UNIVERSITE DE LOME

ECOLE Polytechnique de Lomé (EPL)

LICENCE FONDAMENTALE
ANG 1420 Approche Thématique des Textes

PRACTICALS
THE ROLE OF Course
FINAL OBJECTIVES:
 communicate in English effectively in professional and non-professional contexts,
 grow awareness of inter-cultural aspects and issues.

Skills objectives : By the end of the Language and technical tools

semester, you should be able to...

By using...
interact with a degree of fluency and phrases for agreeing/disagreeing.
spontaneity that makes regular turn-taking language.
interaction with native speakers quite
possible without strain for either party
explain a viewpoint on a familiar issue topic-related lexicon and expressions.
giving the advantages and disadvantages
of various options
ask questions about anything question forms, question pronouns

1
 PAIR WORK ORAL PRESENTATION

Presenting your subject : 10 minutes / 15 minutes for a group of three

In pairs or a group of three (if there is an odd number,) students will give a
presentation on a subject of their choice.

I. THE PRESENTATION

1. What sort of SUBJECT should you choose?

 You will discuss a problem, a situation, an issue,

which can be social, economic, scientific, political,
artistic, sports-related, or other. THE SUBJECT
AND TITLE MUST BE FORMULATED AS A
QUESTION and PROVIDE POSSIBLE ANSWERS.
This means that you must develop an ACTIVE AND CRITICAL APPROACH to your
subject, rather than simply give a description.

It’s not so much the choice of the subject that matters, but your approach to
it. Here are two examples of presentations on the same subject: “Energy” :

 Descriptive approach: “Nuclear energy versus renewable energies”.

 Critical approach: “Are there viable alternatives to nuclear energy and, if so, how
can they be implemented?”

 Having a critical approach means you must go as deep into the analysis of your
subject as possible through the study of cause/effect relationships, the
political, social, technical, organisational responses to the issue, the likely
effects of those responses, future prospects, etc. As a guideline, 1/3 of your
talk should give the background information for your audience to understand the
subject and 2/3 should be analytical enough to create debate.

 Please avoid overdone subjects (“global warming”, “electric cars”, “illegal

downloading”, “privacy on social networks”…), non-authenticated subjects (conspiracy
theories …) or subjects that are not truly problems (like “which phone company
offers the best services”).

 Be sure to give a well-balanced view of any topical subjects by presenting both

sides of the issue. Avoid prejudices and stereotypes! And be sure that your sources
are serious and dependable.

2
2. VOCABULARY. Be sure to check all TERMS in a dictionary beforehand to avoid
any TRANSLATESE or use of French. For all specialized terms, be sure to establish
a VOCABULARY LIST AND EXPLAIN new words clearly as you go. PRACTICE
PRONOUNCING THESE NEW WORDS before the presentation.

3. As this is an ORAL COMMUNICATION activity, you must try to be as

SPONTANEOUS, DYNAMIC and INTERACTIVE as possible.

 You will therefore be penalized for reading a fully written text OR reciting a text
learned by heart, which creates a lack of connection with the audience. You also risk
boring them!

Remember that your constant concern should be to BE UNDERSTOOD BY YOUR

AUDIENCE, which implies :
1. a preparation which is adapted to this specific audience: English-learning
engineering students;
2. during the talk, being attentive to any reactions (signs of confusion, boredom...)
from the group and ready to react.

SHARING THE TASK :

The two (or three) students will share the task EQUALLY : each will present
each part of the presentation and will answer the audience’s questions equally.

 It’s best to share each part of the presentation so that both students will be
familiar with all the aspects of their subject.
Avoid the situation in which Student 1 introduces the subject and presents the first
half of the presentation, then Student B takes over… this is much less interesting
for the audience.
The most interesting presentations are those which invite the audience to take an
active part in the talk by establishing a real exchange between the speakers and the
listeners.

4. Remember that you must include an OUTLINE of the MAIN POINTS.

5. ANSWERING QUESTIONS :
Presenters should be prepared for a short Q&A session after their presentation and
should give correct and satisfactory answers to the audience. As an audience
member, it is your job to listen to the presentation and ask a relevant question at
the end.

3
  If You Don't Know the Answer

There may be occasions where you don’t know how to answer a question.

Here are a few ways to respond:

 That's a very good question. Let me get back to you with an answer.
 I don't have the answer this moment, but I will be sure to find out and let you
know.

PRACTICAL TIPS :

 Practice the presentation several times beforehand to work out your weak points
and to make sure it is not too long.
 Remember that POWERPOINT is ONLY A SUPPORT that illustrates your talk. It
should not be the focus of your presentation, and you should not read out your notes
from the screen. As a general rule, aim for one slide per minute.
 If you are prevented from doing your presentation on the appointed day, YOU
MUST TELL YOUR TEACHER AHEAD OF TIME so that no time is lost through your
fault.
 Be sure your computer or USB key is compatible with the equipment available in
the classrooms.

IMPORTANT ! ! !
ORAL PRESENTATIONS are part of your ongoing course assessment.
Consequently, any absence on the day of the presentation will be treated in the
same way as during any other exam. A defaulting partner will be penalized
unless their excuse can be justified.

4
1 – The need for preparation

If you have prepared your presentation well, you will be able to focus on the listener
and to put the message across, no matter how nervous you are.

Note-making (this can be done in three stages)

a Brainstorming (random ideas jotted in a period of intense concentration)
b Organizing your ideas under 3 or 4 main headings with supporting material.
(when doing so, select the items which are likely to be of interest to your
audience)
c Writing a prompt (on small note cards), with only the title and the sub-
headings in large type.

2 - The structure of a talk

Key moments in a speech

a The opening

Attention is at its highest for a very short period, right at the outset, therefore the
opening phase is of crucial importance. Use this critical half-minute of high
concentration to state the title and give signposts, the headlines.

For example: “Good afternoon…Our topic this afternoon is “Is there life after
death?” and I shall treat the subject under 4 main headings which are …”
or : “ The topic I propose to deal with today is… and it falls into 3 / 4 parts…”
or : “ I have divided my talk into 3 / 4 parts and I am going to start with…”

5
Create expectations by saying something which will catch the audience’s attention
and arouse their interest. Involve them by …

- asking a question (possibly rhetorical)

- quoting a surprising or unusual fact or a shocking statistic.
- reading out a brief statement or quotation relevant to your subject
- relating a brief story or anecdote
- (a touch of humor may be appropriate but avoid starting with a joke, it might
produce a profound and painful silence.)

b The content of the presentation

The message must be clear and concise. A listener will only retain a limited number
of points so do not try to bombard the audience with too much information.

Try to refresh the interest and concentration of your audience by…

- reminding them of what they have been expecting
- repeating the next headline. For example : “ …and so I have started by giving a
few facts about…” or “ …I have begun with the historical aspect of the
question…and I shall now turn to / move on to my next point / my second main
point…”
- giving one sentence interim summaries. For example : “So now you know how it
works…”

c Ending the speech

- finish on time
- help their recollection: tell them what you have told them
- remind them of the significant points of your presentation

3 - Non-verbal techniques

- confident posture ; stand upright, yet relaxed. You can move about but don’t
distract your audience.
- Gestures: an expressive face and visible hands can help project the message
- Direct eye-contact with each and every listener
- Voice: it has 4 major variables which should be modulated
Pace : fast # slow
Pitch : high # low
Power : dropped # raised
Pauses : you should make use of them to give the audience time to
collect and to digest a statement.

6
LANGUAGE FOR...

GIVING TALKS AND PRESENTATIONS

1 Introducing the topic

This morning / I’m going to… (talk about…)
Today / I’d like to… (describe…)
The aim of my presentation this morning is to … (explain…)
I’ve divided my presentation into … (three parts.)
My talk will be in …
First, I’d like to … give you an overview of…
Second, I’ll… move on to…
Then, I’ll … focus on…
After that, we’ll… deal with…
Finally, we’ll… consider…

2 Referring to questions
Feel free to interrupt me if there’s anything you don’t understand.
If you don’t mind, we’ll leave questions till the end.

