11 1/12

______________ ______________ _________________
2/3 2/5 3/4 5/8 3/10

two thirds _______________ _____________ _________ __________
V. Some mathematics
Small calculation / informal Larger calculation / formal
2+2=4 Two and two is / are four plus equals
4–2=2 Two from four leaves two ……………. …………….
2x2=4 Two twos are four …………… ………………
4:2=2 Four d__________ b___ two __________ two
32 : three squared
33 : three cubed, or three to the power of three
34 : three to the fourth, or three to the power of four
3100 : three ____________
√25 = 5 : the square root of 25 is 5
VI. Numbers and Adjectives
When a number is used in combination with a noun to form an adjective

(pay attention to the use of hyphen), the noun is always singular :
a fifty-minute lesson a twelve-week term a ten thousand pound car
a twenty-minute walk a six-month waiting list a ninety-five dollar price cut
a one and a half litre bottle a twenty-degree fall in temperature
190
b. Speaking practice : Say the following numerals
Telephone : 0208/682 44 42 00 32 2 737 37 37

Numbers : 9,000 100,000 1,001 1.687 407 3 000
15,972 1.07 2,333 274,658 102 3/4
1/8 28% 12.5% 9.54 9,891 146
0.5 51,687,214.59 £785,597,200,804
Flight 147 Room 204
2,000,000 people £1,000,000,000 $22,000,000,000
Calculations : 123 + 321 = 444 27-5 = 22 9:3=3
12 x12 = 144 √4 = 2 32 = 9 24 = 16
6/2 = 3
Football : 3 – 0
Tennis : 40 – 0
Dates : 1905 1066 2005 07.08.83
16.09.2016 09.03.98 (US) 21.01.01 23.05.65
04.25.1972 When’s your birthday?
Say the following

a. In my first job, in 2006, I earned £46 a week, which was exactly £1,976 a year.
b. Today, they are buying dollars at 1.3952 and selling them at 1.3957.
c. It’s either 0.431 or 4.031, I can’t remember.
d. £1,000,000? But that’s over $1,590,000!
e. No, it’s 12,231, not 12.231!
f. You can fax them on 066/22 27 47.
g. For further information, call 0171/359 0131.
h. He’s 2m11 tall, like a basketball player.
i. It only cost £13.99.
j. It’s somewhere between 2 1/3 and 2 ¾.
k. 27 x 365 = 9,855, plus 7 for leap years, plus 2 X 31, plus 16 days – I’m 10,000 days old
today!
l. The equation is x2 – y3 = z.
191
c. Listening comprehension: UK’s economy
Listen to this news item taken from the BBC and tackling the UK’s economy. The
script is given to you but all the figures, numbers, dates … have been removed. Fill in
the blanks with the appropriate information.
Newscaster:
At the start of this year, the UK economy shrank at its fastest rate for more than _________
years. The latest figures showed that output fell by _________, much further than was
predicted. The office for national statistics says the fall was more severe because of the
struggling construction and service sectors like restaurants, shops and hotels. This lunch time,
De Lloyd’s Banking Group has confirmed that another ___________ jobs are being cut. It
brings the total number axed since January to more than __________. Here’s our Chief
economic correspondent, Hugh Pym.
Hugh:
It was even worse than we thought out there, but that’s no consolation for Mark Steiner who
runs a building business in Northamptonshire. He’s specialized in extension work and that
dried up completely. So, he had to lay off more than _______ his workers.
Mark:
For the __________ part of the year, it sort of dive-bombed, you know, that was almost like
the bottom of a trampoline, you know, having to let go of those three lads was a real blow,
really, and I did try really hard to keep them on.
Hugh:
Previous estimates of economic output had shown a drop of _______ in the ______________
months of this year. That seemed bad enough, but now that’s been revised down to a fall of
______, the biggest quarterly decline since __________. Construction was a lot worse than
expected with a plunge of _________.
Matthew Sharratt:
The _________ drop that was revised down today was certainly the worst for the last
_________ years, so, very depressing figures when you look back on the __________
___________.
Hugh:
That was then, the _________ _________ , but what about now we’re nearly at the end of the
_________ and we won’t get official figures on output over that period until late July. There
have been ________________ indications of a slight improvement, for example in business
confidence and in the housing market.
192
The Nationwide said the average prices were down ____________________ in April, but in
May there was an increase of _________, and in June a rise of __________. Averaged over
_______ months, it was the 1st positive showing since ___________.
But the Nationwide has warned that the activity in the housing market is still very subdued,
demand for homes is low and news that Lloyds is to cut just over ____________ jobs is
reminding that rising unemployment is still a major issue in the wider economy. Unions say
more than ____________ have gone at Lloyds since January.
Back in the building trade, Mark Steiner has seen a few signs that things are getting a little bit
better, but he knows that laying the foundations for recovery could take some time.
Vocabulary (to be known actively!):
 To shrink (shrank – shrunk):

 -> My T-shirt shrank in the wash: became smaller
 -> The economy shrank last year: was less successful
 The rate: the rhythm, the speed
 -> at a fast rate
 Figures:
 -> Unemployment figures/ Figures show that …..
 The output: the production
 -> Output fell by ….%
 Struggling (< to struggle):
 -> a struggling student/ sector (of the economy): facing difficulties
 To axe jobs: to cut jobs, to remove jobs
 To run a business: to manage/ to head up a company
 To be specialized IN …
 To dry up: to become extinct, to disappear
 To lay off workers: to make workers redundant, to dismiss workers (in times of
crisis ……) -> He was laid off.
 A drop / a plunge (of 10%): an important fall / decrease
 The first/ last/next 3 months: (NOT: the 3 first …!)
 Late (July) <-> early July
 -> They met early June & got married late July.
 A slight improvement (< to improve):
 -> There was a slight improvement: Things improved a bit.
 Confidence: believing in oneself or others
 -> a lack of confidence
 -> self-confidence
 The housing market: the real estate market (‘le marché immobilier’)
 Average: -> Average prices en moyenne = on average
193
 An increase / a rise (by 10%):
 To warn: to give notice of possible danger
 -> They warned that ….
 A major issue: an important problem
 A (trade) union: association of workers to protect their interests …
 A trade:
 -> to learn a trade: to learn a (manual) job
 -> It’s good for trade: good for business
 -> the building/ drug/arms trade: the …… business
Using these words, translate the following sentences:
 L’économie britannique s’est contractée (a rétréci) l’année passée.
 Les chiffres montrent une légère amélioration.
 Le gouvernement met en garde contre ce problème.
 Je manque de confiance en moi.
 Le chômage est un problème majeur.
 Les trois premiers mois.
 Il n’y a pas assez de confiance dans l’immobilier.
Write meaningful sentences, at least 15 words:
 To run a company + for OR since
 To lay someone off + however OR although
 A trade + a modal verb
194
4. Company Presentation
a. Warming-up, vocabulary & language:

Different kinds of companies
Sector of the economy,
Types of companies
Eeasily confused words: raise and rise; personal and personnel
Talking about a company’s performance
b. Listening comprehension: company presentations
Listening 1: Surefire Heating
Listening 2: Oreo
Listening 3: Lego
Listening 4: How supermarkets influence you
c. Reading: Texts for the Interactive-class
How do TV commercials influence American culture?
d. Speaking practice: Presenting a company
Vocabulary checklist and preparing a company profile
e. Reading: Self-study texts: Current Issues texts
Text : The small changes the fashion industry could make to help the environment.
Text : Made in China?
Text: How to start a business: A step-by-step guide.
195
a. Warming-up, vocabulary & Language.
Which of these companies do you know? Match them up with the sectors of industry and
product groups in the chart
Discuss these questions:
 What are the five largest or most important companies in your region (or country)?
 Which sectors of industry or product groups do they belong to?
 Make a list of the products they make or the services they supply and compare your lists
with another group.
Vocabulary and language:
a. Sectors of the economy

b. Types of companies
c. Easily confused words: raise and rise + personal and personnel
d. Talking about a company’s performance
196
a. Sectors of the economy
ALL THE UNDERLINED WORDS/EXPRESSIONS ARE TO BE KNOWN FOR THE

TESTS/EXAMS
Sectors of the Economy33: Primary, Secondary, Tertiary

A nation’s economy can be divided into various sectors to define the proportion of the
population engaged in the activity sector. (...)
Primary Sector
The primary sector of the economy extracts or harvests products from the earth. The primary
sector includes the production of raw materials and basic foods. Activities associated with the
primary sector include agriculture, mining, farming (...). The packaging and processing of the
raw material associated with this sector is also considered to be part of this sector.
In developed and developing countries, a decreasing proportion of workers are involved in the
primary sector. About 3% of the U.S. labour force is engaged in primary sector activity today
(...)
Secondary Sector
The secondary sector of the economy manufactures finished goods. It includes manufacturing,
processing, and construction (...). Activities associated with the secondary sector include
automobile production, textile production, chemical and engineering industries, aerospace
manufacturing, engineering, construction (...)
Tertiary Sector
The tertiary sector of the economy is the service industry. This sector provides services to the
general population and to businesses. Activities associated with this sector include retail and
wholesale sales, transportation and distribution, entertainment (movies, television, radio,
music, theater, etc.), restaurants, media, tourism, insurance, banking, healthcare, and law.
In most developed and developing countries, a growing proportion of workers are devoted to
the tertiary sector. In the U.S., more than 80% of the labour force are tertiary workers.
Quaternary Sector
The quaternary sector of the economy consists of intellectual activities. Activities associated
with this sector include government, culture, libraries, scientific research, education, patents
and information technology.
 Vocab:
- To harvest: récolter, moissonner

- Raw materials: matières premières
- Basic foods: les aliments de base
- Packaging: emballage, conditionnement
- Processing: traitement (transforming raw materials into goods)
→ Goods: biens (de consommation)
33 http://geography.about.com/od/urbaneconomicgeography/a/sectorseconomy.htm
197
- Developed /dɪˈveləpt/ countries: les pays développés / Developing /dɪˈveləpɪŋ/
countries: les pays en voie de développement → Emerging countries (China, India,
Brazil …): les pays émergeants
- To be involved in a field/an area of expertise /ˌekspə(r)ˈtiːz/ / a sector of activity
= to be engaged in: travailler dans un domaine
- Labour = workforce = manpower: main d’oeuvre
- To manufacture = to produce: fabriquer
- Finished goods: produits finis
- To be associated WITH: associé à
- To provide sth to someone / to provide someone WITH sth: fournir qqch à qqun
- Retail: vente au détail / wholesale: vente en gros
- The entertainment business: l’industrie du divertissement
- Library: bibliothèque (not “librairie”)
- Research: ATTENTION: UNCOUNTABLE
- A patent: un brevet
→ to apply for a patent: déposer un brevet
Additional vocab linked to companies:

