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BUSINESS ENGLISH · ENGLISH IN VIDEO · UPPER-INTERMEDIATE (B2-C1)

AI AND
INEQUALITY

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1 Warm up

Read these facts about Artificial Intelligence. One of them is false. Can you guess which one?

1. Robo Farmers will soon be able to grow crops and look after animals in farms around the
UK to the extent that humans will never have to go into a field again.

2. Artificial Intelligence has beaten all human records on the puzzle game, 2048.

3. Bill Gates, founder of Microsoft Computers, said that Artificial Intelligence was the greatest
threat to humanity.

4. There’s an organisation called the 2045 Initiative which aims to use Artificial Intelligence
combined with human emotions to create beings which will never die.

1. What else do you know about Artificial Intelligence?

2. Do you have a positive or a negative opinion about Artificial Intelligence? Why?

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2 Focus on vocabulary

Part A: Match the words to their definitions.

1. nomad (n) a. a situation when something is easy to understand and doesn’t

hide anything
2. displaced (adj.) b. being without things that many other people take for granted,
usually education and money
3. persistence (n) c. in a way that allows something to be used but replaced so that it
can continue to be used
4. disadvantaged (adj.) d. in a way that follows beliefs about what is the right way to do
something
5. transparency (n) e. someone who doesn’t have a fixed place to live and moves from
area to area
6. ethically (adv.) f. the quality of continually trying to do something even when it is
difficult or when people are trying to stop you
7. sustainably (adv.) g. to leave someone or something out of a grouping of some kind

8. exclude (v) h. used about someone who has to leave their home, usually due to
war or natural disaster

Part B: Now complete the following sentences with a different form of the words in brackets from
Part A.

1. He was dismissed from his job in the Police Force due to his behaviour. (ethically)
2. I find it hard to settle down in one place. I’ve always been quite . (nomad)
3. The speed at which they are cutting down trees in the rainforest is entirely . We
need to bring in more protections. (sustainably)
4. We need someone with a background in Computer Science for this job. It would be particularly
. (disadvantaged)
5. As an accountant, you are expected to conduct yourself as as possible. (transparency)
6. She has refused to co-operate with police and may well be looking at jail time.
(persistence)
7. The volcano eruption caused of a large proportion of the local population. (displaced)
8. I’m worried that Beatrice is focusing on her work to the of all other things. It’s
not healthy. (exclude)

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AI AND INEQUALITY

Now answer the following questions.

1. Have you ever felt disadvantaged in a professional situation? Why? What happened?
2. In what ways have you shown persistence in your career?
3. Is there enough transparency in your company when it comes to salaries and how to get promoted?
Or not? How would you get a promotion if you wanted one?
4. Does your company operate ethically as far as you know? Or could there be improvements? What
are they?
5. Does your company use sustainably created materials for its products or in the office, for example,
paper? What are they? If not, do you think they should?
6. Have you tended to be a nomad in your work life so far, or have you always worked in the same
area?
7. Have you ever been excluded in a professional or personal situation? What happened? How did
it make you feel?

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3 Rephrasing

Look at the following sentences from the script and underline the option which best rephrases it.

1. When I was 18, my father realised Somalia was headed for a civil war...

When I was 18, my father realised Somalia needed to have/Somalia was on the verge of
having/he had to go and fight in a civil war.

2. The family was scattered to the wind.

The family was separated and sent to different destinations/torn apart by a tornado/left without
food or housing.

3. Now, that couple’s kindness set me on a path...

The couple kindly asked me to leave/gave me supplies for my journey ahead/gave me a

foundation for the future with their kindness.

4. AI is making amazing things possible for organisations and for people who otherwise would
have been left behind.

Without AI, there wouldn’t have been the same possibilities for people living in poorer
countries/who haven’t had the same advantages as most/with no access to decent
transportation.

5. And to help break down those barriers is one of the reasons I founded my company.

I created the company to make things more accessible/remove walls and doors/explain
difficulties for people.

6. In fact, one of our customers has 49 languages spoken in some of their facilities, with English
long way down the list.

In many facilities, the employees are multilingual and many/few/most of them speak English.

7. I was so scrawny because we didn’t have enough to eat.

Due to lack of food, I was slim/slender/skinny.

8. I want to live in a world where people are not limited by local language...

The inability to understand the local language could/should not/ought to be a barrier for people
in an ideal world.

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4 Watching for details

Look at the following aspects from the video. Watch the video and see how they are connected to
Jamila Gordon’s story.