3 Introducing each section

So, let’s start with … (objectives…)
Now let’s move on to… (the next part…)
Let’s turn our attention to… (the question of…)
This leads me to … (my third point…)
Finally… (let’s consider…)
4 Summarizing a section
That completes my … (description of…)
So, to summarize… (There are five key points…)

5 Referring backwards and forwards

I mentioned earlier … (the importance of…)
I’ll say more about this later.
We’ll come back to this point later.

6 Checking understanding
Is that clear?
Are there any questions?

7 Referring to visual information

If you look at this graph you can see…
What is interesting in this slide is…
I’d like to draw your attention to … (this chart…)

8 Referring to common knowledge

As you know…
As I’m sure you’re aware…

9 Concluding
That concludes my talk.
That brings me to the end of my presentation.
If you have any questions, I’d be pleased…
7
I’ll do my best… to answer them.
Thank you for your attention.

10 Dealing with questions

That’s a good point.
I’m glad you asked that question.
I’m afraid I’m not the right person to answer this question

LEADING A DISCUSSION
1 Starting a discussion
Let’s start by talking about…
I wonder if we could start our discussion by considering the issue of...
I’d like to start off by asking...
This morning/afternoon, we’re going to examine...
Right, let's get the discussion under way. The question is...

2 Encouraging participation
What do you think about…?
How do you feel about…?
Would you like to comment (name)?

Any comments (name)?

Let's see what someone else thinks. (Name)?
(Name), what's your view?
Do you have an opinion on that (name)?
Anything to say to that?
3 Keeping the discussion to the point
Please be brief.
I'm afraid that's off topic.
We're beginning to lose sight of the main point. Keep to the point, please.

4 Rephrasing points
If I understand you correctly, you're saying...

8
 PHONETICS : VOWELS AND CONSONANTS

Take a few minutes to practice the sounds above. You will need to refer to
them from time to time when checking the pronunciation of new words.

REVIEWING QUESTION FORMS

There are two kinds of questions. Compare :

YES/NO QUESTION
A yes/no question can have the answer yes or no :
Are you ready? – Yes, just about.
Have you got a pen? – No, sorry.
Is it raining? – I don’t think so.

WH – QUESTION
A wh-question begins with a question word such as what, where :
What have you done? – I’ve broken a glass.
Where do you work? – At a supermarket.
When did you arrive? – Just now.
In a question, an auxiliary verb comes before the subject. An auxiliary word is a form of be or
have or a modal verb (such as can, should). For example :

STATEMENT QUESTION
Auxiliary Subject
It is raining. Is it raining?
Paula was dancing. What was Paula doing?
9
Bob has got a car. Has Bob got a car?
The boys have gone out. Where have the boys gone?
Andrew can type. Can Andrew type?
I should travel by train. How should I travel?

In the present simple and past simple, we use a form of do. For example:

STATEMENT QUESTION
Auxiliary Subject
The shops stay open late. Do the shops stay open late?
The coach leaves tonight. When does the coach leave?
You liked the film. Did you like the film?
Joanna bought something. What did Joanna buy?

Question words and phrases

All question words begin with wh, except how :

Who are you meeting? – A friend. Where are you from? – Italy.
What did you say? –Nothing. When are the visitors arriving? – Next week.
Which of these do you prefer? – The blue one, I Why did you walk out? – Because I felt ill.
think. How can we find out? – We can ask someone.
Whose coat is this? – Mine.

There are also question phrases with what and how :

What time --? How old --?

What kind of / what sort of--? How often --?
What is (your school / your town…) like? How far --?
What colour --? How long --?
How many --?
How much --?

10
 GETTING STARTED : YOUR STUDIES

4 Pronunciation : the simple past Regular verbs ending in –ed are pronounced in
three ways: /d/, /t/, and /id/:
/d/ discovered, realized /t/ looked, produced /id/ suggested, depended

Listen to your teacher pronouncing these verbs. Which sound does each verb end in?
Now tick the correct column. What’s the rule?

/d/ /t/ /id/

Decided
Adapted
Agreed
Studied
Developed
Enrolled
Specialized
Finished
Failed
Passed
Succeeded

Pair work : Vocabulary

Working with a partner, do the exercise below. Look through the words on page
14 “Studies : Useful Vocabulary” and find answers for the exercise on the next
page. Then correct your answers with the class.

What English words or terms would you use for the following :

1. the school you attended from the age of about 15 to 18 :

______________________.

2. the equivalent of the Baccalauréat : ____________________________.

3. equivalent term for a BTS or BUT/DUT :

_____________________________________.

4. the type of institution you are presently attending :

__________________________.

11
 5. when you complete your 5 years of studies, you will earn a ____________.

6. someone who has finished their studies is a ___________________ .

7. when you complete your studies, you ________________ _______ a school.

(Fill in the verb and preposition).

8. after your studies at EPL, you may decide to continue learning by doing a
__________________________.

Correct your answers with the class.

OPTIONAL
You’re Lying! Communication game. Before moving on to the next task, review
the past simple versus the present perfect while lying to your partner. This
game gives you practice with question forms as well.

 Get into pairs and look at the table below.

 Ask each other “Have you ever..?” questions. You must answer all the questions
with “Yes”.
 Student A starts by asking student B a question using the Present Perfect.
Student B must answer “Yes, I have”.
 Student A can then ask Student B 3 “Wh-” questions in the Simple Past and try
to spot from B’s answers (sometimes body language) if they are lying or telling
the truth.
 If student A guesses, then they get 10 points. If they’ve been fooled, then
student B gets 10 points.
 The winner is the student with the most points.

Swim with dolphins Meet a famous Forget an important Drink something

person birthday strange

Sing in front of an Cook for foreign Ride a motorbike Spend a night on a

audience visitors park bench

Lie about your age Win a competition Get lost in an Cheat on an exam

unfamiliar place

12
 Fall asleep in Eat something Leave a restaurant Dance the Tango

class/at work ‘unusual’ for your without paying

culture

Order a chocolatine Dress in another

Find some money instead of a pain au country’s traditional Cry watching a film

and keep it chocolat outfit

Pair work : INTERVIEW

Using some of the vocabulary words you have just learned, interview each other
about your studies. Find out about your past and present studies and, if you have
time, where you come from, your family, your interests... Think back to the previous
game and try to use the past simple and the present perfect in context.

 Use some of the verbs with –ed endings seen earlier.

 Try to pay attention to the form of your questions

13
STUDIES : USEFUL VOCABULARY
to enroll in a college / university = s’inscrire dans une université
to read (UK) / study / major in (US) English / computer science / history = se spécialiser
dans une matière à l’université
to attend a course = suivre un programme d’études // to attend a class = assister à un cours
a lecture = un cours magistral (UK), une conférence (US)
a tutorial = travaux dirigés a practical = travaux pratiques
compulsory attendance = présence obligatoire
a subject = une matière
obligatory/compulsory subjects (des matières obligatoires) # optional subjects / electives =
des options
curriculum = le cursus
to take (US) / sit (for) (UK) an exam = passer un examen
to pass a number of course credits = réussir / valider un certain nombre d’UE
to pass with honours = réussir avec mention / / to fail = échouer
to earn a degree = obtenir un diplôme : « She earned her MA degree from Oxford. »
to graduate* FROM the UTBM = obtenir son diplôme d’ingénieur de l’UTBM
a graduate* = un diplomé : « Barack Obama is a Harvard graduate. »
an undergraduate* = someone who has not yet graduated - * listen to your teacher pronounce
these words and note the difference in syllable stress between the verb and the noun