- Turnover = global annual revenue = bottom line: chiffre d’affaire
→ BUT turnover also has another meaning: rotation de personnel
- To go out of business = to go bankrupt = to go bust: faire faillite
→ Bankruptcy: faillite
- To trade: faire du commerce, des affaires
- To downsize: réduire les effectifs
→ Downsizing: contraction de personnel
- To make redundant: licencier
- To lay off (to be laid off): licencier, mettre au chômage technique
- A shareholder: un actionnaire (meaning both a person who owns parts of a
business or a person who has bought shares of a company that is publically
traded)
→ To be publically traded: être coté en bourse
- Shares/stocks: des actions
- The stock exchange: la bourse (the place)
- The stock market: la bourse (le marché)
198
b. Types of companies (the basics):
ATTENTION: there are sometimes differences between the types of companies that
legally exist in Belgium and those of the UK, so, sometimes, there isn’t an exact
equivalent between the two countries. This page is only for your personal information.
Belgium The UK
Coentreprise Joint venture: A business arrangement in
which two or more parties agree to put their
resources together for the purpose of
accomplishing a specific task. This task can be
a new project or any other business activity
ASBL (association sans but lucratif) ≈ non-profit association/organisation
Entreprise individuelle ≈ sole trader (UK), sole proprietorship (US):
a type of business entity that is owned and run
by one individual and in which there is no
legal distinction between the owner and the
business, often concerns self-employed
people
SPRL (société privée à responsabilité limitée) ≈ Ltd. (UK): A private company limited by
shares, usually called a private limited
company (Ltd.). It has shareholders with
limited liability and its shares may not be
offered to the general public
SA (societé anonyme) ≈ plc (UK): It is a limited (liability)
company whose shares may be freely sold
and traded to the public
- To be self-employed: être indépendant (≠ to be independent)

- Limited liability: responsabilité limitée
- Unlimited liability: responsabilité illimitée
199
c. Easily confused words : raise and rise
as nouns : In British English an increase in salary is called a rise. In American English it is

called a raise.
as verbs : The verbs are more easily confused, but they should be distinguished as they require
a different grammatical structure.
Look at the following sentences and decide which verb – raise or rise, is transitive (i.e. can have
direct object), and which is intransitive (i.e. cannot have a direct object)
m. The government has raised social security contributions again.
n.Income tax has been raised.
o.The cost of entertaining clients is rising.
p.Wages have risen.
Put the correct form of raise or rise in the following sentences.

a. Prices …………………. considerably last year.
b. Salaries are expected to ………………. by 4 per cent next year.
c. Tax cuts have ………………. real income.
d. The number of workers participating in the profit-sharing scheme has
……………… due to increased profits.
Complete the following passage with the correct forms of the words in the box:
arise (v.) rise (n.) rise (v.) raise (v.)
A serious problem has ___________ (1) in my company. Because the cost of living
_________ (2) by six per cent last year, management decided to ________ (3) the
salaries of all the staff. For this reason, they gave everyone a ________ (4) of £10 a
week. However, they had to pay for this by __________ (5) the prices of all our
products by 10%. Such a large _________________ (6) in prices made our
products uncompetitive.
 Easily confused words : personal and personnel
1. Does your Managing Director have a _______________ assistant?

2. Does your company have a ______________ Department or a Human Resources
Division?
3. We weren’t able to offer the new service because we hadn’t got enough trained
____________________.
4. Do you agree that you shouldn’t mix your ______________ and professional life?
200
d. Talking about a company’s performance
Banks and businesses:
Most businesses need to borrow money to finance (=to pay for) investments (= things
they need to buy in order to help the company, eg machines). The money they borrow from
the bank is called a loan, and on this loan they have to pay interest, eg if you borrow
£1,000 and the interest rate is 10%, then you have to pay back £1,000, plus £100 in
interest.
Businesses and profit:
One of the main aims/objectives (the things that you hope to do/achieve) of a company
is to make a profit (=earn/receive more money than it spends) (>< make a loss). If a
company does not make a profit or a loss, it breaks even. Most companies are happy if
they can break even in their first year of business. Companies receive money from selling
their products – this money is called the turnover. The money that they spend is called the
expenditure. They spend money on these things : raw materials (=materials in their
natural state used to make something else, eg coal and oil are important raw materials used
to make plastics); labour (=employees); overheads (=necessary costs for a company, eg
rent for buildings, electricity, telephone).
Businesses and the economy:
In order to grow/expand (=get bigger) and to thrive/prosper (=do well/be successful),
many companies want or need the following:
- low inflation, so prices do not go up
- low interest rates, so the company can borrow money without paying a lot of interest
- economic and political stability (=things remain steady and stable and there are no
sudden changes in the economic and political situation)
201
- a healthy/strong economy (=in good condition), and not an economy in recession
(=in a period of reduced and slow business activity)
- tax cuts (=tax reductions/lower taxes), so they can keep more of their profit. This
often depends on government expenditure, eg the government will not be able to
reduce taxes if public expenditure continues to rise.
Vocabulary exercises
a. What single word or phrase is being defined in each of these sentences?
1. Money you borrow from a bank for your business.
2. What you must pay the bank if you borrow money.
3. The continuous increase in the price of things.
4. The things you hope to do /achieve within a period of time.
5. When a company does not make a profit or a loss.
6. When an economy is in a period of reduced and slow business activity.
b. Replace the underlined words with a synonym:
1. Fortunately, the company is doing well now.
2. It is growing very quickly.
3. This is one of their main objectives.
4. Profits have risen considerably.
c. Fill the gaps to form compound words or common phrases:

1. _______________ expenditure 4. ___________________ rate
2. __________________ stability 5. raw ___________________
3. tax ____________________ 6. profit and ______________
202
b.Listening comprehension
Listening 1 : Company presentation – Surefire Heating
Managing Director Before I tell you a little about our company, could I first thank you for seeing us at such
short notice. It was very good of you.
Sibley Please, don’t mention it.
Managing Director Now about our company, Surefire Heating. We’re a ______________ _____________
company based in Wokingham. We’ve been in business some thirty years now. In the
beginning, we made only heating and ventilation units – they are still our main
_____________ __________ actually. But recently we have moved into the field of
kitchen equipment for the hotel and ___________________ _________
Sibley Interesting. You should find plenty of __________________ for that equipment up here.
I’m sure you are __________ of that.
Managing Director Oh yes, we _______________________ in northern England. Now, I should tell you that
our most exciting new _____________________
is microwave ___________. We’ve got big plans for these. More about that in a moment.
Sibley Right.
Managing Director Let me give you some idea of the _____________________ now. Our
__________________ last year was ______________ £30m, our __________________
around £4.5m. We’ve got a ________________ of approximately 300 employees. We are
expanding fast. I’m happy to say. Our ______________________ in terms of
_________________ has been almost 10% a year.
Sibley Very impressive.
Managing Director Thank you. Now Bob will say a word about our ____________________
_____________. He has more to do with that side of things than I do.
Production Thanks Ian. Well, in a word, Mr Sibley, our relations with the ____________ are first class.
Manager We’ve never had a _____________ at the plant and obviously we are very proud of that
______________. It’s probably because we treat our ________________ well. We listen
to what they have to say about their work and they have plenty of ___________________
to give their opinion. Mind you, we are not complacent. I am not saying we will never have
a strike!
Sibley Mmh, nothing’s certain in life, is it?
Prod. Man. Right.
Managing Director I think that gives you some idea of our business, Mr Sibley. Let me tell you now why we
wanted to meet you. You see, we are planning to produce 30,000 microwave ___________
next year. And we expect our __________________ ___________ to 60,000 or even
70,000 in two or three years’time. For that, we need a ______________ say 40,000 square
feet, and more workers. Eighty to a hundred employees at least.
Sibley We can certainly help you there. Let me tell you what the north of England can offer you.
203
Vocabulary exercises for Surefire Heating
Find the words in the text corresponding to the following definitions or synonyms
1. product range = 7. a limited company which can offer

its shares to the public =
2. labour = 8. production capacity =
3. to increase = 9. expansion =
4. self-satisfied = 10. relations with the unions =
5. to provide food and services = 11. factory =
6. total of business done by a 12. to lack =

company =
Translate
1. Nous sommes dans les affaires depuis 20 ans.
2. J’espère que vous êtes conscients de cela.
3. Nous ne manquons pas de clients.
4. Notre chiffre d’affaires de 2015 approchait les 30 millions de livres.
5. Nous sommes une entreprise en pleine croissance.
6. Notre production a augmenté de 60 000 à 70 000 unités par an.
7. Ils auront beaucoup d’occasions de donner leur opinion.
8. Nous avons l’intention d’augmenter notre taux de croissance de 20%.
204
 Fill in the blanks, using the right tenses :
amount to – break into – close down – gamble – go out of business – get worse -
expand – be appointed – senior executive – set up – run – remain steady – workforce
– output – slump – streamline – subsidiaries
I’m a (1) ______________ in I.P.A. I (2) ___________________ last year by the board of
directors. The company was (3) ____________ 50 years ago by R. Douglas. He (4)
____________________ the company for half a century now.
Between the 80s and the 90s, the company (5) _______________ fast. In 2008 our growth
rate (6) _____________ 15%. Then it (7) _________________ for a couple of years. Since
Mr Brown came to power, things (8) _________________ .The (9) ______ ________has
been reduced, our (10) ______________ has dropped dramatically, and management (11)
______________ production in our main (12) ________________. Most of our
competitors (13) ____________________ because of the current economic (14)
________ . We will soon have to (15) ________________ if we don’t (16) _________
________ other markets. But it’s probably too much of a (17) __________________.
205
Listening comprehension 2 : Company presentation - Oreo (CNN)
https://www.youtube.com/watch?v=E6mQjmNU23o
1.Company presentation - Oreo (CNN)
Listen to the item and fill in the blanks with the relevant information coming from the video.
Attention, the following text is not the script of the video, but the way a company presentation
should sound like. Make sure you understand the underlined words/expressions.
Good morning, everyone.

I’m here today to present my company, Oreo, to you.
Let’s start with a few fast facts about Oreo:
Oreo was founded/set up/established more than …………………………………… years ago, in
the year ……………………… in ………………………………
Our parent company, Nabisco, is …………………………………………………………… creating
the original Oreo cookie, chocolate wafers joined together by a vanilla-cream filling.
Today, our brand is sold in more than ………………………………… countries and our global
annual revenue/turnover amounts to ………………………………………… a year.
Today, Oreo is one of the most popular ………………………………………… in the world. One
of the reasons why we have stood the test of time so well and why we have enjoyed so much cultural
longevity is that we have been able to balance ………………………………… and
………………………………………. Indeed, we have been able to keep our product
……………………………………………… and ……………………………………, yet, at the
same time, we’ve been able to keep it …………………………………………. We’ve been able to
keep pace with the changes in time.
Kraft, our …………………………………………, works hard to keep our products fresh. In our
Research Kitchens in New Jersey, we try …………………………………………… different
flavours and ideas, some of them we’ve heard from our ……………………………………… over
the years. Kraft also takes care of …………………………………………… each new
……………………………………………, for example, we have a smaller
………………………………………… to fit the size of the smaller stores in China.
Another important aspect of our marketing mix is the importance we give to

……………………………………………. We have our own Facebook page with more than
………………………………………………………………….
Ladies and Gentlemen, thank you for your attention. If you have any questions, feel free to ask them.
206
Useful vocab used in the video:
- A brand (of food/ wine …) : <-> a make of car