1. a backpacker
2. a Japanese restaurant
3. 14 children
4. every 20 metres

5 Comprehension

Watch the video again and answer the following questions.

1. Jamila Gordon was affected by ... in the first 18 years of her life.

a. living in a place with lots of crime

b. not having access to education due to civil war
c. a natural disaster, a war, and a civil war
d. an incurable disease and a civil war

2. Her journey took her ...

a. to Europe and then eventually to America.

b. to Australia via Kenya.
c. first to Australia and then to Kenya.
d. to Japan via Australia.

3. After starting out washing dishes in a restaurant, Jamila Gordon was eventually able to ...

a. complete a degree in software development.

b. buy her own airline.
c. run her own kitchen in a restaurant.
d. start her own successful business.

4. She wants to use Artificial Intelligence to ...

a. increase automation so that fewer people need to work.

b. find the best people for the top jobs, regardless of their backgrounds.
c. make significant savings for poorer people in terms of time and financial investment.
d. empower less fortunate people and help them find work and stay safe.

5. When talking about what AI can do, Jamila Gordon does not mention its ability to ...

a. deliver training to employees in a variety of different languages.

b. encourage employees to follow safety protocols.
c. monitor the stress levels and well-being of employees.
d. aid employees in improving their performance.

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6. According to Jamila Gordon, people employed in the food industry are often ...

a. illiterate and unable to speak the local language.

b. working at more than one job to make ends meet.
c. supporting large families with their salary.
d. able to work longer hours than people in other industries.

7. When Jamila Gordon looks back on her childhood, she ...

a. wants people to understand what she went through.

b. needs governments to understand the effect of their decisions on children.
c. doesn’t want other children to have to repeat her experiences.
d. is very grateful for the situations she was able to experience.

8. Jamila Gordon’s main desire for the future is to ...

a. integrate AI into the everyday lives of millions of people around the globe.
b. help people to travel globally and understand different cultures.
c. enable governments to prevent poverty and wars and to promote peace.
d. remove the limitations on people’s access to information and safe working conditions.

6 Talking point

In pairs, answer the following questions.

1. What is your reaction to Jamila Gordon’s story of her life? How does it make you feel?
2. What was your first job when you were younger? What did it teach you?
3. Who was an influence in your life when you were just starting in your career? What did you learn
from them ? What did they do to set you on a path?
4. What is your opinion about Jamila Gordon’s plans for using AI? What do you think the positives
and the negatives are about increased used of AI in the workplace?
5. What help can disadvantaged people receive in your country? What difficulties do they have if
they arrive in your country from somewhere else?
6. Would you want children to have the same experiences as you did when you were a child, or not?
Which experiences do you think would be useful for them? What did your childhood teach you?

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7 Extended activity/homework

Jamila Gordon ended the video talking about the world she would like to live in and her hopes for the
future and how the work she does can affect that.

Write a paragraph or two to explain your hopes for the future and what you can do to improve the
situation in the world.

I want to live in a world where ...

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AI AND INEQUALITY

Transcripts

4. Watching for details

J.Gordon: My father used to call me Jamila "Gabar Nasiib Nasiib Badan", which means Jamila "The
Lucky, Lucky Girl". And I have been very fortunate in my life. My family were originally
nomads. And when it rained the night I was born, they stopped in a tiny village that looked
a bit like this, where we lived in the next 11 years until drought and a war with Ethiopia
forced us to move to Somali’s capital, Mogadishu.

J.Gordon: When I was 18, my father realised Somalia was headed for a civil war and we are all at risk
of being killed. He did his best to get me and my 13 brothers and sisters out of the country.
The family was scattered to the wind. I was lucky. I ended up on my own as a displaced
person in Kenya, and I was fortunate to come to Australia thanks to a backpacker who I
met there.

J.Gordon: I was incredibly grateful when the Australian government gave me unemployment
benefits while I learned English, but I wanted to find work as soon as I could. I learned
about a Japanese restaurant that was hiring, and I thought, "What do I have to lose?".
Mami, the woman who ran front of house, figured my poor English might be a problem,
so she sent me to the kitchen to meet her husband, Yoshi.

J.Gordon: Now, Yoshi didn’t speak much English either, but we managed to communicate with one
another. He hired me as a dishwasher and trained me as a kitchen hand. Now, that couple’s
kindness set me on a path where hard work and persistence led me to my graduation as
a software developer and went on to become a global executive with IBM and later, chief
information officer of Qantas Airways.