Financial aspects : tuition fees = des droits d’inscription

a grant (UK) / a scholarship (US) = une bourse d’études

Some equivalents :
Lycée = High school (US/international), secondary school (UK)
Baccalauréat = the French national high school exam ; A-Levels (UK only)
Classe préparatoire = a 2-year program to prepare entrance exams for prestigious
engineering schools
BTS/DUT/BUT = a 2-year/3-year technical degree ; Higher National Diploma (HND), UK only
Licence = a 3-year university degree
Master = a 5-year university degree // an engineering degree
Doctorat = Ph.D. (“Philosophical Doctorate”) = a post-graduate research degree
UTBM (University of Technology of Belfort-Montbéliard)
UTBM is an engineering school = une école d’ingénieur
the Common Core / foundation studies = le Tronc Commun
Branch studies / specialization = branches / filières
- Industrial Systems Management and Engineering = Génie industriel
- Energy = Energie et génie électrique
- Computer Science = Génie Informatique (INFO)
- Mechanical Engineering and Design = Génie Mécanique et Conception (MECA)
- Ergonomics, Industrial Design and Mechanical Engineering = (EDIM)
an apprenticeship = un apprentissage an apprentice = un apprentis
Course credits = unités d’enseignement (UE) (for the names of course credits in English ,
refer to the student’s guidebook in English)
an internship (US); work / industrial placement, a training period (UK) = un stage
an intern / a trainee = un stagiaire
14
 Overview of the British Educational System

Age Establishment Qualifications

6-12 Primary School: There are both Regular testing of the student’s progress in reading writing and
years "state" (i.e. funded directly by the mathematical skills.
government) and "independent" Pupils wishing to progress to Secondary Schools, particularly in
schools (i.e. fee-paying schools) the independent sector are required to pass an Entrance
Examination (known as "The Common Entrance") aimed at 12, 13
and 14-year-olds. Some independent schools have their own entry
examination either in addition to, or instead of, the Common
Entrance examination.

12 - Secondary School: Age 16: General Certificate of Secondary Education (GCSE):

18 Again, there are both state and (See below for further explanation). GCSEs enable the student to
independent schools* go on to study A Levels.
years
Age 18: Advanced Level (AS and A Level):
See below for further explanation.

18-21 University / Higher Education Degree / Professional Qualification

years

*Independent schools do not receive funds from the government or local authorities. They
charge school fees. A public school is an independent secondary school which is a charity
(not profit-making). The expression "public school" can be confusing: in many countries other
than England a "public school" is a school which is run by the government, which is not the
case with these schools. Among the most famous public schools are Eton, Harrow and
Winchester. (from www.ukstudentlife.com)

Wellington College (a public school)

Qualifications :
GCSEs and A Levels are the two main public examinations (i.e. successful candidates gain
qualifications which are universally recognized as valid by employers and by Higher education).
General Certificate of Secondary Education (GCSE): Taken at age 16, students select
approximately 8 subjects from the following: Obligatory subjects : English and mathematics;
Optional subjects : Modern Languages (French, German, Italian, etc.); Classical languages (Latin
and Greek); The Sciences (Biology, Physics and Chemistry); History; Geography; Technology &
Design.
University preparation (AS/A level) - Ages 16-17
Once a student reaches the age of 16 they can start a 2-year programme which leads to A
(Advanced) level examinations. Students specialise in 3 or 4 subjects that are usually relevant to
the degree subject they wish to follow at university. At the end of year 1, students take AS level
examinations. They continue with three or four of these subjects in year 2 and convert them into
full A level qualifications at the end of the year. A Levels are state examinations and are recognised
by all UK universities and by institutions worldwide.
15
 Qualifications in higher education in the United Kingdom

Academic Qualifications Vocational Qualifications

Bachelor’s degree :
- B.A. = Bachelor of Arts
- B.Sc. = Bachelor of Science HNCs (Higher National Certificates) and HNDs
(Higher National Diplomas) are work-related
(vocational) higher education qualifications.
Master’s degree :
HNCs and HNDs are designed to provide skills
to put knowledge to effective use in a particular
- M.A. = Master of Arts job.
- M.Sc. = Master of Science
- M.Eng. = Master of Engineering HNCs can take one year to complete full time
- others and two years part time (or in other situations
such as distance learning).
Research Masters :
HNDs take two years full time and can also be
- M.Phi. = Master of Philosophy taken part time (which takes longer).
- M.A./M.Sc. by research
- M.Res.

Research Doctorates :

- Ph.D. = Philosophical Doctorate

- D.Phil. = (degree of) Doctor of Philosophy

Full-time education is compulsory for all children aged between 5 and 16 (inclusive).
Students may then continue their secondary studies for a further two years (sixth
form), leading most typically to an A level qualification, although other qualifications
and courses exist. The leaving age for compulsory education was raised to 18 by the
Education and Skills Act 2008.

Keble College at Oxford University Clare College (left) and King’s College Chapel
at Cambridge University

16
 Understanding the US Educational System

School Grade / Level

Pre-school (nursery school) Ages 3 – 5

Kindergarten Ages 5 – 6

Elementary School 1st grade through 5th or 6th grade, ages 6 –

10/11

Middle School 6th or 7th to 8th or 9th grades –

ages 12 – 14/15

High School 9th or 10th to 12th grades – ages 15/16 - 18

College 2 or 5-year post-secondary

Traditionally, the four years of college are referred “undergraduate” schooling leading to the
to as Freshman, Sophomore, Junior, Senior and Associate degree (2 years) or Bachelor’s
Super Senior years; these terms are also used for
the four years of high school (from the 9 th to 12th
Degree (4 or 5 years)
grades).

Graduate School  Master’s Degree – one to two years of

post-graduate studies including business,
journalism, sciences, humanities,
mathematics

 Professional Degree – post-graduate

doctoral degree obtained through a highly
specialized course of study including law
(J.D.), medicine (M.D.), business
administration (M.B.A.) engineering
(M.Eng.) or any other discipline (Ph.D.)

In the United States, education is compulsory for all children until age 16 or 17
(depending on the state).

a typical American high school, Long Island, N.Y.

17
A - YOUR STUDIES
Which terms mean the same thing? Find the synonyms.

do badly on an exam sit (for) an exam a curriculum fail an exam a scholarship

an intern a training period a required course program pass an exam
a grant a trainee take an exam do well on an exam an internship

B - Beware of False Friends!

Translate the following sentences into French.

a That was a very exciting lecture! d Here, students’ achievement is a

b David will go to college next year. priority.
c The Finnish education system is e Degrees and prizes will be awarded in
renowned for its academic results. June.
f The facilities have been modernized.

C –

Study these collocations (words that are often used together) for the word
“GOAL” :

The following verbs are often used with the noun “goal” :
First, we set ourselves or decide on a goal. Then we work for or work towards this
goal ; we can also say that we aim at a goal. Finally, we reach or achieve our goal.
For example : In my last year of high school I decided on/set myself the goal of
entering an engineering school. I worked towards this goal during the next two
years and finally, I achieved my goal when UTBM accepted me into branch studies.

These adjectives are often found in combination with the noun “goal” :
Immediate, short-term / long-term, ultimate.

Some examples of talking about the future :

- For my short-term goal, I hope to pass my Senior Lifesaving Certificate this year.
If I reach this goal, I intend to spend one year working as a swimming instructor in
Australia. Then, once I’ve graduated from college as a sports teacher, I’d like to
work in a high school in an underprivileged neighbourhood in a big city.
- I would like to work in a small company where I can make the most of my skills. My
ultimate goal / dream is to found my own company.

18
Now write three sentences, each sentence using a different formulation taken
from the examples on the previous page, about your own short-term and long-
term goals concerning your studies, career, or personal goals :

1 _____________________________________________________________

2 _____________________________________________________________

3 _____________________________________________________________

SPEAKING IN PUBLIC - LEARNING SELF-AWARENESS

Correct the homework from last time. Have some of the students read out or
explain their goals.

1 LIFE SKILLS : BECOMING MORE SELF-AWARE

- Find out how others see you.

- Think about how you react in different
situations and why.
- Decide how you could change.

A Read the article below. Then fill in the missing verbs in the pie chart (5 minutes)

In any face-to-face communication, there are three basic elements: the words we use, our
tone of voice (how we say the words), and our body language (the movements and gestures we
make with our arms, hands and face).

We often think that the words we use are the most important factor. In fact, studies have
shown that when we are talking about personal feelings, the words only carry 7% of the
message. Our tone of voice carries 38% and our body language carries 55%.