- -> What brand is that? Gordon / What make is your car? Ford
- Their annual revenue amounts to …(£ 10 billion)
- The turnover: ‘le chiffre d’affaires’
- The firm was founded/ set up/ established in (1995)…
- The parent company: the cy. that controls the others, possibly owning more than
½ its shares (la maison-mère)
- To stand the test of time: ’tenir le coup, résister à l’épreuve du temps’
- Skill: talent
- -> It takes skill to …. (You need talent to …)
- To last:
- -> How long did it last? 2 hours
- To keep pace with ….: to follow the rhythm, the same speed as …
- To be authentic:
- To balance: to find an equilibrium
- ->to balance career & family
- The owner: the one that possesses sth.
- Who is the owner of that car?
- A flavour (of ice-cream …):
- -> Which flavour would you like: vanilla, strawberry or banana?
- The consumers: the people who use goods
- To fit: to be convenient
- -> The key doesn’t fit the lock.
- A store: a shop
- To cater to (/to cater for): to provide, to satisfy, to supply (food )
- -> to cater for sy’s needs/ to cater for a market
- -> the catering trade
- A cookie: a biscuit
- -> to be a smart cookie: to be a clever person
Speaking Practice : Giving your Opinion
a. What’s your point of view on Oreo’s marketing strategy? Do you find it effective? Why
(not)?
b. When you think about your childhood, are there brands that you associate with it? What
brands? Why?
c. Can you think of other brands that can be associated with a strong marketing campaign/a
d. When it comes to advertising, what works on you? Why?
207
Listening 3 : Company presentation & results:
Lego: Tiny bricks but rather big profits
https://www.youtube.com/watch?v=6Vr64EMcAZI
1) First listening: write down the keywords you identify.
2) Check the vocabulary:
Vocabulary to understand the video: The movie’s plot

Allure To overwhelm
The latest move Astutely
To top box office Spin-off products
A venture Feisty heroine
Business Vocabulary: revenue:

profit / net profit it is estimated at
profits top $ 1 billion to earn 17 million dollars
a family-owned company to make losses
a brand to be overwhelmed by debt
to reinvent a brand to return a company to its original aim
to overextend a brand a core idea
sales the Lego range
sales are booming: to appeal to
to increase by... % To recover – Recovery
to perform
to outperform
208
2) Second and third listenings
Read the questions and answer with complete sentences.
1. What do the following numerals correspond to?

a. 11%:
b. 1.1 billion dollars:
c. What has quadrupled?
d. 17 billion dollars:
e. 70 million dollars:
2. How successful is the Lego movie?
3. Why does the commentator make a parallel between the Lego movie and the Lego company?
4. What is the secret of the Lego business, according to Jorgen Vig Knudstorp, the CEO of Lego?
5. What role have popular films and comics played in Lego’s recovery?
6. Why does Lego want to move away from its historical position “mainly for boys”? How does
the company proceed?
7. What is the fear of analysts for the future?
209
Listening 4 : How supermarkets influence you:
Discuss the following questions using the appropriate vocabulary.
-Do you shop at supermarkets? Why (not)?

-If you do, do you look for discounts34 and special offers? Why (not)?
-Do you find our main supermarkets (Delhaize, Carrefour …) expensive or reasonably-
priced35? Explain.
-Do you sometimes shop at hard discounters36? Why (not)?
-Do you sometimes buy products you were not supposed to buy just because you saw an ad
or a promotion?
-Do you sometimes feel “manipulated” by supermarkets?
-What’s your point of view on the strategy “bigger pack – better value”?
Useful vocab: match the expressions/words/verbs used in the video with their
translations/explanations (the underlined words/expressions/verbs are to be known
for the vocab test)
a. The grocery market 1. Une guerre des prix

b. Competition 2. To discover
c. Fierce 3. To happen (right now)
d. So-called 4. Le marché des supermarchés
e. A price war 5. Offre valable jusqu’à la fin de la semaine
f. To go on (at the moment) 6. Prix à l’unité
g. Profits 7. Bénéfices (financiers)
h. A warning 8. Raging – Féroce
i. To find out 9. Mettre, appliquer
j. Misleading 10. nier
k. Claim 11. Mise en garde
l. Offer-ends Sunday 12. To show
m. Fabric conditioner 13. illegal
n. To put on 14. Confusing – qui induit en erreur
o. A label 15. La concurrence
p. To display 16. Affirmation, déclaration
q. Unit prices 17. De l’adoucissant
r. Unlawful 18. Alleged – soi-disant
s. To bring prosecution 19. Une étiquette
t. To turn out to be 20. S’avérer être
u. To deny (+ ING) 21. To sue
34 Discount: price cut

35 Reasonably-priced: cheap
36 Hard-discounter: magasin hard-discount
210
Listen and answer the following questions:
 What do you see everywhere you look in the big 4 supermarkets?
 How much of the UK grocery market do these 4 supermarkets control? What is said about
competition between them?
 What would have happened if there really was a price war between supermarkets?
 What did the journalist discover in all supermarkets as far as promotions are concerned?
 What is said about the fabric conditioner?
 What is said about “bigger packs”?
 According to the supermarkets, who often put on the labels? What do they do with unit
prices?
 What does the law say?
 What do all 4 chains say?
211
c- Speaking practice: Preparing a company profile
Vocabulary checklist
They are a leading manufacturer in the …………. industry / sector

They are one of the fastest growing companies in …
They produce / supply / manufacture / deal in …
Their C.E.O. (Chief Executive Officer) / Managing Director is …
They’ve been in business since / for …
They were established / set up in …
Their headquarters are / main office is located in …
They also have regional branches / subsidiaries in …
They employ a total of … people
They have approximately … employees
Their turnover last year amounted to …
went up to …
increased by %
went down to …
dropped to …
decreased by %
remained steady (= equal)
was close to
was roughly / approximately / about ….
Their growth rate has risen from … to …. %
dropped dramatically
They are expanding fast
They have built their reputation on a new range of …
Their main customers are …
They’ve recently launched a new product, namely …
They hope to break into the … market
They’ve increased their sales of … significantly
They expect their output / sales to rise to …
They are facing fierce competition from …
The company is not doing well at the moment because of the current economic slump /
recession
The company will have to close down if …
212
1. Read and underline the expressions relevant when describing the profile of a company. The first few
have been done for you.
We manufacture and market a range of We are a Russian-based brokerage and

consumer packaging in metal, glass and consulting company established in 1992 at
plastics. Our main customers are in the the start of the privatisation process in
European beverage and food industries. We Russia. Our main office is located in
are one of the leading packaging companies in Moscow and we also have regional
Europe, with production units in Sweden, branches in Siberia and the Krasnodar
Denmark, Norway, the Netherlands, Germany, region. We deal in shares of Russian
the UK and Austria. We have approximately privatised enterprises and also provide a full
5,300 employees, 75% of whom work outside range of financial services related to Russian
Sweden. securities operations.
The long-term goal of the Atlas Copco Group is to be

the world’s leading company within its specialised areas
of business : compressor, construction and mining and
industrial technologies. The group employs more than
21,000 people, of whom 14% work outside Sweden.
Operations are conducted through 17 divisions, which
manufacture products in 57 plants in 15 countries. The
major share of the manufacturing is conducted within
European Union countries. Each division has total
business responsibility.
2. Now present a company of your choice, using information that you will find on the internet (reliable sources!). Use:
 the vocabulary/expressions/ideas from the listening comprehension exercise p…
 the vocabulary checklist on p…
 the three profiles above
Don’t forget to mention : - the name of the company

- their line of business
- goods or services they provide
- location of the company (headquarters and branches)
- the size of the company
- the number of people employed...
213
e- Reading Self-Study texts: Current Issues texts: Business Topics
TEXT: The small changes the fashion industry could make to help the environment.
(Newsweek, November the 22, 2016)
When you shop for a new jumper, how much thought do you give to the fate of the one it will
replace? Do you dump a jacket because it starts to look ragged, or falls out of fashion? More
and more, the clothing industry is wrestling with the same questions.
Some retailers are trying to take it out of your hands, embracing the circular economy by
increasing their use of recycled and sustainable materials. Swedish firm H&M is the latest to
join in, following brands such as Levi Strauss and Patagonia. Laudable though this is, a growing
body of evidence suggests that other approaches could do just as much to reduce the amount
of clothing sent to landfill and help to improve resource security.
Each year, millions of garments (one third of a million tonnes of clothing) end up in landfill
in the U.K. alone. This is 10 times the volume reportedly collected for recycling by H&M since
2013. Collecting it doesn’t guarantee reducing landfill. Re-use or recycling options all have their
limitations, such as separating mixed fibres for recycling and securing ethical second-hand
markets for used clothing.
One way to avoid the problem is by increasing the active lifetime of clothing. This can reduce
the amount of materials consumed and delay the point at which clothing is recycled or
disposed of. WRAP—the U.K. Waste and Resources Action Programme—concluded that the
clothing industry could reduce carbon, water and waste impacts by as much as 10 percent if
garments were worn for just three months longer than their current average of around three
years.
Life choices
Short clothing lifetimes are associated with changes in fashion. However, research by Ipsos
MORI has shown that more than half of us own unworn clothing that no longer fits, 10
percent hang on to worn out favorites, and 36 percent own items that they consider have gone
out of fashion.
Admittedly, the fashion issue rises to 58 percent among 16- to 24-year-olds. These are a target
sector for retailers such as H&M. Many admit they could buy more items that are “made to
last,” some as “investment pieces” like a cashmere jumper or a classic coat.
Retailers claim they have little influence over the behavior of their consumers. But they could
design and promote clothing that is more forgiving to slight changes in size, or easier to alter
or adjust, and that consumers would want to use for longer. Research shows that fit and comfort
also influence the level of emotional attachment consumers feel toward items of clothing,
provoking change in consumption patterns and perceptions of value.
Retailers can also encourage their design teams and suppliers to avoid early garment failure,
such as color loss, shrinking and pilling (those unsightly bobbles). They could do more to
choose and test materials and clothing to ensure that it is fit for everyday wear, tear and care.
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Equally, the decision to use non-recyclable materials, such as cotton/polyester is made during
the design process and could be discouraged.
Design flaws
In a recent project funded by the Department for Environment, Food & Rural Affairs,
researchers from Nottingham Trent University studied the obstacles that prevent clothing
businesses from making items that last longer. The starting point: it is technically possible, but
the business case for doing so needs further development.
Design is crucial, of course. Knowledgeable designers should be well-placed to increase

product longevity, use sustainable materials and make clothes easier to recycle. We found,
however, that there was a simple lack of technical knowledge in many product development
teams and in their increasingly fragmented global supply chains. There was also a lack of
agency among many designers and suppliers, as well as a lack of strong governance on
sustainability issues.
Improved communication from retailers to consumers could reduce confusion and help them
to act more sustainably. There are some good examples—such as Darn Tough socks and Flint
& Tinder’s 10 Year Hoodie—of companies designing more durable products to support their
brand strategies. In highly competitive markets such as schoolwear, an array of product
lifetime guarantees are used to create a competitive advantage.
Business case
At the heart of this, of course, is money. Sustainable design and technical decisions take a
backseat when compared to commercial decisions based on cost and speed. In our research,
backed up by scanning the high street, some retailers admitted reducing the quality of their
products over time to match demand for lower retail prices.
Without doubt, a wide-scale adoption of longer lasting clothes would require new thinking on
business models. There would need to be a move away from volume to quality, durability and
services, such as repair. This could help to extend clothing lifetimes and reinvigorate consumers’
emotional attachment to old favorites.
The U.K. market for clothing and footwear is worth some £50 billion a year. While the concept
of selling fewer products might seem a recipe for disaster, the idea is that providing added sales
value through deeper customer satisfaction and loyalty can compensate for lost unit sales. Add
to this income from services, such as mending or leasing, and reduced waste from over-
production and markdowns, and a smaller industry could perhaps be just as profitable, but
more sustainable. The threat of material scarcity, for example oil (from which polyester is
derived) may achieve peak global production as soon as 2020 and lead to rising prices, offers
an additional financial incentive.
The challenge is proving this on a large scale when most examples to date are small, niche
brand concepts. A re-evaluation of clothing design and the supply chain could help to reduce
the amount of clothes sent to landfill, improve recycling potential and lessen the environmental
impact. This would involve a proactive, visionary and far-sighted design approach to sustainable
design and consumption. While technically possible, this is commercially some way off—a
particular concern when the pace of change in consumer markets and growth in global
consumerism appears to outstrip that within the industry.
215
Clothing brands should adopt a more rounded approach to reducing clothing waste as an
alternative to perpetuating fast fashion. This means investing in their design processes,
improving technical knowledge within their supply chains and genuinely exploring alternative
business models.
Lynn Oxborrow is a project academic lead at Nottingham Trent University.
Fate The things, especially bad things, that will happen