J.Gordon: Now I want artificial intelligence to do at a massive scale what that couple did for me: give
disadvantaged people tools to find work, give them the skills to be great at their jobs, get
them to do their jobs safely, to give them a break. You hear stories about how artificial
intelligence is going to take away jobs and automate everything.

J.Gordon: And in some cases that might be true, but I can tell you in the real world right now, AI
is making amazing things possible for organisations and for people who otherwise would
have been left behind. Language, education and location are no longer the barriers they
once were.

J.Gordon: And to help break down those barriers is one of the reasons I founded my company.
Much of our work is in global food supply chains, especially in the meat industry. We use
computer vision-based AI to create transparency for consumers and to reward producers
who operate ethically and sustainably.

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J.Gordon: But AI can do much more than that. For example, it can notice unsafe behaviours, like if
someone is not wearing their personal protective gear correctly, or someone not following
the hygiene procedures, or if someone needs help on how to carry out a specific task
because they’re not following the recipe correctly. We can make sure people are socially
distancing and can provide contact tracing if needed.

J.Gordon: We then deliver individualised training to that person’s preferred language both in written
and audio formats. Now, ability to read or write or to speak the local language are no
longer the obstacles they once were. Many of the employees in the food industry are
often migrants, refugees or people from disadvantaged backgrounds who might not be
able to speak the local language and often might not be able to read or write well. In fact,
one of our customers has 49 languages spoken in some of their facilities, with English
long way down the list. When we can see opportunities for improvements and then
deliver training with that person’s preferred language, it makes huge difference to the
organisation and to its people. And that is only the beginning.

J.Gordon: When I was very young - about five or six years old, living in that tiny village - one of my
jobs was to carry buckets of water from the well to the huts. And I remember putting the
buckets down in every 20 meters or so and how the handles digged (dug) into my hands.
They were so heavy, and I was so scrawny because we didn’t have enough to eat. Even
though that experience taught me resilience, it’s not something I want any other child to
go through.

J.Gordon: I want to live in a world where people are not limited by local language, by geography, by
lack of access to knowledge and training, where everyone is safe at work, when nobody’s
excluded because they cannot read or write, where everyone can fulfil their potential.
Now AI can deliver this world.Thank you.

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Key

1. Warm up

5 mins.
Tell students they will be watching a video about someone who works in the field of Artificial Intelligence. You
may want them to define what this is as a class before continuing to look at the facts and discussing the questions.
Circulate and help as needed.
Fact number 3 is false. It was Elon Musk, of Tesla Motors and SpaceX, who said this.

2. Focus on vocabulary

Part A:
5 mins.
Ask the students to match the definitions to the words without aid in the first instance. Then they can check their
answers using dictionaries or the Internet if needed. Ensure students can correctly pronounce the target words.

1. e 2. h 3. f 4. b 5. a 6. d 7. c 8. g
Part B:
15 mins.
Ask students to identify which part of speech could fill the gaps. Then ask them to use dictionaries or the Internet
(if needed) to complete the gaps. Once they have completed this, allow them to discuss the questions. If they are
comfortable doing so, ask students with interesting answers to share them with the class.

1. unethical 2. nomadic 3. unsustainable 4. advantageous

5. transparently 6. persistently 7. displacement 8. exclusion

3. Rephrasing

10 mins.
Ask the students to answer the questions as individuals and then discuss their answers in pairs or a small group.
Answers:
1) Somalia was on the verge of having; 2) separated and sent to different destinations; 3) gave me a foundation for
the future with their kindness; 4) who haven’t had the same advantages as most; 5) make things more accessible;
6) few; 7) skinny; 8) should not

4. Watching for details

5 mins.
Ask the students to watch the video and make notes on how these aspects are connected to the story. Ask
students to discuss their answers after watching.

1. She was able to go to Australia due to a backpacker she met in Kenya.

2. Where she worked when she first arrived in Australia
3. How many children were in her family, including Jamila
4. How often she had to stop and put down the water she carried as a child because her hands were hurting

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5. Comprehension

10 mins.
Ask the students to read through the questions and guess the answers, while checking they understand the
vocabulary. Then watch the video to check their answers.

1. c 2. b 3. a 4. d 5. c 6. a 7. c 8. d

6. Talking point

10 mins.
Ask students to discuss the questions in pairs or groups. Circulate and help as needed.

7. Extended activity/homework

15 mins +.
Ask students to make notes on their ideas first and then write a paragraph or two to explain their hopes for the
future. You may want to allow them to either include their ideas for what they can do to change things, or not.
Some students may prefer not to personalise the piece. Ask students to ensure they check their grammar and
spelling before submitting their work.

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