Effective communicators are usually people who understand this and are self-aware. Self-
awareness is our ability to understand our own reactions and the messages we send out to
other people.

19
Are you surprised by the information above? Do you agree with the message?

Now answer these questions by ticking the words that best correspond to you (5”).

1 Which word or words best describe the way you usually behave when you address people?
confident quiet nervous
loud friendly aggressive

2 How much do you use your hands when you talk?

all the time a lot of the time never
rarely sometimes

3 How much do you use eye contact when you talk to someone?
all the time a lot of the time never
rarely sometimes

4 Which word or words best describe the way you usually speak to other people?
loud quiet fast smooth/fluid hesitant animated monotonous

5 Which word or words best describe the way you are feeling at the moment?
comfortable defensive open
relaxed stressed nervous

C You are going to work in groups and give a short talk to your group, as well
as answer their questions. Follow these instructions.

1 Work alone and complete the following sentences so they are true for you.
Try to organise your thoughts into the categories below. (10 minutes)
Introduction:
My name is … and I come from … (describe your town or city briefly)
My mother tongue is … and I also speak …
Main point with supporting evidence and examples:
I’m here at EPL in order to …
In my free time, I like to …
I wish I had more time to… because…
Conclusion:
20
When I finish my studies, I plan on +ing …
I’m not sure yet about what I aim at doing in the future, but I am interested in …

2 Now work in groups of three: Students A, B and C. For a group of four, two
students will be Student C, then take turns for the other roles. Work with
students you don’t know very well – not with your usual buddy or your pair-work
partner from last time. (20 to 25 minutes)

Student A, stand up and give your talk to the group : be sure to speak to and look
at all the members of your group! Then answer Student B’s questions.
Student B, listen carefully and ask Student A at least 3 questions to get more
details about what he/she said.
Student C, observe Student A and complete the evaluation form below. Don’t say
anything.

Then swap (exchange) roles until each student has done tasks A, B and C.
EVALUATION FORM

Circle all the words that apply.

1 How did Student A appear

confident quiet nervous loud friendly aggressive
……………………………………………………………………………………………………………
2 How much did Student A use his/her hands when speaking?
all the time a lot of the time sometimes rarely never
……………………………………………………………………………………………………………
3 How much did Student A use eye contact when speaking?
all the time a lot of the time sometimes rarely never
……………………………………………………………………………………………………………
4 How did Student A sound?
loud quiet fast smooth/fluid hesitant animated monotonous
……………………………………………………………………………………………………………
5 Which word or words best describes Student A’s body language?
comfortable defensive open relaxed stressed nervous
………………………………………………………………………………………………………………

D Now give each other feedback on how you appeared when you were giving your talk.
Were you surprised by anything? What would you change about how you appear when you’re
talking to someone? (5 to 10 minutes)

What were students’ strong points? Weak points?

How can being self-aware help you to progress in English?
In what other situations could it be helpful?
21
VOCABULARY – PAYING FOR YOUR STUDIES

1. MATCH EACH NOUN AND VERB TO ITS

CORRESPONDING DEFINITION (use a dictionary to help
you!)

NOUNS

- income (high or low) - financial aid given to a student

- debt (in general) / a debt (a specific - something owed : an obligation
amount of money) - the price required for studies
- a scholarship / a grant - an amount of money earned over a year
- tuition fees - money which is lent at interest
- a loan

VERBS

to borrow - to provide or give something (such as

money) on a temporary basis
to lend
- to receive something (such as money)
to owe on a temporary basis
- to require payment for something
to charge
- to provide financial aid or resources
to afford - to be under obligation to pay in return
for something received
to be saddled with
- to have too much of something (such as
to fund or subsidize debt)

- to have enough money to pay for

something

2. THE BANK AND YOU : fill in the missing nouns or verbs.

Notice the prepositions that are used in conjunction with certain
verbs.

When you take out a _____________, it means you _____________

money from the bank. Once the bank has _____________ you money, you have to pay it

back (with interest!), which means you _____________ money to the bank.

22
3. The sentences below refer to the recent tuition fees reform in England.
Starting in 2011, English universities raised their tuition fees while at the same
time, government loans were made more accessible to more students.

Fill in the appropriate word(s) from the list of nouns and verbs on the previous
page.

1. Until the reform, the UK Government _______________ a large part of students’

education.

2. Now universities will _________________up to £9,250 per student.

3. The Government will _________________money according to students’ incomes.

4. All students will be eligible for _______________ to cover fees and university living
costs.

5. Students from families earning less than £42,000 will be able to

________________ more money.

6. Under the reform, it is not sure that students with low incomes will be able to
________________ a university education.

7. Opponents to the reform believe that students will be ________________ debt for
years.

8. Some students with excellent academic results will be eligible to receive

____________________.

23
WORK EXPERIENCE

1. Using the adjectives below, fill in sentences 1-8 to help you describe your
internship experience in words other than ‘good/bad’:

stimulating motivating mundane tedious stressful challenging satisfying rewarding

1. My job is :___________________ : I am happy because I get what I want

and what I need from it.

2. My job is ___________________: it is repetitive and monotonous be-

cause every task is the same every day.

3. My job is ___________________: it makes me happy because I feel that I

am important and useful; I feel like I am doing my job well.

4. My job is ____________________: it is boring because it is very ordinary,

not unusual or special in any way.

5. My job is _____________________ : I like my job and want to do it well;

when I get to work, I am keen to get started as quickly as I can.

6. My job is ____________________: it makes me nervous and worried; lots

of people rely on me to do a good job.

7. My job is _________________________: it is difficult to do and tests

my determination; I have to try very hard to succeed.

8. My job is ____________________: every day I see interesting things that

give me ideas and make me think.

2.
STANDARD PHRASES USED TO TALK ABOUT WORK EXPERIENCE
(the numbers refer to the KEY POINTS in the table on the next page)

- I did a one-month internship / training period / industrial placement at Peugeot,

Sochaux. I worked with GE for six weeks during the summer of 2022.
-I worked from 9 to 5 with a one-hour lunch break / 8 hours a day / (on) the morning
/ afternoon / night shift. I did a thirty-five-hour week.
-I was at the welding station on the assembly line.
24
-I was responsible for evaluating the quality of the products.
-My task/job consisted in developing a database.
-I had to design and implement a new data collecting method…
-I adapted quickly to the work environment # found it hard to grasp the functioning
of the workshop / laboratory / production site, etc.
-I got on well with my fellow workers / colleagues. I found them helpful, supportive
# unhelpful, distant, too busy to care, etc.
-I found this experience rewarding, although the work was strenuous / back-
breaking, repetitive, tedious / boring, not very challenging, etc.

KEY POINTS Questions to ask your partner : the first question has been
done for you as an example (see page 13 for question forms)
1 where Where did you do your last job/internship?

Your notes :

2 who/what company you Question :

worked for ……………………………………………………………………..
Your notes :

3 when // how long Question :

……………………………………………………………………..
Your notes :

4 working hours per week Question :

……………………………………………………………………..
Your notes :

5 description of task(s) Question :

……………………………………………………………………..
Your notes :

25
6 work environment and Question :
relationships with staff ……………………………………………………………………..
Your notes :

7 what you drew from this Question :

experience ……………………………………………………………………..
Your notes :

26
 WORK EXPERIENCE
Vocabulary quiz on words and their pronunciation

Vocabulary exercise :
Fill in the table below and practice pronouncing the
words in and below the table.

VERB NOUN(S) PERSON SYNONYM(S) (where

(where pertinent) pertinent)
To operate

Product,
…………………
To assemble

To manufacture

robot/vehicles/components = parts / state-of-the-art (adjective) = ………………………

What do you think “state-of-the-art” means, as in this sentence : “The engineers
visited Peugeot’s state-of-the-art production site”?