or have happened to something; destiny
To dump To throw away or discard (garbage, etc.)
Ragged Old and torn
To fall out To become less or lower; to decline
To wrestle with To fight with someone or something
A retailer Person or business that sells goods to the public
To embrace To accept an idea, a proposal, a set of beliefs
Sustainable Environmentally friendly
Landfill Site for burying waste
A garment A piece of clothing
Lifetime Existence, life
To delay To postpone
To dispose of To throw away
To be associated WITH: To be linked TO
To own To possess
To fit To be correct size (//clothes); e.g: does this shirt fit you?
To wear out To use so often that it is destroyed
An item A small piece of something
To claim To state something as true or as a fact
To alter To make changes (here : to a piece of clothes so that it
will fit you better)
A pattern The regular way in which something happens, is done
A supplier A provider
To shrink To make or become smaller
To ensure To make sure something happens
A tear/ to tear Un accroc/ faire un accroc, déchirer
A business case Analyse de rentabilité
Knowledgeable Knowing a lot
A lack of A shortage of
The supply chain The process of manufacture and sale
To support To back
A brand strategy Une stratégie de marque
An array of A group of or collection of things.
To take a backseat To allow someone else to play a more active and
216
important role in a particular situation than you do
To match To correspond to
The retail price The price you pay for something you buy in a shop
To require To demand, to need
Footwear (uncountable) Shoes, boots, etc.
To be worth To deserve
A markdown A reduction in price
A threat A menace
Scarcity Shortage, lack
Oil Petroleum
An incentive Something that is used to encourage people to do
something, especially to make them work harder,
produce more or spend more money
On a large scale To a great extent
To lessen To become or make something become smaller, weaker,
less important, etc.
Pace Rhythm
Growth Development
To be laudable Worthy of praise

Reportedly According to reports
To secure To obtain or achieve something, especially when this means
using a lot of effort
To hang on to Not be able to get rid of
Favorites Preferred things
Admittedly Il est vrai que, il faut reconnaître que…
Forgiving Flexible
Pilling (of a piece of clothing, To become covered with small balls of fiber
especially one made of wool)
Wide scale Grande échelle.
To mend To repair.
To lease To rent out
Far-sighted Having or showing an understanding of the effects in the future
of actions that you take now, and being able to plan for them
Way off Distant, far away
To outstrip To become larger, more important, etc. than somebody,
something
Rounded Having a wide variety of qualities that combine to produce
something pleasant, complete and balanced
Genuinely Really
217
A. Reading-comprehension exercises:
1. Answer the following questions in English.
- How do you understand this sentence? Explain and be precise.

“Some retailers are trying to take it out of your hands, embracing the circular economy”.
- Is recycling clothes the first option when trying to be environmentally friendly? Could we opt
for a previous method/step?
- Regarding our life choices, do we tend to throw away easily?
- Do retailers have a lot of influence over the behaviour of their consumers?

What is suggested then?
- What are the obstacles that prevent clothing businesses from making items that last longer?
218
- How do you understand this sentence? Explain and be precise.
“Sustainable design and technical decisions take a backseat when compared to commercial
decisions based on cost and speed”.
- What is said as a matter of conclusion?
B. Vocabulary exercises.
1. Make a complete sentence of at least 15 words using the following keyword +

connective.
- Unless + to dispose of
- Despite + landfill
- However + lifetime
219
2. Provide a synonym or synonymous expression. Then, write a sentence (for each word)
that clearly shows your understanding of the word.
- Sustainable
- To dispose of
- To fit
- Scarcity
- A lack of
220
Article: Made in China?
Anonymous. The Economist (Mar 14, 2015) (Mar 14, 2015)
Asia's dominance in manufacturing will endure. That will make development harder for
others
BY MAKING things and selling them to foreigners, China has transformed itself--and the
world economy with it. In 1990 it produced less than 3% of global manufacturing output by
value; its share now is nearly a quarter. China produces about 80% of the world's air-
conditioners, 70% of its mobile phones and 60% of its shoes. The white heat of China's ascent
has forged supply chains that reach deep into South-East Asia. This "Factory Asia" now
makes almost half the world's goods.
China has been following in the footsteps of Asian tigers such as South Korea and Taiwan.
Many assumed that, in due course, the baton would pass to other parts of the world, enabling
them in their turn to manufacture their way to prosperity. But far from being loosened by
rising wages, China's grip is tightening. Low-cost work that does leave China goes mainly
to South-East Asia, only reinforcing Factory Asia's dominance (see pages 75-76). That raises
questions for emerging markets outside China's orbit. From India to Africa and South
America, the tricky task of getting rich has become harder.
Work to rule
China's economy is not as robust as it was. The property market is plagued by excess supply.
Rising debt is a burden. Earlier this month the government said that it was aiming for
growth of 7% this year, which would be its lowest for more than two decades--data this
week suggest even this might be a struggle (see page 66). Despite this, China will continue to
have three formidable advantages in manufacturing that will benefit the economy as a whole.
First, it is clinging on to low-cost manufacturing, even as it goes upmarket to exploit higher-

value activities. Its share of global clothing exports has actually risen, from 42.6% in 2011 to
43.1% in 2013. It is also making more of the things that go into its goods. The World Bank
has found that the share of imported components in China's total exports has fallen from a
peak of 60% in the mid-1990s to around 35% today. This is partly because China boasts
clusters of efficient suppliers that others will struggle to replicate. It has excellent, and
improving, infrastructure: it plans to build ten airports a year until 2020 (see page 65). And its
firms are using automation to raise productivity, offsetting some of the effect of higher
wages--the idea behind the government's new "Made in China 2025" strategy.
China's second strength is Factory Asia itself. As wages rise, some low-cost activity is indeed
leaving the country. Much of this is passing to large low-income populations in South-East
Asia. This process has a dark side. Last year an NGO found that almost 30% of workers in
Malaysia's electronics industry were forced labour (see page 67). But as Samsung, Microsoft,
Toyota and other multinational firms trim production in China and turn instead to places such
as Myanmar and the Philippines, they reinforce a regional supply chain with China at the
centre.
The third advantage is that China is increasingly a linchpin of demand. As the spending and
sophistication of Chinese consumers grows, Factory Asia is grabbing a bigger share of
higher-margin marketing and customer service. At the same time, Chinese demand is
221
strengthening Asian supply chains all the more. When it comes to the Chinese market, local
contractors have the edge over distant rivals.
Deft policy could boost these advantages still further. The Association of South-East Asian
Nations (ASEAN) is capable of snapping up low-end manufacturing. China's share--by
volume--of the market for American shoe imports slipped from 87% in 2009 to 79% last
year. Vietnam, Indonesia and Cambodia picked up all the extra work. But ASEAN could do
far more to create a single market for more complex goods and services. Regional--or, better,
global--deals would smooth the spread of manufacturing networks from China into nearby
countries. The example of Thailand's strength in vehicle production, which followed the
scrapping of restrictions on foreign components, shows how the right policies can weld
South-East Asian countries into China's manufacturing machine.
Unfortunately, other parts of the emerging world have less cause to rejoice. They lack a large
economy that can act as the nucleus of a regional grouping. The North American Free-Trade
Agreement has brought Mexican firms into supply chains that criss-cross North America, but
not Central and South American ones. High trade barriers mean western Europe will not
help north Africa in the way that it has helped central and eastern Europe.
And even when places like India or sub-Saharan Africa prise production from Factory Asia's
grasp, another problem remains. Manufacturing may no longer offer the employment or
income gains that it once did. In the past export-led manufacturing offered a way for large
numbers of unskilled workers to move from field to factory, transforming their
productivity at a stroke. Now technological advances have led to fewer workers on factory
floors. China and its neighbours may have been the last countries to be able to climb up the
ladder of development simply by recruiting lots of unskilled people to make things cheaply.
Exports still remain the surest path to success for emerging markets. Competing in global
markets is the best way to boost productivity. But governments outside the gates of Factory
Asia will have to rely on several engines of development--not just manufacturing, but
agriculture and services, too. India's IT-services sector shows what can be achieved, but it is
high-skilled and barely taps into the country's ocean of labour.
Put policy to work

Such a model of development demands more of policymakers than competing on
manufacturing labour costs ever did. A more liberal global regime for trade in services
should be a priority for South America and Africa. Infrastructure spending has to focus on
fibre-optic cables as well as ports and roads. Education is essential, because countries trying
to break into global markets will need skilled workforces.
These are tall orders for developing countries. But just waiting for higher Chinese wages to
push jobs their way is a recipe for failure.
222
Manufacturing To make, to produce (goods) on a large

< to manufacture scale by machinery
A foreigner A person born or from another country
The output The quantity of goods produced
(la production, le rendement)
The share La part
 Here’s your -! Voici ta part !
 To pay one’s - Payer sa part
The supply chain La chaîne d’approvisionnement
Goods Merchandises
To enable (sy. to do sth.) To make able, to give the means (to do
sth.)
To loosen one’s grip Deserrer son étreinte, sa prise
Wages Payments (for work or services) (= pay,
salary)
To tighten To make or become tighter ( <-> to
 To – one’s belt/ regulations …. loosen)
Se serrer la ceinture/ renforcer les règles
Low-cost Cheap
 - housing HLM
Mainly Chiefly, for the most part
To raise questions Soulever des questions
Emerging markets Des marchés émergents
A task A piece of work to be done
The supply L’approvisionnement
A debt Une dette
A burden Une charge, un fardeau
To aim (at doing sth.) To have as a plan or intention
 To – at becoming a doctor Avoir pour ambition de devenir docteur
The growth La croissance
a decade A period of 10 years
data Des données
 - processing Traitement de données
A struggle (here: ) a difficult task
As a whole Dans son ensemble
To go upmarket Se repositionner vers le haut de gamme
Components Parts (pièces détachées)
The peak The highest point
 to fall from a – of …. Retomber après avoir atteint un niveau
record de ....
To boast (-> To boast sth.) Se vanter (-> se vanter d’avoir ...)
A supplier Un fournisseur
To struggle To fight
(here : ) to try hard
Automation Automatisation
To increase productivity
223
To raise productivity La force, le point fort
The strength Le revenu
The income Des populations à faibles revenus
 Low -income populations Une ONG
An NGO (= a non-governmental
organization) Les dépenses
the spending Les dépenses publiques
 Government spending Le pouvoir d’achat
 Spending power Le consommateur
The consumer La marge (bénéficiaire)
The margin Le service à la clientèle
Customer service (se) renforcer
To strengthen (< strong) To have a(competitive) advantage
To have an edge (over rivals, La politique
competitors) La politique de l’entreprise
The policy To increase
 It’s the company policy. Glisser / (here : to decrease)
To boost (prices, productivity, sales …) Un marché unique
To slip A business transaction or agreement
A single market I agree to do business with you on those
A deal terms!
 It’s a deal ! The extension
The spread (of disease, knowledge Un réseau
…) Coming from another country
A network Manquer (de ressources, de confiance
Foreign ...)
To lack (resources, confidence …) Le libre-échange
Free trade Une barrière commerciale
A trade barrier Arracher de l’emprise de qqn.
To prise from sy’s grasp Not any more
No longer Profits, advantages
Gains Jadis, à l’époque
Once Travailleurs non-qualifiés
Unskilled workers Le champ
The field L’usine
The factory Les voisins
The neighbours ‘monter en haut de l’échelle’
To climb up the ladder = monter dans la hiérarchie
Recruter
To recruit (workers…) Concurrencer
To compete (with …) La porte, le portail, la grille d’entrée
The gate To depend upon …
To rely on … Le moteur
The engine L’informatique
IT (= Information technology) Les services informatiques
 IT services To accomplish
To achieve Hautement qualifié
High-skilled
Workers, workforce, labour force
224
( <-> low-skilled / unskilled ) Exiger
Labour Les coûts salariaux
To demand Le commerce
Labour costs To concentrate on ...
Trade To penetrate a market
To focus on … Une main-d’œuvre qualifiée
To break into a market Commands, rules
A skilled workforce Une recette pour échouer
Orders
A recipe for failure
To endure (here:) to last

To follow in sy’s footsteps To do as (s)he did
Asian tigers Asian superpowers/ strong economies
In due course En temps voulu
To be plagued by … (here : ) to suffer from…
To cling (to sth.) S’accrocher, se cramponner à ...
To replicate To copy, to reproduce
To offset sth. To compensate for, to balance
Forced labour Travaux forcés
(here: ) ouvriers forcés au travail
to trim (production, costs, the workforce To reduce
…) A vital part (here : a vital country) in terms
a linchpin of demand of demand
To grab (a share …) To take roughly, selfishly
 The dog grabbed the bone. Le chien a saisi/ s’est emparé de l’os.
All the more D’autant plus
Deft Quick & clever
To snap up se saisir de, happer
Low-end (<-> upmarket) bas de gamme
To smooth (here: ) to make easier
The scrapping (here: ) to get rid of, to suppress
< to scrap(restrictions …)
To weld into …. (here: ) to bring together
To rejoice To feel great joy, to be happy
The nucleus The central part (le noyau)
Barely Only just, hardly
To tap into (a network ….) To have access to ...
The policymakers Les responsables politiques
225
A. Reading-comprehension exercise: fill in the main ideas (no full sentences!) on the
worksheet below , showing you understand the structure of the text & the most relevant
information
Manufacturing: overall situation in South-East Asia:

.....................................................................................................
......................................................................................................
.......................................................................................................
Consequences for other emerging markets:

……………………………………………………………………………………………...
CHINA: economy= less strong BUT 3 advantages:
1………………………………………………………………………………………………
………………………………………………………………………………………………
…
2………………………………………………………………………………………………
………………………………………………………………………………………………
…
3. …………………………………………………………………………………
………………………………………………………………………………………………
……
to be boosted by the right policies:

………………………………………………………………………………………………
………………………………………………………………………………………………
Other parts of the emerging world:

Problem 1:
………………………………………………………………………………………………
………………………………………………………………………………………………
Problem 2:
………………………………………………………………………………………………
………………………………………………………………………………………………
Solution:
Exports:
………………………………………………………………………………………………
Right attitude from policymakers:

………………………………………………………………………………………………
226
Vocabulary exercises:
1) Give a synonym (or the right word ) for:

a) to fight
b) To increase (productivity)
c) the revenue
d) To penetrate (new markets)
e) to make, to produce (goods)
f) the production
g) merchandises
h) to make able, to give the means (to do sth.)
i) to concentrate on …
j) payments (for work or services)
k) cheap (housing)
l) to depend upon (sy’s help)
m) to accomplish
n) a period of 10 years
o) pieces of information
p) the highest point
q) to have an advantage
r) a business transaction or agreement
s) workforce
t) the extension (of a disease …)
u) to lose one’s grasp (= perdre prise)
2) Give the opposite:

a) Skilled workers:
b) low-skilled workers:
c) to loosen (regulations/ one’s belt....):
d) to weaken:
3) Complete :
a) They ............................. live here. (= not any more)
b) You need to pay your s………………………. (= your part)
c) He’s not from here: he’s a f…………………………………………….
d) They are not strict enough! They should t…………………………………..

regulations!
e) In times of crisis, the government should try & reduce its

s……………………………..
f) It’s the company p……………………………………… to employ people

full-time.
227
4) Translate :
a) Ils fabriquent des produits haut de gamme.
b) L’automatisation leur permet d’augmenter la productivité.
c) Les coûts salariaux augmentent depuis une décennie.
d) La main d’œuvre qualifiée exige des salaires plus élevés.
228
Article: How to Start a Business: A Step-by-Step Guide
By Nicole Fallon, Business News Daily Managing Editor April 26, 2017
So you want to start your own business? If you think it's going to be easy, think again:
Entrepreneurship is a journey that requires a lot of time, effort and hard work, and perhaps
unsurprisingly, many people end up failing. But if your company survives, the rewards of
entrepreneurship are well worth the obstacles you'll face on the road to success.
If you think you're ready to start your first business, here's a step-by-step overview of what you
need to do to make it happen.
Brainstorm ideas
Every new business starts with an idea. Maybe there's something you're really knowledgeable
and passionate about, or perhaps you think you've found a way to fill a gap in the marketplace.
Wherever your interests lie, it's almost guaranteed that there's a way to turn it into a business.
Once you've narrowed your list of ideas down to one or two, do a quick search for existing
companies in your chosen industry. Learn what current brand leaders are doing, and figure out
how you can do it better. If you think your business can deliver something other companies
don't (or deliver the same thing, but faster and cheaper), you've got a solid idea and are ready to
create a business plan.
Another option is to open a franchise of an established company. The concept, brand
following and business model are already in place; all you need is a good location and the
means to fund your operation.
Build a business plan

Now that you have your idea in place, you need to ask yourself a few important questions:
What is the purpose of your business? Who are you selling to? What are your end goals? How
will you finance your start-up costs? All of these questions can be answered in a well-written
business plan.
A business plan helps you figure out where your company is going, how it will overcome any
potential difficulties and what you need to sustain it.
Assess your finances

Starting any business has a price, so you need to determine how you're going to cover those
costs. Do you have the means to fund your start-up, or will you need to borrow money? If you
are planning to make your new business your full-time job, it's wise to wait until you have at
least some money put away for start-up costs and for sustaining yourself in the beginning
before you start making a profit.
While many entrepreneurs put their own money into their new companies, it's very possible
that you'll need financial assistance. A commercial loan through a bank is a good starting point,
although these are often difficult to secure.
Start-ups requiring a lot more funding up front may want to consider an investor. Investors
usually provide several million dollars or more to a fledgling company, with the expectation
that the backers will have a hands-on role in running your business. Alternatively, you could
launch an equity crowdfunding campaign to raise smaller amounts of money from multiple
backers.
229
Determine your legal business structure
Before you can register your company, you need to decide what kind of entity it is. Your
business structure legally affects everything from how you file your taxes to your personal
liability if something goes wrong.
If you own the business entirely by yourself and plan to be responsible for all debts and
obligations, you can register for a sole proprietorship. Alternatively, a partnership, as its
name implies, means that two or more people are held personally liable as business owners.
If you want to separate your personal liability from your company's liability, you may want to
consider forming one of several different types of corporations. This makes a business a
separate entity apart from its owners, and therefore, corporations can own property, assume
liability, pay taxes, enter into contracts, sue and be sued like any other individual. One of the
most common structures for small businesses, however, is the limited liability
corporation (LLC). This hybrid structure has the legal protections of a corporation while
allowing for the tax benefits of a partnership.
Ultimately, it is up to you to determine which type of entity is best for your current needs and
future business goals.
Select your technology

Just about every business today needs a solid set of tech tools to operate. Some will be more
tech-heavy than others depending on the industry, but at the very least, you will likely need a
powerful and reliable business laptop or smart device to help you keep things organized.
Since many key business functions — accounting, invoicing, point-of-sale software,
presentations, etc. — can now be managed via mobile apps, you might be able to get away with
just a smartphone or tablet. For more complex business functions, you'll want to consider a
computer with strong security features, storage options and performance speed.
For those who want to operate their business on a smart device, think about whether you'll
need a separate phone or tablet for your professional apps and data. For instance, you could
route your calls through a third-party app on your existing phone so you don't need to give out
your personal cell number. However, if you use the same apps for business and personal
purposes, it might be easier to separate them so you don't accidentally share information with
the wrong audience.
Choose your partners

Running a business can be overwhelming, and you're probably not going to be able to do it all
on your own. That's where third-party vendors come in. Companies in every industry from HR
to business phone systems exist to partner with you and help you run your business better.
When you're searching for B2B partners, you'll have to choose very carefully. These companies
will have access to vital and potentially sensitive business data, so it's critical to find someone
you can trust.
Build your team

Unless you're planning to be your only employee, you're going to need to hire a great team to
get your company off the ground. Joe Zawadzki, CEO and founder of MediaMath, said
entrepreneurs need to give the "people" element of their businesses the same attention they
give their products.
"Your product is built by people," Zawadski said. "Identifying your founding team,
understanding what gaps exist, and [determining] how and when you will address them should
be top priority. Figuring out how the team will work together ... is equally important. Defining
230
roles and responsibility, division of labor, how to give feedback, or how to work together when
not everyone is in the same room will save you a lot of headaches down the line."
Brand yourself and advertise

Before you start selling your product or service, you need to build up your brand and get a
following of people ready to jump when you open your literal or figurative doors for business.
Create a logo that can help people easily identify your brand, and be consistent in using it
across all of your platforms, including your all-important company website. Use social media to
spread the word about your new business, perhaps as a promotional tool to offer coupons and
discounts to followers once you launch. Be sure to also keep these digital assets up to date with
relevant, interesting content about your business and industry.
Grow your business