Pronunciation practice (optional) : review of verb endings : –ed and irregular verbs
1. Match the beginnings and ends of these rhymes as in these examples : The car we sold //
was very old. The man who called // was very bald.
1. The people queued a was never found.
2. The thing you missed b are on the board.
3. The man controlled c and then she smiled.
4. She saw the child d to build on sand.
5. The boat that crossed e was on the list.
6. The man who drowned f until she coughed
7. The snow we rolled g the nation’s gold.
8. Her voice was soft h to buy the food.
9. The points we scored I was nearly lost.
10. We never planned j was hard and cold.

2. Write the past tense of the verbs from the box in the correct part of the table.
Practice pronouncing them and then check with the rest of the class.

walk hate wash need wait waste help taste phone dance end

1 syllable Walked

27
-ed = extra syllable Hated

Avoiding cross-cultural faux pas

What could be wrong with sipping vodka in Russia? Or with
eating with your left hand in India, or with patting the back of
a colleague in Korea to thank them for a "job well done"?
In many countries, these actions are harmless. However, in
others, they can give the wrong impression or cause offense. They could even damage
a relationship or ruin a major deal. In fact, whatever culture you're from, it's likely
that you routinely do something that risks causing offense somewhere else in the
world. In this article, we'll discuss why it is so important to be aware of different
cultural traditions. We'll also highlight some gestures and actions to avoid if you
want to start building good working relationships with people from these cultures.
The Importance of Cultural Awareness
It's not just professionals working overseas who need to learn cross-cultural
business etiquette (formal rules for polite behaviour). Even if you prefer to work in
your home country, your colleagues and suppliers could hail from other cultures. Your
organization might decide to acquire or merge with an organization in a different
country. Your customers, too, may be located in dozens of countries worldwide.
Our world's diversity is what makes it so fascinating. When you take time to
understand the reasons for this diversity, you show respect for other people's
cultures. When you do this in a business context, you'll improve your working
relationships and develop your own reputation.
Article taken from https://www.mindtools.com/asez5br/avoiding-cross-cultural-faux-pas

Grammar: a) base form with to or -ing form

Complete the following sentences from the article above.

1. We use the base form without to after modal verbs.

…in others, they can _________ the wrong impression…
2. Some verbs are followed by the base form with to.
It's not just professionals working overseas who need ____________
cross-cultural business etiquette
Your organization might decide ___________ or __________ with…
3. Some verbs are followed by the -ing form
…whatever culture you're from, it's likely that you routinely do some-
thing that risks _________ offense somewhere else in the world.
4. A few verbs can be followed by the base form with to OR the -ing form.
…if you want to start _________ good working relationships…
(or start to build)
Even if you prefer ____________ in your home country…
28
 (or prefer working)

5. Use the -ing form when the verb is the subject of the sentence.
__________ cross-cultural faux pas
6. Use the -ing form after a preposition.
What could be wrong with _________ vodka in Russia?
7. Use the base form with to after It is + adjective.
we'll discuss why it is so important ________ aware of different cul-
tural traditions.

b) When in Rome, do as the Romans do

Complete following the sentences using the correct form of the verbs in brackets. There
may be more than one possibility. Then look at the table above and decide which rule ap-
plies to these sentences.

1. In most African countries, as well as India, people always use their right
hand for __________ (eat) and _________ (pass) food. Rule _____

2. French people prefer ______________ (entertain) at home. Rule ______

3. If you don’t want _____________ (offend) colleagues in Eastern countries,

you should _____________ (not touch) them on the back or the arm. Rules
____ and _____

4. In the South Pacific, Asia, Thailand, and Russia, it’s courteous ________
(remove) your shoes before _________ (enter) a home. Rules ____ and
_____

5. Avoid _________ (sip) vodka in Russia as it is seen as rude. You should

_______ (drink) it all at once. Rules ____ and ____

 6.Prepare
The colour
a list ofof your clothing
information could ________
for someone (cause)
with a different cultureoffense. For example,
who is coming to work or
don’t wear yellow in Malaysia; this colour is reserved for royalty. In China,
study in your country. Try to use the grammar from your homework.
you may make a bad impression by __________ (wear) white, as it is
associated with death. Rules _____and_____

7. In many cultures it is impolite ____________ (point). __________

(gesture) with your entire hand is better. Rules _____and _____

8. As a symbol of honour, most sub-Saharan Africans drop their heads on

__________ (greet) those who are senior to them and elders. Rule ______

29
CULTURAL AWARENESS

1. What do you miss most about your culture

when you’re abroad?

2. What is culture? Choose the four factors

that you think are the most important in
creating a culture. Discuss with your part-
ner, then feedback with the class.

climate historical events

architecture behaviour and attitudes
religion social customs and traditions
geography ceremonies and festivals
cuisine language
arts institutions

3. How important is cultural awareness for you as an engineer?

4. a) Watch the video, ‘Kissing dilemma: How many kisses should you give as a
greeting?’. https://www.youtube.com/watch?v=cXS9u2GuPgM Discuss with the
class.
b) Work with a partner. Think about the things below and explain how aspects
of your culture influence expected behaviour.

 Greeting people  Etiquette and manners

 Eye contact  Punctuality
 Personal space  Body language

Notes:
Feedback with the class. Did you discover anything different about another culture
or another region? What are the main differences?

5. Prepare a list of information for someone with a different culture who is com-
ing to work or study in your country. Use the grammar and ideas from the last
two exercises to help you.
Example sentences: It is polite to say hello, you should always arrive on time,
standing too close to someone is considered rude etc.

- Feedback with the class

30
 COMMUNICATION AIDS:

Communication phrases : EXCHANGING IDEAS IN A GROUP

Classify the following phrases typically used at meetings and in discussions into
the following categories :
a agreeing c asking someone’s opinion
b disagreeing d introducing your own opinion

… don’t you think? Personally, I feel that…

Frankly, I think that… That’s true.
I’m not sure. What do you think?
That’s right. Yes, and…
Well, I think… Yes, but…

 Listening (a business meeting’)

Listen to part of a business meeting at a company which produces watches
and clocks. The export manager, Barry, is discussing with colleagues how to
break into the Chinese market. Listen and tick the phrases above as you hear
them.

More language for participating in discussions and meetings.

Getting people’s attention : Excuse me for interrupting. / May I come in
here?

Giving and seeking opinions : I'm sure/convinced/positive that ... / I (really)

feel that ...in my opinion ... I tend to think that ... / Are you sure/convinced
/positive that ... / Do you (really) think that ... ? Am I right in thinking that ...

Commenting : That's interesting ... / Good point! / I see what you mean. / I see your point.

Agreeing and disagreeing : I totally agree with you. Up to a point I agree with you, but ... /
(I'm afraid) I can't agree.

Advising and suggesting : Let's... / we should. . .. / we could… / Why don't you . . .. / How
about. . .. I suggest/recommend/propose that . . ..

Requesting information and action : Please, could you . . / I'd like you to ... / I wonder if you
could ...

31
 A Throwaway Culture

ARTICLE

Repair or replace? How to fight constant demands for 'new stuff.'

adapted from The Conversation (Science and technology), September 5, 2016
TIP: If you see a word you are unfamiliar with, continue reading and attempt to understand the
meaning based on the context of the term.

1. Is the throwaway era about to end? The past half century has given us toasters that
are irreparable after a minor fault, T-shirts that quickly shrink or fade, and vacuum
cleaners that need replacing after a few years. "Planned obsolescence" means old
smartphones may perform worse after necessary updates, and products ranging from
clothing to glasses are regularly redesigned to encourage new purchases.

2. However, the Swedish government reducing the rate of VAT levied on repair work
from 25% to 12% is a sign that Europeans are beginning to question the "take, make and
throw away" culture of consumerism that lies at the heart of industrialised economies.
Spain became the first country to set a target designed to increase reuse, and Germa-
ny's environment agency, the UBA, has commissioned research on the lifetime of electri-
cal goods in order to develop strategies against planned obsolescence.

An EU end to throwaway culture

3. These policies need to be understood in the context of European Union initiatives
aimed at advancing sustainability, notably on waste and the "circular economy", in which
materials are kept in use for as long as possible and ultimately recycled. For instance,
2013’s Waste Framework Directive requires each member state to produce a waste pre-
vention programme. A 2015 EU Action Plan committed the European Commission to inves-
tigating the extent of planned obsolescence and take action where necessary, and the
EcoDesign Directive is also to be applied to product lifetimes.