Your launch and first sales are only the beginning of your task as an entrepreneur. In order to
make a profit and stay afloat, you always need to be growing your business. It's going to take
time and effort, but you'll get out of your business what you put into it.
Collaborating with more established brands in your industry is a great way to achieve growth.
Reach out to other companies or even influential bloggers and ask for some promotion in
exchange for a free product sample or service. Partner with a charity organization and
volunteer some of your time or products to get your name out there.
Starting a business can be risky and challenging, but armed with the proper tools and
information, you can put yourself on the path to entrepreneurship.
http://www.businessnewsdaily.com/4686-how-to-start-a-business.html
 Active vocab
- Entrepreneurship = capacity and willingness to develop,

organize and manage a business venture
along with any of its risks in order to make
a profit – esprit d’entreprise
- A journey Voyage – trajet
- To require = To call for, to necessitate
- To end up doING sth Finir par
- To fail = Not to succeed
- A reward = A prize
- To be (well) worth doING En valoir la peine
Vue d’ensemble
- An overview
- To brainstorm = to explore ideas
- To be knowledgeable about Être bien informé, s’y connaître
- To fill (a gap) Combler (un fossé)
- A marketplace Le marché
- To turn sth into = To transform sth into
- To narrow down to =Réduire
= To understand
- To figure out
= To bring, to carry, to distribute
- To deliver
231
- (To open) a franchise = Authorization granted by a
- The means manufacturing enterprise to a distributor to
- To fund market the manufacturer's products - Une
franchise
- Les moyens
- Financer
- A business plan: a detailed plan of what the - Same word often used in French
objectives of the company are and what the
strategy and tactics will be to reach these
objectives. A business plan also details the
costs of getting started, when the company
intends to break even and what the
expected profits will be.
-To break even - Atteindre le seuil de rentabilité
- A purpose - = A goal
- A start-up - = A small business that has just been
started – same word in French
- To overcome - Surmonter
- To sustain - Maintenir, subvenir à ses besoins
- Wise - Sage – dans le sens “qui a de
- To put money away l’expérience”
- To make a profit - = to save money
(DO NOT use “benefits”) - = to turn a profit – faire des bénéfices
- To put money into sth - = to invest money in
- To secure - = to acquire, to gain
- (funding) Up front - = in advance
- Hands-on - = practical as opposed to theoretical
- To launch - Lancer, mettre sur le marché
- Equity - = sum of assets – fonds propres
- Crowdfunding - = financial support for project provided
collectively by a network of people on the
Internet – financement participative
- To file your taxes - Remplir sa declaration d’impôts
- Personal liability: if your company goes - Responsabilité personnelle – si votre
bankrupt, your personal belongings will entreprise fait faillite, vos biens
also be foreclosed on personnels seront aussi saisis.
- Sole proprietorship - Entreprise individuelle
- To imply - Impliquer, sous-entendre, vouloir dire
- To be held liable - To be held responsible/accountable –
être tenu responsible
-To sue - = To take to court – poursuivre en justice
- Tax benefits - Des avantages fiscaux
- It is up to you - = it depends ON you
- A set of - Un ensemble de
- Accounting - La comptabilité
- To invoice - Facturer
- To get away with - = to escape blame – s’en sortir
232
- Features - = characteristics
- Overwhelming - Écrasant
- To come in - = (in this context) to intervene
- HR = Human Resources - Gestion des ressources humaines
- B2B = Business to Business - B2B
B2C = Business to Customer - B2C
-Sensitive - Sensible
(not to be confused with “sensible”) ≠ Sensé
- To get your company off the ground. - Faire décoller votre entreprise
- Headaches - Des maux de tête, des migraines
- Down the line - Au bout du compte
- To build up (your brand) - Développer (votre marque)
- To spread the word - = To communicate a message to a lot of
people – faire passer le mot/le message
- Coupons - = a voucher – un bon (de reduction)
- Discounts - Des réductions
- Assets - Actif (compta), des avoirs
- Up to date - = modern, current
- Relevant - Pertinent
- To stay afloat - Tenir le coup, se maintenir à flot
- Brands - Des marques
- To achieve growth - Atteindre la croissance
- To reach out to someone/sth - Faire un pas vers
- IN exchange FOR - En échange de
- A charity (organization) - Une œuvre de charité
- To volunteer - Faire du bénévolat
- To be armed with - Être armé de
- Tools - Des outils
- On the path to… Sur le chemin de …
 Passive vocab
- Brand following - Le fait de suivre des marques (sur les réseaux

sociaux, entre autres)
- Fledgling - Novice
- Backers - = those who provide you with the money -
Des commanditaires
- Point-of-sale - Point de vente
- To route (your calls) - Rediriger (vos appels)
- A third-party - Une tierce personne, un tiers
233
 Vocabulary exercises:
Complete the following sentences with some of the words in the box. Your sentences
need to make perfect sense. Sometimes, you have to conjugate the verbs using the right
tenses:
to sue – to overcome – equity - hands-on – tools - figure out – to be held liable - to

get away with - spread the word – wise – to achieve growth – to be worth - to be
armed with – to end up – assets – discounts
1. Now that we have all the information, we’ll be able to __________________________ a

solution.
2. If you want everyone to know about your new product, you’ll have to use social media to
_____________________________.
3. My former company fired me for the wrong reasons. I’m going to
________________________ them.
4. Before finally breaking even, the company had to _______________________________
many difficulties.
5. It’s not ________________________________ to invest all your money in the same
company.
6. It’s not ________________________________ investing all your money in this company.
I will have gone bankrupt by the end of the year.
7. For this job, they are looking for someone with __________________________
experience. The problem is that I only have theoretical knowledge of the subject.
8. It took 3 years for our company to ___________________________________. Now, it’s
one of the market leaders.
9. He killed his former boss and managed to ________________________________ it. He
was never blamed.
10. Banks usually don’t lend money to companies that don’t have enough
_____________________________.
11. When my company went bankrupt, I was ______________________________, so they
foreclosed on everything I had.
 Write at least one meaningful sentence (minimum 15 words) using
1. To be knowledgeable + connective moreover
2. To end up + connective although
3. Crowdfunding + for or since
4. Relevant + a modal of your choice
5. Sensitive AND sensible + a connective of your choice
234
 Reading comprehension exercises:
a. Are the following statements true or false? Correct the statements that are false by
copying the sentence(s) in the text that prove(s) them wrong.
1. Launching a business means doing something totally different from every T or F

other companies.
Justify:
2. Opening a franchise means coming up with a brand new concept. T or F
Justify:
3. It’s usually easy to get a loan from a bank. T or F
Justify:
4. Backers that provide a new company with money do not do anything T or F

besides investing money in the company.
Justify:
5. If you are the sole proprietor of your business, you are not held T or F
accountable for all the company’s debts should your company go out of
business.
Justify:
6. If you opt to set up an LLC, all your private belongings can be foreclosed T or F
on.
Justify:
7. When you start a business, you need to give away your private phone T or F
number.
Justify:
235
8. When you start your own business, you need to take care of all aspects T or F
of the company by yourself.
Justify:
9. Since the goal of a company is to make money, products are more T or F

important than people.
Justify:
10. In a new company, any employee should be allowed to take care of every T or F
aspects of the company.
Justify:
11. When you start your own business, it’s not absolutely necessary for the T or F
company to be clearly identified.
Justify:
12. In order to make money, a new business should not collaborate with T or F
other brands.
Justify:
236
5. Jobs (within a company)
I. Company Structure37
a) Look at this organigram of Comex Xpress. Put the departments in the correct box.
Finance – Human Resources – Production - Sales / Marketing
Chief Executive Officer
Plant Manager Chief Accountant Sales Manager Personnel Manager
___________ ______________ ____________ _____________
__________ ______________ ____________ ____________
____________ ______________ ____________ ____________
b) Which departments do these people work in? Place them in the above organigram:
Accounts Clerk Credit Controller Maintenance Officer
After-sales Clerk Quality Controller Purchasing Officer
Pay Clerk Sales Representative Recruitment Officer
Export Clerk Technician Training Officer
A few more departments. identify the names of the departments and explain what their
activities are.
IANNFROMTOI TNECGYOLOH:
AELLG:
TOMCUSER CSEERVIE:
ACCMMUNITIOON:
SOPERATNOI:
c) ☊ Now listen to the training officer of Comex Xpress explaining the company structure to
some new employees. Check your answers in the organigram.
37
Taken from Further Ahead, Sarah Jones- Macziola, Cambridge University Press, Cambridge, 1999.
237
II. Describing Responsibilities
a) Fill in with the correct preposition:
1. As a HR manager, I am responsible ____________ the personnel in the company.
2. The new export clerk will focus _________ Asia only
3. Anita is in charge ____________ the training budget of the HR department.
4. He works _________________ the IT department.
5. He quit Nestlé last year. He now works __________ (do not use FOR) Danone.
6. He has been working ______________ Google since 2016.
7. He looks _____________ the marketing budget.
8. Tesla is headed ______________ Elon Musk. It is the most innovative company on the
market.
9. Sam deals ___________ legal issues in the company.
b) Make a list of the verbs you have used in the exercise above. Then, make up sentences about
Comex Xpress, using as many of these words as possible.
c) What are the responsibilities of the following people? Guess what these initials stand for.
VP (VP Sales): _________________________________________________________

CEO: _________________________________________________________________
CFO: _________________________________________________________________
CTO: _________________________________________________________________
PA: __________________________________________________________________
HR:___________________________________________________________________
PR: ___________________________________________________________________
EDP: __________________________________________________________________
238
d) Look at the following statements. What department do you think each person works in? 38
“I’m responsible for invoicing our customers.”
1. “I’m in charge of the training programme.”
2. “I look after customer problems.”
3. “I deal with enquiries about our products.”
4. “I hunt new customers.”
5. “I’m involved in software development.”
6. “Our department is active in market research”
7. “I head the teams of lawyers drafting the business contracts”
8. “I put in 45 hours for promotional activities a week, including a strong focus on
Public Relations.”
9. “I’m responsible for buying raw materials.”
10. .”I focus on all the internal processes of a company, which might include, for
example, logistics.”
e) Can you identify and pronounce the following words ?
/ˈmænɪdʒə(r)/
/ˌpɜː(r)səˈnel/
/klɑː(r)k/
/ˈpɜː(r)s(ə)nəl/
/ˈfɜː(r)nɪtʃə(r)/
38
Adapted from Further Ahead, Sarah Jones- Macziola, Cambridge University Press, Cambridge, 1999, and
http://www.businessenglishonline.net/wp-content/uploads/2010/10/Units-1-2.pdf
239
f) ☊ Now listen to interviews with them and complete the chart.
SPEAKER DEPARTMENT AND CURRENT PROJECTS

RESPONSIBILITIES
Frank
Suzanne
Peter
Uschi
Rolando
Elke
240
g) Vocabulary for the listening exercise, focusing on each department, including examples.
Finance There are many robots working in the

-CFO (Chief Financial Officer) warehouses of Amazon.
The mission of our new CFO is to curb
costs. Sales
-an invoice / to invoice/invoicing -a customer / a client
-to invoice customers He is responsible -a sales representative / a sales rep.
for invoicing our customers -an after-sales clerk
-to settle an invoice He must settle this -the sales force (= les forces de vente)
invoice within 2 days. Otherwise, he will There are 25 sales reps in the sales force of
receive a reminder. our company.
-to send reminders She sends -to be IN sales (= être dans la vente)
reminders to clients who haven't settled I have been in sales for 15 years.
invoices. -to be a sales (=être un vendeur)
-accountant I am the best sales of the company
-chief accountant
-credit controller External credit
controllers come twice a year to check all Marketing
our accounts. -travel / travelling
She rarely travels for her job.
HR (Human Resources) The Marketing Manager travels a lot.
-HR manager -business trip / to go on (a )business trip
-recruitment officer She often goes on business trip to Dubai.
-training officer -a trade fair
-to run a course (=to organize a training) Each year in October, the marketing
He runs courses for current employees manager attends the Chicago
-CURRENT = present / contemporary International Marketing Fair.
-to organize venues / a venue
The HR manager has already organized IT (Information Technology)
the venue for the training of Tuesday. -to run a hotline
The IT department runs a hotline to help
Production colleagues with computer problems.
-a plant (= a factory) -to test a software
-plant manager
-technician Purchasing
5 technicians supervise the production -purchasing officer
sites. -to purchase (= to buy)
-quality controller The purchasing officer in our company
-spare parts (= pièces détachées) This buys everything from pens to raw
company specializes in spare parts for materials.
cars. -to purchase a supply of office furniture
-to break down (= tomber en panne) He furniture: uncountable (never in the
always repairs machines that break down. plural)
-a warehouse (= un entrepôt) We have a lot of furniture / This is a
unique piece of furniture.
241
h) Now it's your turn to present somebody’s job (family, friends, alumni from Ichec, your own
company, your dream job…) Use as much of the above vocabulary as possible. You should be
able to speak for 1 minute. Concentrate on the following points:
i) Now find out about another student. Use questions like these:
- Who did you interview?
- What's his/her job?
- What company does he/she work for?
- How long has he/she been working there?
- What department does he/she work in?
 Job title He is a(n) ...
 Name of company He works for ...