4. Sweden's VAT tweak is a small success for environmental campaigners, given the
pressure
on member states to have identical rates of VAT. However, research suggests that the
tax reduction is unlikely to make a big enough difference to repair costs for people to
change their behaviour, because social attitudes are so deeply embedded and, over time,
the cost of replacing faulty goods has also become cheaper.

5. Nevertheless, it is a welcome signal that governments are beginning to respond to lob-

bying by Brussels based environmental NGOs. Further change may be on the horizon, no-
tably access to service manuals with technical information on products that would help
independent repairers and users.
32
Repairs alone aren't enough
6. The European Union's circular economy initiative is significant. That said, a sustaina-
ble economy demands much more than increased recycling, or "closing the loop", not least
because the processes involved in collecting discarded products, disassembling them into
constituent materials and manufacturing new items use energy – usually from fossil fuels.
Moreover, recycling metals, plastics and textiles is often subject to technical limitations
that threaten quality. In many cases, virgin material has to be added to the recycled ma-
terial, making 100% recycling impossible.

7. Real change will require increased product lifetimes so that less new stuff has to be
manufactured. Repair and reuse are part of this. However, it's equally important that
products are designed to last longer from the outset. This will require profound cultural
and systemic change, such that businesses are able to survive while selling fewer – but
longer lasting – products and consumers choose to buy them and keep them. After all, no
benefit is gained if products are designed for longevity and then discarded prematurely.

8. The extent to which a post-Brexit Britain will align itself to these positive trends re-
mains unclear. Does the British public want to be freed from European legislation in or-
der that companies are able to supply consumers with cheap, shoddy items destined for
short lifetimes? Or would it prefer the incentives being offered by European partners
to end the throwaway culture and create a more sustainable economy? We shall have to
see.

SPEAKING

Pair/group discussion : What do you think about what is said in the article?

TASK:
Do the vocabulary exercise below, and read the article below.

1. Vocabulary

Read the following sentences and match the words and phrases in bold with their
definitions a–h. You can find help in the article on the previous pages.

1. We live in a throwaway society; as a

result, things are not made to last a long 3. These policies need to be understood
time. : in the context of European Union initia-
tives aimed at advancing sustainability
2. The toasters we buy today are all
irreparable after a slight problem. :
33
4. The report provides a framework for b. structure; a set of rules that is used
further research on waste management. : as the basis for making judgements, de-
cisions, etc
5. Sweden's VAT tweak is a small suc-
cess for environmental campaigners: c. disposable; produced cheaply and in-
tended to be thrown away after use.
6. These negative attitudes of never re-
pairing things are deeply embedded in
our society. d. defective; not perfect; not working or
not made correctly.
7. You should repair your computer if it
is faulty, there is no need to buy a new e. an electrical machine for cooking or
one. : browning slices of bread.

8. After only four months, the machine f. Substandard; made or done badly and
was unusable due to the shoddy quality. : with not enough care
a. the use of natural products and energy
in a way that does not harm the environ- g. a small modification; a slight change to
ment a machine, system, etc. to improve it.

h. Implanted; To be part of, firmly, or

securely

READING
Read this article and prepare three questions you'd like to discuss with a partner.

Is planned obsolescence socially responsible?

By Sharon Beder, Engineers Australia, November 1998

In the 1930s an enterprising engineer working for General Electric proposed increas-
ing sales of torches by increasing their efficiency and shortening their life. Instead
of lasting through three batteries, he suggested that each lamp last only as long as
one battery. In 1934 speakers at the Society of Automotive Engineers meetings pro-
posed limiting the life of automobiles.

By the 1950s planned obsolescence had become routine and engineers worried over
the ethics of deliberately designing products of inferior quality. The conflict be-
tween profits and engineering objectives were apparent. The fear of market satura-
tion seemed to require such methods to ensure a prosperous economy, yet the con-
sumer was being sold inferior products that could have been made more durable for
little extra cost.

34
In an editorial in Design News toward the end of the fifties, E. S. Safford asked
whether engineers should resist the philosophy of planned obsolescence if their man-
agement commissioned a 'short-term product' and argued that they should not:
"Planned existence spans of product may well become one of the greatest economic
boosts to the American economy since the origination of time payments." What was
required, he argued was "a new look at old engineering ethics". Instead of trying to
build the best, the lightest, the fastest and the cheapest, engineers should be able
to apply their skills to building shoddy articles that would fall apart after a short
amount of time, all in the interests of the market.

The editorial prompted a wide response. Several engineers wrote in to add their
agreement. According to Packard, "the majority of engineers and executives reacting
to the editorial, however, seemed angry and bewildered. They appeared to have little
enthusiasm for the 'new ethics' they were being invited to explore." They objected
because planned obsolescence gave engineering a bad name, because it cheated cus-
tomers who were not informed of the death-date of the product, and because it di-
rected creative engineering energies toward short-term market ends rather than
more lofty and ambitious engineering goals.

Today when protecting the environment is such a priority goal, the question of prod-
uct life and durability is again a critical question. Clearly the rate at which modern
societies turn over equipment, automobiles, white goods* and other items has a cost
both in terms of resource use as well as waste and pollution. Yet our economic sys-
tems still seem to rely on the consumption that this constant turnover requires.

In August this year the business magazine Fortune reported on how planned obsoles-
cence is becoming "increasingly sophisticated". In a column, Paul Lukas describes how
"many manufacturers, no longer content to spur repeat sales simply by making con-
sumer goods that break down or wear out, now offer products that tell the consumer
when they're breaking down or wearing out." For example, Gillette's new shaving car-
tridge has a blue stripe that fades indicating it needs replacing, whether it does in
fact or not. (...)

There is a fundamental ethical question involved in designing a death-date into prod-

ucts that goes beyond that of informing consumers. It is about the social responsi-
bility of creating products that have short lives and therefore increase the burden
on the planet. The role of engineers in product design is often central. Should engi-
neers be aiming to design more durable commodities?

* White goods are major household appliances such as refrigerators and stoves

35
Ethical engineering

SPEAKING

1. Have a ten-minute pair discussion using the questions

you prepared on the issues raised in the article

2. Class feedback: which questions did you find interesting to discuss? Did they
include the following? Follow your teacher’s instructions for this next part.

a. Give examples of typical products designed to fail after a few years of use: what
usually makes you buy a new model of smartphone or laptop, for example?

b. We’ve seen the disadvantages of planned obsolescence, what are the advantages?

c. Is planned obsolescence compatible with your vision of engineering or is it an

obstacle to an engineer's creativity?

d. Do you acknowledge your "social responsibility" in product development?

e. Discuss the last question in the article: Should engineers be aiming to design more
durable commodities?

f. What socially responsible, ethical companies do you know?

4. Role Play
You and your friend are freshly graduated and have been approached by a prestigious
brand for full-time employment. You are offered the chance to participate in a new
project for the development of an innovative product. You also know the company
uses planned obsolescence in its products. You are discussing the offer and your
intentions to accept it or not.

Role A: You are enthusiastic about the project and think it’s an excellent opportunity
to gain experience.
Role B: You have mixed feelings about it and would prefer to work with a smaller
firm known for being socially responsible, though not so competitive.

Feedback with the class. Who took the job, who didn’t?

36
USEFUL PHRASES FOR MEETINGS AND DISCUSSIONS

Outlining problems Considering implications

The trouble is … (he can’t pay the We need to look at the implications …
rent.) (of that option).
It’s a delicate situation. If we do X, it could … (upset the
Foundation).
Offering solutions
Well, one consequence could be … (we’ll
We can remedy the situation by …
harm our image).
(giving him some financial advice.)
The way to sort it out is to … (find It’ll have a (big) impact on …
someone to lend him the money.) (research).
It’s bound to have an influence on …
Reacting to suggestions
(hiring new staff).
That might be the answer.
It could be good/bad for … (our image).
That could be the best thing to do.
It will lead to …
I’m not sure it’s the right thing to do.
It could result in …
Asking polite questions It will/may contribute to …
Could you tell me (if/what)… It could influence …
I was wondering (if/what)…
Agreeing (strongly)
Putting your point of view forcefully Yes, that’s true.
I’m absolutely certain that … That’s a great idea.
I really believe that … I totally agree.
There’s no doubt in my mind that …
Disagreeing (strongly)
I’m totally convinced that …
I can’t agree with you.
Being diplomatic Sorry, I don’t think it’ll work.
I see where you’re coming from, but …
Yes, I see what you mean, but … Expressing doubt
Mmm, maybe, but… (people won’t
Emphasising accept it).
I’m not too sure about that. Don’t you
Adjectives
think … (it could be too expensive)?
exceptional fantastic great
impressive incredible outstanding Asking for information
tremendous wonderful I’m interested in knowing … (what kind
of advance payment you want).
Adverbs
How much do you have in mind?
clearly incredibly indisputably
remarkably totally unbelievably
Talking about what you need/expect
undeniably
He’d expect to receive … (a generous
advance payment).

37
It’s important to have … (several Chairing
examples of his work). I’d like to ask (name) for his/her views
He’ll have to / need …, so … (on this).
Thank you, (name). You’ve had your say.
Bargaining Let the others give their views now,
If you … we might be able to … please.
How about if we were to … (deliver the I’d like to move on now to …
final draft earlier?)
Interrupting
Proposing I’d just like to say …
Could I make a suggestion? Can I just come in here?
I propose (that) we … If I can interrupt you at this point …
Talking about essential Dealing with interruptions
requirements/needs If you could just let me finish.
We really must have … (some leisure Hold on a minute, please.
facilities). If I can just finish what I’m trying to
(A jacuzzi/gym) … is a top priority for say.
some people.
Talking about desirable Getting your point across
requirements/needs The main issue here is …
It would be really useful … (to have The really important thing is …
some telephones there). Surely, the point is that …
It’s probably a good idea … (to have a I’d like to move on now to …
business centre).
Responding to advice
Talking about possible Great, thanks very much.
requirements/needs That’s very helpful. Thanks a lot.
It might be popular to … (provide a lot That sounds good to me.
of comfortable sofas). All right, I’ll think about that.
We could consider/think of … OK, I’ll think it over.
(installing a fountain).
Asking for more information
Can you tell me a little more about
Rejecting ideas
that?
I’m not sure that’s what we want.
Can you give me an example?
Maybe, but don’t you think…
Asking a polite question
Do you mind if I ask you something?
Could I (just) ask you … (how do you
feel about …)?

38
GRAMMAR AND VOCABULARY WORK

Find the mistakes!

Student A. Read the sentences to your partner without them reading the sentences.
Get your partner to correct the errors.

1. They ate fish and chips when they was in London. (,… when they were in London)

2. Did you watched Netflix last night? (Did you watch…?)

3. I studied at Lycée Follereau, that is a school in Belfort. (…, which is a…)

4. I am born in 2002. (I was born in 2002)

5. I am agree with you. (I am agree with you)

6. When I will finish my studies, I will work in Canada. (When I finish my studies, …)

7. I am coming from Toulouse. (I come from Toulouse)

8. The university have a good choice of courses (The university has…)

9. What means ‘abroad’? (What does ‘abroad’ mean?)

10. I have lived in Belfort since 6 months. (…for 6 months.)

39
Find the mistakes!

Student B. Read the sentences to your partner without them reading the sentences.
Get your partner to correct the errors.

1. What campus do you prefer? Sevenans, Montbéliard or Belfort? (Which campus…)

2. I have not an iPhone 13. (I don’t have/haven’t got an iPhone 13).

3. Sorry for my late. (Sorry I’m late.)

4. The students have differents opinions about the food in the canteen. (have

different opinions)

5. I worked for a company who makes cars. (,… a company that makes…)

6. I’m going in Estonia for my semester abroad. (I’m going to Estonia…)

7. It help to speak good Spanish as well as excellent English. (It helps to…)

8. Everyone have seen that movie. (Everyone has seen….)

9. I made my studies in Troyes before coming to the UTBM. (I studied in Troyes…)

10. The students were not interested in the lesson because it was bored. (… it was

boring)

OK, you’ve found all the mistakes. Now with your partner, explain why they’re mis-
takes!

Now we’ve seen these common mistakes,

you won’t make them again.

Will you?
40
Student A
Answers:

1. The conjugation of ‘to be’ in the past simple is as follows:

I was We were
You were They were
She/he/it was

2. When forming questions, only the auxiliary is conjugated. Do is the auxiliary in this question, do
in the past tense = did. The main verb says in its base form. Did (auxiliary in the past tense) you
(subject) watch (main verb in its base form) Netflix last night (the rest of the question)

3. - In a defining clause, use that. (A defining clause gives information that is essential to the
sentence)
- In a non-defining clause, use which (A non-defining clause contains non-essential information.
The meaning of the sentence doesn’t change if you remove this non-essential information)

Examples:
 I speak three languages, but English is the language that I speak the best. (This sentence
doesn’t make sense if you remove that I speak the best)
 I speak English, which is one of the most common languages in the world. (This sentence
makes sense if you remove the which clause.)

Remember! Which is as disposable as a paper coffee cup. If you can remove the clause without
destroying the meaning of the sentence, the clause is non-essential, and you can use which.

4.Your birth happened in the past. Therefore, you need the past simple. I WAS born. (See #1 for the
conjugation of ‘to be’ in the past tense.

5.You would not say I am like football. Consequently, you would not say I am agree. You’re
translating directly from French. Stop it.

6.Again, you’re translating directly from French. For this first conditional sentence in English, you
use subject + present tense + subject + will. Example: If it rains later, I will stay inside. We use the
first conditional for things that are very likely.

7. The present simple is used for facts. It is a fact that you originally come from (insert town here).
You can’t change it, so use the present simple.

8.The conjugation of ‘to have’ in the present simple is as follows:

I have We have
You have They have
She/he/it has

9. Use QWASM to help you form questions:

What (Question Word) does (Auxiliary) ‘abroad’ (Subject) mean (Main verb)?

10. Use since to refer to a specific point in time. Use for with a duration of time.
since 2019/February/Tuesday the 12th of January // for 6 weeks/a year/2 minutes
41
Student B
Answers:

1. If you are trying to make a choice, what is used when there are an unknown number or infinite
possibilities for an answer. For example: "What movie did you go to see?"
Which is used if you are choosing between a more limited number of items, already defined, like
this: Which movie did you choose: Spider-man: No Way Home or The Batman? (Why are
American super-heroes played by Brits?)

2. I have an iPhone is correct. I have not an iPhone is never correct. In the negative you need the
auxiliary do before the negative: I don’t (do not) have an iPhone. You could also say I have
got/I haven’t got an iPhone. This is more commonly used in British English.

3. Saying sorry for my late is a direct translation from French. Late is an adjective in this
sentence, not a noun as it is in French.

4. In English, only nouns are plural. There is no adjective noun agreement in English. Different
opinions – foreign students – blue cars

5. Who is used to refer to people. A company is not a person.

6. In indicates a position inside one area – I am in Belfort.

To indicates movement, you go from one area to another area – I’m going to Belfort later.

7. Verbs in the present simple take an -s in the third person singular.

He buys/she writes/it barks/it increases/the company sells/the cinema shows/the car costs. Verbs
ending in -o, -ch, -sh, -ss, -x, -z or -zz: add -es. Examples: she catches/he does/she pushes/it buzzes

8. The conjugation of ‘to have’ in the present simple is as follows:

I have We have
You have They have
She/he/it has

9. The use of make is more varied than can be explained here. Generally speaking, make is used to
construct, build or create AND in expressions related to money. Example: I made a cake/I make
dinner every evening/I made a mess/We made a profit. You can’t make studies. You could say I
did my studies.

10.
 Bored is an adjective that describes when someone feels tired and unhappy because
something is not interesting or because they have nothing to do
 Boring is an adjective that means something (or someone) is not interesting or exciting.