He has been working there for/since
 Department He works in ...

in the ... department
 Responsibilities He is in charge of...

responsible for ...
His responsibilities include ...
He has to ...
 Current project At the moment, he is ... + ING
 How many hours a week He generally puts in ...
 Most challenging /pleasant He enjoys ( ______+ ING)

aspects of job What he enjoys the most about his job
 Unpleasant / boring aspects of is …
job
He doesn't enjoy ( ______ + ING)
dislikes ( ______ + ING)
242
j) Extra practice:
Explain the following words to a partner / to the class, WITHOUT reusing the 3 words indicated.
Your partners should “beep” when you pronounce a forbidden word.
Word to explain Forbidden Words; DO NOT USE THEM !

Vary the vocabulary you use, as much as
possible.
1. Invoice pay, money, client
2. To run a company To manage, CEO, the head of the company
3. Personal assistant Secretary, boss, to help
4. Plant manager To be involved in, factory, production
5. Senior executive Older, responsibilities, management
6. Pay clerk Human resources, salary, to look after
7. Chief accountant Finance, to head, accounting
8. Employer Job, employee, to work for
9.to purchase To buy, items, company
10.Trainee student, traineeship, to work for
243
Document pédagogique Anglais B1
Enseignants English B1 team
Groupe matière Langues

Code du cours 11LG020
Pondération 50 points
Volume horaire 90 h
ECTS 5
Langue d’enseignement Anglais - français
Cycle Bachelier
Programme Bachelier GesEnt et Bachelier IngéCo
Bloc 1
Obligatoire ou facultatif Obligatoire
Quadrimestre 1er et 2ème quadrimestres
Site Montgomery (Anjou)
Coordonnées du service de l’enseignant UFR Langues
Date de la dernière mise à jour 14/08/2020
Note introductive :
Les cours d’anglais et de néerlandais sont certifiés selon les critères du COMMON EUROPEAN
FRAMEWORK OF REFERENCE du Conseil de l’Europe (CEFR - de A1 – niveau faible à C2 – niveau le
plus élevé).
Ces niveaux permettent aux étudiants de se préparer adéquatement aux certificats internationaux (TOEFL,
Cambridge Certificates, BEC, CNaVT, …)
244
1. OBJECTIFS GENERAUX
L’apprentissage des langues constitue pour l’apprenant un moyen d’ouverture à un autre groupe linguistique et
à sa culture :
▪ elle l’initie à d’autres modes de pensée et à d’autres types de culture ;

▪ elle l’amène à une meilleure compréhension d’autres systèmes de valeurs ;
▪ elle lui permet d’accepter autrui tel qu’il est ;
▪ elle développe son sens critique et son sens de la relativité ;
▪ elle contribue à éveiller son sens social et sa capacité d’intégration, de participation et de partage.
L’apprentissage des langues - particulièrement de l’anglais - a également plusieurs finalités pratiques :
▪ la qualification professionnelle en vue d’une plus grande compétitivité sur le marché de l’emploi ;
▪ l’accès à l’information parlée et écrite (notamment internet) ;
▪ l’accès aux sources d’information auxquelles il pourra avoir recours dans les cadres où il sera amené à
évoluer : vie professionnelle, voyages et échanges internationaux.
En ce qui concerne les capacités, celles-ci désignant des opérations mentales plus générales, des mécanismes
de pensée qui participent au développement intellectuel de l’étudiant(e), l’accent dans le cours d’anglais est mis
principalement sur :
▪ la mémoire ;
▪ l’observation ;
▪ l’esprit analytique (savoir reconnaître la structuration d’un texte) ;
▪ l’esprit de synthèse (savoir dégager l’essentiel) ;
▪ la méthode (savoir utiliser des documents, savoir présenter un travail de façon claire) ;
▪ l’esprit critique ;
▪ la réflexion et la recherche personnelle sur les sujets abordés au cours.
2. PREREQUIS
En ce qui concerne les prérequis de compétence linguistique, l’étudiant(e) devrait être capable de maîtriser la
grammaire élémentaire : conjugaison des verbes aux temps simples, pluriel des noms, déterminants et pronoms
simples. Il devrait également connaître une majorité de mots du « Threshold Level » (traduit en français par le
Département « anglais » sous le nom « Vocabulaire élémentaire de l’anglais »)
Quant aux prérequis relatifs à la compétence communicative, le niveau de départ attendu est dit «intermédiaire
moins » :
245
Profil général : l’apprenant commence à être plus autonome ; soit il a des connaissances assez
larges qu’il veut réactiver, soit il a déjà passé les stades précédents et prend
confiance en lui car il voit qu’il arrive à échanger.
Compréhension orale : comprend déjà beaucoup, mais son interlocuteur doit s’exprimer lentement et
avec peu d’expressions idiomatiques. Meilleure compréhension en face-à-face
que dans un groupe.
Expression orale : construit des phrases en utilisant les temps de base ; beaucoup d’erreurs pour
bien exprimer les nuances. Vocabulaire d’environ 1.000 mots. Débit assez lent
avec des pauses et des trous.
Compréhension écrite : comprend des textes un peu plus complexes mais a recours à un dictionnaire.
Expression écrite : commence à être plus efficace pour communiquer à l’écrit, parvient à faire
passer son intention. Cependant, il reste un nombre important d’erreurs et
d’approximations.
En cas de lacunes dans une ou plusieurs compétences, un dispositif de remédiation basé sur une méthode d’auto-
apprentissage accompagnée doit permettre aux étudiants plus faibles, c’est-à-dire ceux n’ayant pas au moins un
niveau « intermédiaire moins », de combler leur retard en ce qui concerne :
▪ la prononciation et l’intonation ;
▪ le vocabulaire et la compréhension à l’audition de base ;
▪ la grammaire de base.
3. METHODOLOGIE ET SUPPORT
Les 3 heures de cours sont réparties en ½h par semaine de cours non-présentiel (auto-apprentissage), 2h par
semaine de cours interactif tout au long de l’année, par un séminaire de grammaire (5 X 2H) dispensé durant le
premier quadrimestre et par des cours dédiés à l'amélioration des compétences à l'audition et des "soft skills" au
2nd quadrimestre.
Le cours veut aider l’étudiant(e) à comprendre et maîtriser l’anglais par une méthode pédagogique en spirale :
chaque thème avec le vocabulaire qui y est lié (sélectionné en fonction de la fréquence d’emploi) est introduit
progressivement, d’abord de manière réceptive puis de manière active dans des situations de communication
(pendant les cours interactifs).
Le cours « non-présentiel » : CURRENT ISSUES
Il s’agit d’un ensemble d’articles de presse en auto-apprentissage mais auquel il sera fait référence tout au long
de l’année au cours interactif, qui aborde grosso modo les mêmes sujets.
Il s’articule autour d’articles de presse sur des sujets d’actualité abordés au cours interactif.
Il vise à :
246
▪ élargir l’information des étudiants sur ces sujets ;
▪ enrichir leur champ lexical (en dégageant des articles le vocabulaire à connaître activement et
passivement) ;
▪ exercer leur compréhension à la lecture ;
▪ donner aux étudiants l’occasion d’exprimer leur opinion personnelle (en appliquant la théorie vue au
cours interactif)
L’évaluation du cours se fait en 3 fois, par un test écrit en janvier portant sur la compréhension des textes et la
maîtrise du vocabulaire de la première partie, par un test écrit en juin portant sur la compréhension des textes
et la maîtrise du vocabulaire de la seconde partie, et en juin également par un test oral permettant de réutiliser
l’information des textes de toute l’année (première et seconde parties).
L’étudiant(e) devra donc :
▪ Lire attentivement les textes pour en avoir une bonne compréhension

▪ Assimiler le vocabulaire à connaître activement et passivement, en veillant à le maîtriser ‘en contexte’ ;
▪ S’approprier les idées maîtresses des textes pour pouvoir étayer son argumentation lors de débats et
exprimer son opinion personnelle
Support didactique : syllabus ‘Interactive English & Current Issues’ (English Department).
Le cours interactif :
La communication orale est la compétence principale à acquérir. L’essentiel du cours interactif est consacré à
des exercices communicatifs (présentations, débats, jeux de rôles, exercices à deux ou en groupes). L’accent est
également mis sur des exercices sur base de compréhensions à l’audition introduites soit au cours interactif, soit
lors des ateliers. Enfin, quelques heures seront consacrées à apprendre à exprimer son opinion personnelle en
temps opportun et de façon appropriée, à affiner ses positions.
Pour optimiser l’apprentissage via le cours interactif, l’étudiant(e) devra :
▪ Avant le cours, faire systématiquement toutes les préparations demandées par le professeur;
▪ Pendant le cours, être très actif en participant avec motivation aux différents exercices oraux et écrits
proposés : présentations, jeux de rôle, débats… ;
▪ Consacrer du temps, en dehors du cours, pour améliorer la maîtrise de la grammaire élémentaire et de
base, du vocabulaire de base, de la prononciation et intonation, de la compréhension à l’audition au
moyen des méthodes d’auto-apprentissage développées par les enseignants de la Haute Ecole.
Support didactique : syllabus ‘Interactive English & Current Issues’ (English Department), disponible au SIC.
Les ateliers :
Au premier quadrimestre : grammaire
L’objectif est de rafraîchir les connaissances grammaticales de base des étudiants (intermediate level – B1) ou
de permettre à certains étudiants de les acquérir. Ce séminaire sera dispensé en début de quadrimestre afin de
247
permettre aux étudiants de débuter l’année avec un socle commun et d’ensuite mettre en pratique les
connaissances acquises. La présence à ce séminaire est obligatoire.
Au second quadrimestre : compréhension à l'audition et softs kills
Ces ateliers ont pour but de travailler la compréhension à l’audition par le biais de journaux télévisés d’une part,
et d’améliorer les « soft skills » grâce à la pratique de diverses activités en anglais d'autre part, tout en faisant le
lien avec des thèmes traités au cours interactif.
4. ACQUIS D’APPRENTISSAGE VISES
Acquis d’apprentissages en termes de savoirs
En ce qui concerne les savoirs, l’étudiant(e) sera progressivement initié aux situations les plus fréquentes
d’emploi de l’anglais dans le monde social et socio-économique : elles ont trait tant à la vie de l’entreprise qu’à
l’actualité sociale, économique, politique, culturelle et générale.
Ces situations servent de support au développement de la compétence linguistique de l’étudiant(e). Celle-ci

désigne sa capacité à reconnaître, mémoriser et reproduire le code (la langue) dans ses différentes composantes
lexicales, grammaticales et phonétiques.
Au terme du cours,
▪ l’étudiant(e) aura accru son vocabulaire d’environ 2 000 mots et expressions usuels et économiques
retenus en fonction de leur fréquence d’emploi ;
▪ la grammaire et le vocabulaire de base correspondant au « niveau-seuil B1» défini par le Conseil de
l’Europe seront revus ;
▪ l’étudiant(e) sera capable de lire la transcription phonétique de tout mot dans le dictionnaire ; il aura été
initié à certaines caractéristiques d’intonation et d’accentuation de l’anglais (niveau suprasegmental).
Acquis d’apprentissages en termes de savoir-faire
En ce qui concerne les savoir-faire, c’est-à-dire l’emploi des « savoirs » et de la « compétence linguistique » dans
des contextes pour développer la compétence communicative de l’étudiant(e), on accorde une importance
prioritaire à l’expression orale, la compréhension à la lecture et la compréhension à l’audition ; en effet, la plupart
des études linguistiques portant sur les besoins langagiers dans le monde socio-professionnel mettent ces trois
aptitudes en exergue.
Au terme de la formation, l’étudiant(e) devrait être capable de distinguer les éléments essentiels d’un texte oral
ou écrit. Il/Elle pourra reconnaître et utiliser un éventail significatif de fonctions langagières fréquentes.
Le niveau du cours
Les objectifs du cours sont poursuivis à un niveau de performance dit «intermédiaire B1+».
En ce qui concerne la grammaire et le vocabulaire général, le cours se fonde sur diverses listes de fréquence
dont la « Leuven English Teaching Vocabulary-List » de L.K. Engels (niveau intermédiaire). Le vocabulaire
économique est issu de la presse orale et écrite (niveau intermédiaire).
248
Par rapport à la compétence communicative, nous définissons le profil du niveau « intermédiaire » de
la façon suivante :
▪ Profil général : l’apprenant arrive à soutenir des échanges pendant une période de temps prolongée. La
conversation est simple, l’interlocuteur indulgent et l’apprenant n’arrive pas à dire tout ce qu’il voudrait.
(B1+)
▪ Compréhension orale : arrive à tout comprendre si l’interlocuteur structure tout clairement et à condition
que l’accent ne dévie pas trop de la norme. Si l’échange dure longtemps, un phénomène de fatigue va
s’installer et le degré de concentration sera moins efficace. (B1+)
▪ Expression orale : les temps de base sont respectés avec assez peu d’erreurs. Néanmoins, la différenciation
des temps du verbe peut encore être source de problèmes, la concordance des temps n’est pas souvent
respectée. Ceci n’empêche pas une bonne compréhension. Vocabulaire actif de 1.200 à 1.500 mots, y
compris les mots habituels du travail. (B1+)
▪ Compréhension écrite : comprend globalement la plupart des documents et textes d’actualité, mais la
lecture d’un long rapport ou article peut parfois s’avérer longue et décourageante. (B1+)
▪ Expression écrite : peut rédiger un document, à condition qu’il soit relu et annoté par quelqu’un ayant un
niveau supérieur de type « avancé moins » ou « avancé ». (B1+)
5. EVALUATION FORMATIVE
L’étudiant(e) sera évalué(e) de manière continue et formative tout au long de l’année grâce au feedback donné
par l’enseignant lors des exercices d’expression orale, de présentations, de compréhension à l’audition…
6. EVALUATION SOMMATIVE
Comme expliqué dans les pages introductives du syllabus ‘Interactive English & Current Issues’, toute une série de
tests et examens seront organisés au cours de l’année :
▪ Tests sur la matière à voir en auto-apprentissage organisés entre novembre et juin:
- Tests de grammaire et de vocabulaire lié aux compréhensions à l’audition du site

www.altissia.com. : dans une démarche se voulant positive et constructive pour l’étudiant(e),
toute note en dessous de 10/20 ne sera pas prise en compte. A partir de 10/20 et jusqu’à
14,5/20, l’étudiant(e) obtiendra un point bonus. A partir de 15/20, l’étudiant(e) obtiendra 2
points bonus. Ces points bonus seront additionnés à la note du test récapitulatif de janvier
pour la partie grammaire et vocabulaire altissia uniquement.
- Tests de prononciation
- Tests portant sur les textes et le vocabulaire de ‘Current Issues’ .
▪ Communication d’une opinion personnelle par écrit sur un sujet en lien avec les thèmes abordés au
cours interactif en mars/avril ;
▪ Tests récapitulatifs sur la matière vue au cours interactif en janvier et en juin ;
249
▪ Test de compréhension à l’audition basé sur du matériel audio et vidéo authentique non-vu (BBC) en
janvier et juin ;
▪ Examen oral (juin) sur la matière vue au cours interactif, liée aux textes de Current Issues.
▪ Evaluation continue de l’expression orale (participation et prestations lors des cours interactifs). Cette
évaluation intervient dans le total de l’année.
Remarques :
L’étudiant(e) doit présenter toutes les parties de l’épreuve (prévues au cours et en session) pour se voir
attribuer une cote finale.
En cas d’absence à un test sans certificat médical, l’étudiant(e) obtiendra une note nulle pour ce test. En cas
d’absence à un test avec certificat médical (copie à remettre à votre professeur d’IC lors du cours suivant
l’absence), un test de rattrapage sera organisé dans la mesure du possible à la fin de l’année. Par ailleurs, il n'est
pas possible d'organiser de test de rattrapage pour le test de text summary (qui a lieu cette année avant Pâques).
L'absence à ce test entraînera donc une note nulle.
Pour des raisons d’organisation ou disponibilité, ou encore à des fins pédagogiques, l’étudiant(e) peut être
interrogé par un professeur autre que son professeur habituel. Il en va de même de la correction des tests et des
examens.
Répartition des points par savoir-faire
Les modalités d’examens peuvent varier légèrement d’une session à l’autre. En outre, l’étudiant(e) peut être
évalué par différents professeurs de langues et ce, pour tendre vers une cotation la plus objective possible.
Pour réussir, l’étudiant(e) doit, entre autres, répondre aux critères de compétences linguistiques tels que définis
par le Conseil de l’Europe (niveau B1+) – voir annexe (2). De plus, il doit être capable de mettre en pratique
un nombre de compétences professionnelles exercées au cours – voir annexe (1).
7. CONTENU (PLAN)
La table des matières complète est reprise dans le syllabus de chaque année.
Pour l'auto- apprentissage, parmi les sujets possibles :
▪ Health
▪ Crime and the law
▪ Environment
▪ New Technologies
▪ Business topics
▪ …
Pour les cours interactifs :
▪ Vocabulaire de base
250
▪ Situations communicatives de la vie de tous les jours et liées à des thèmes d’actualité : health, violence,
environment, new technologies, business topics, giving one’s opinion, writing emails, ...
▪ Situations communicatives liées à des thèmes économiques et commerciaux : the basics of corporate
communication including socializing, telephoning, figures, company profile, job description, ...
▪ …
251
8. BIBLIOGRAPHIE
▪ English Department : Interactive English & Current Issues (Ichec), disponible au SIC ;
▪ J.-P. Callut, J. De Wagter, F. Allard, F. Stas: English grammar : step-by-step self-study method (basic and lower-
intermediate level) www.altissia.com ;
▪ J.-P. Callut, J. De Wagter, M. Godefroid, J. Higham, A. Van Marsenille, P. Xheuneumont: Communication
and vocabulary: listening comprehension and vocabulary exercises (basic, lower-intermediate and intermediate) step-by-step
self study method www.altissia.com ;
▪ Robert & Collins : French - English Dictionary
▪ La presse quotidienne et hebdomadaire anglaise et américaine (Time, Newsweek, The Independent,
…).
252
B1 ANGL/NL - COMPETENCES PROFESSIONNELLES
(Annexe 1)
Ces compétences professionnelles s’inscrivent dans le cadre européen des langues: «COMMON
EUROPEAN FRAMEWORK (CEF) – BUSINESS SKILLS».
L’objectif est de préparer l’étudiant(e) à agir et réagir adéquatement dans les situations suivantes (cours de
néerlandais et/ou d’anglais) :
- introduction à la rédaction de mails
- conversations téléphoniques
- « socializing » - savoir se présenter, tenir des conversations courantes, …
- savoir présenter brièvement une entreprise et une fonction (de façon générale)
- tenir des présentations simples
- argumenter – donner son opinion – savoir défendre un point de vue
253
254
255
APPENDIX
Bibliography
▪ Business Vocabulary In Use, Bill Mascull, Cambridge University Press, Cambridge: 2002
▪ Developing Reading Skills, Françoise Grellet, Cambridge University Press, Cambridge: 1981
▪ English For Business Communication, Simon Sweeney, Cambridge University Press, Cambridge: 1997
▪ English Pronouncing Dictionary, Daniel Jones, Dent & Sons, London : 1917
▪ English Vocabulary in Use (Upper-intermediate and Advanced),

Michael Mc Carthy and Felicity O’Dell, Cambridge University Press, Cambridge: 1994
▪ Further Ahead, Sarah Jones-Macziola, Cambridge University Press, Cambridge: 1999
▪ Robert & Collins French-English Dictionary, Robert & Collins, Paris & Glasgow: 1978
256

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Introduction to Socio-economic Issues

Introduction & Essential tools

New Technologies & the workplace p. 157

a. Introduction note to the Interactive classes

a. INTRODUCTION NOTE TO THE INTERACTIVE

Contents of the Interactive Class (IC)

Attendance and participation

1) Grammar + vocabulary (through listening comprehension):

2) Pronunciation and intonation: Subject matter =

3) Grammar + vocabulary (through listening comprehension)

December - Pronunciation test in class.

January session - Vocab Recap (IC + Current Issues), 1st term

March - April - Essay: Giving your Opinion

June session - Written exam:

 Françoise Allard francoise.allard@ichec.be

TALKING ABOUT JOBS AND HOBBIES (4 lessons)

FEELING WELL (5 lessons)

III. UPPER- INTERMEDIATE LEVEL - C1

An oral presentation must be both communicative and well-structured.

The presentation should be in groups of 4 or 5 students and last 3 minutes / student.

For the day of the presentation :

YOU - should be well-informed on the topic (be able to answer questions)

optional: other documents to make your presentation more lively

THE OTHER STUDENTS should

Evaluation of the presentation:

Introduce the topic

Indicate the structure of the presentation

Clearly signal your presentation is drawing to an end:

Topic List of Current Issues texts

June 2021: New Tech & The Workplace / Business Topics

For each topic

a. Read the TEXTS in the self-study book.

The vocabulary may be tested in several ways, for example:

Structure mastery may be tested in several ways, for example:

e. Answer the content-related questions in excellent English.

Once done, check the key to the reading-comprehension questions, if any.

The reading comprehension may be tested in several ways, for example:

Grammar programme : 5X2h

Second term: Improving your listening and soft skills

a- Useful expressions to use when presenting a topic

Indicating the structure of the presentation

Introducing General opinion + link with readings

Giving your personal opinion

Introducing a new point

Introducing an alternative opinion / a contrast

Introducing comparisons, consequences, etc.

I. Vowels II. Diphthongs

ship, sit, pretty day, make, rain

fly, five, buy

full, put, would, good

fool, shoe, do, blue go, old, no, don’t

how, now, house

not, hot, want

door, short, saw, talk here, dear, idea

ago, the, father poor, sure

learn, burn, bird, work

bed, dead, many, friend, says, said

bad, hat, cat (more open)

father, car, half, laugh

but, cut, come

ship, sure, invention pleasure, vision

chair, match, question June, suggest

think, thirty sing, song, long