Bored: She was so bored that she fell asleep

Boring: The lesson was so boring that she fell asleep.

42
Common spelling mistakes

Circle the correct spelling then check with your neighbour. Who has the most
correct answers?

1 witch wich which

2 writing writting
3 ressource resource
4 compagny company compagnie
5 environment environnement environnment
6 finally finaly finnaly
7 usefull useful
8 sincerly sincerely
9 develop developp
10 disappear dissapear
11 business buisness
12 a lot alot
13 a nother an other another
14 recommend reccomend reccommend
15 suffisant sufficent sufficient
16 apartment appartment
17 definately definitely
18 Until untill

43
Verb tense review
1. Nicola Tesla (1856-1943) __________________ (describe) as the most
important scientist and inventor of the modern age. Among other important
things, he _______________ (develop) alternating current electric power
(AC systems), which we _________________ (use) today to power many
modern appliances such as televisions, computers, lights and heaters. Tesla
______________ (be born) in Croatia and ___________ (move) to the
United States in 1884. By the time he ____________ (become) a US citizen
at the age of 35, he ___________ (make) several important scientific
discoveries. However, later in his life, people __________ (regard) him as a
mad scientist due to his eccentric personality and bizarre scientific claims.
Tesla __________ (die) poor in the New Yorker Hotel, where __________
(live) for the last ten years of his life. Since his death, people
_____________ (also use) his achievements and theories to support
‘unscientific’ claims such as UFO theories.

2. Tim Berners-Lee (born in 1955) ___________ (be) the English computer

scientist credited with ___________ (invent) the World Wide Web. He
___________ (start) experimenting with computer systems while he
____________ (study)at Oxford University, when he ____________ (build)
a computer using an old television. Berners-Lee ____________ (graduate) in
physics in 1976 and ___________ (go) on to work as computer programmer.
In 1980, when he ____________ (work) as an independent contractor for
CERN in Geneva, Switzerland, he ____________ (propose) a project to
facilitate sharing and updating information among researchers. 10 years later,
he ____________ (design) and ___________ (build) the first Web browser
and server. By 1991, the World Wide Web ___________ (be born), and the
first website ___________ (go) online that year. It ____________
(provide) an explanation on what the World Wide Web was. He ___________
(make) his idea available freely, with no patent or royalties due. Since then,
the Internet _____________ (transform) the way people live and work.

44
 THE EARLY HISTORY OF VOLKSWAGEN
In the historical description below, the following verb tenses will be needed : present perfect,
present simple, past simple, past perfect*, and passive forms.

*A reminder about the past perfect : this verb tense is often called “the past in the past”. It is
formed using had + past participle of the main verb. It is used to describe an event which occurred before a
specific event in the past, as in the following sentences : “When I started my engineering studies at UTBM, I
had already worked as a technician at GE for three years.” “By the time Ellen arrived in Belfort, she had
visited most of the cities in eastern France.”

The history of Volkswagen (the “people’s car”) _______________ (be) not just the story of a
highly successful automobile company that _______________ (manage) to endure for nearly
eighty years. Indeed, Volkswagen _______________ (owe) its existence to Nazism, because it
_______________ (found) in 1937 as a specific project of Adolf Hitler.
In the early 1930s the German auto industry _______________ (mainly/compose) of luxury
models, and the average German _______________ (can /rarely/afford) anything more than a
motorcycle. As a result only one German out of 50 _______________ (own) a car.
In 1933, Adolf Hitler _______________ (demand) the production of a basic vehicle capable of
transporting two adults and three children at 100 km/h (62 mph). The "People's Car"
_______________ (will) be available to citizens of the Third Reich through a savings scheme at
990 Reichsmark -- about the price of a small motorcycle (the average income being around 32RM
a week).
Because private industry _______________ (can/not/produce) such an inexpensive car, Hitler
_______________ (choose) to sponsor an all-new, state-owned factory. The building of the new
factory _______________ (start) on 26 May 1938 in the new town of KdF-Stadt, now called
Wolfsburg, which _______________ (be) purpose-built for the factory workers. The factory
_______________ (only produce) a handful of cars by the time war _______________ (start) in
1939. No cars _______________ (actually/deliver) to any holder of the completed saving stamp
books.
During the war, the factory _______________ (use) for the production of military vehicles. As in
many German factories during the war, slave labour _______________ (utilize) in the Volkswagen
plant. The company _______________ (admit) in 1998 that it _______________ (use) 15,000
slaves (about 80% of Volkswagen's wartime workforce), many of them from concentration camps,
during the war effort.
Despite its shameful past, after 1948 Volkswagen _______________ (become) a very important
element, symbolically and economically, of West German regeneration.

45
HOW THINGS WORK : describing processes

The passive form

SIMPLE FORMS BE = Ving HAVE + past

participle (= Vn)
infinitive Be + Vn Have been + Vn
It is not unusual for New products have
Staff to be recruited been developed in the
directly by the boss. last two years.
present Is / are + Vn Is / are being + Vn Has / have been +
Cars are Our latest model is Vn
manufactured on being widely A new plant has been
different locations publicised opened recently.
Past Was / were + Vn Was / were being +Vn Had been + Vn
The president was We visited the plant Several locations had
elected last December where the new model been selected before
was being one was actually
manufactured chosen
Modal auxiliary Aux. + be + Vn Aux.+ have been + Vn
verbs Goods can be stored There is nobody here,
in warehouses the meeting must have
been cancelled

Why do we use the passive?

-to avoid mentioning the doer (in this case it is usual to omit the “by” phrase)
-because we don’t know who she / he is
the window has been broken .
-because it doesn’t matter who did the action, we want to draw attention to the subject and to the action
undergone by the subject hence the use of the passive in process descriptions.

At the final stage, the finished products are packed into boxes.

-because the doer is obvious,.

Hard hats must be worn on the building site at all times ( it goes without saying this is an address to
workers, foremen and visitors on the site)

My car has been repaired (obviously by a mechanic)

- to emphasize the doer with a “by” phrase.

He was considered a genius by Queen Victoria.

Practice : class work

Make passive sentences using different tenses describing the

cheese and the mouse…

46
Exercise 1 : Underline the correct form in italics.

Fifty thousand copies sold / were sold last year.

He has promoted / has been promoted
They have promoted / have been promoted the movie all over the world.
It decided / was decided that the service should discontinue / should be discontinued.
The inflation rate is / has gone up.
He is / has bought himself a car.
Your taxi is / has arrived.
She was / had taken to the airport.
The machine was / had stopped for repairs.
An important document had lost/ had been lost even before the summit meeting took place.

Exercise 2 : How Aircraft are Made

Aircraft production is a huge and costly business. Most aircraft are made by6
companies which can produce them in large quantities, and which can invest
time in planning as well as production. Planning alone can take up to 12
years for a large aircraft and production can also be a very long process.

The production stages are as follows :

Fill in the blanks with the correct form of the SIMPLE PRESENT TENSE – active or passive.

First, the construction company ……………….. (make) designs of the aircraft. The designs
……………….. (produce) on computers, which ……………….. ……………….. (then use) for
the initial simulations. Then small models of some parts of the aircraft ……………….. (test) in
wind tunnels. Next, a prototype of the aircraft ……………….. (make), and after that a limited
number of aircraft ……………….. (produce) to be tested on the ground. Representatives from a
government aviation agency often ……………….. (make) the first flight. Flight tests
……………….. (continue) until all the requirements ……………….. (meet). Finally, the
government agency ……………….. (authorize) the construction company ……………….. (begin)
production of the aircraft. A certificate ……………….. (issue) and the aircraft ………………..
(sell) all over the world.
Exercise 3 : Pair work Make passive sentences using the prompts below. You will
need to add articles like “the”, “a”…

Patient / drive / to hospital yesterday.

New meeting / schedule / next year.
Report / draft / before the 10th of January.
Exams / take / by students / this week.
Jennifer / not pay / for the last two months.

Invent one sentence of your own and give the prompts to your partner, then correct the
answer.
47