Upper Modulo 3 Teacher's Book PDF

Teacher's Book Level: Upper-Intermediate Unit 7 Unit 7: International Marketing CAN DO: At the end of the unit the student can: - - - - - - - - - - **Tell the students that all units in Nulinga Courses start with a TED Talk and in order to make the most of it, there is al...

Teacher's Book Level: Upper-Intermediate Unit 7 Unit 7: International Marketing CAN DO: At the end of the unit the student can: - - - - - - - - - - **Tell the students that all units in Nulinga Courses start with a TED Talk and in order to make the most of it, there is always a mini text about the speaker and the talk itself. Encourage them to read these two short texts and get ready to answer some discussion questions.** Lesson 01: 404, the story of a page not found 1. WARM-UP DISCUSSION 1. 2. The 404 page is one of the most recognizable pages users can find on the web. When would you see this page on a website? 3. How do you feel when you come across a 404 webpage? 4. Renny Gleeson works in different kinds of "new media". Can you give any examples of new media? 2. KEY WORDS **01\| Read the extract together with the students to make sure they understand the overall meaning. The students should try to guess what the words in bold mean in the given context. Encourage discussion here and then give the students some time to match the words or phrases with their definitions. After everyone has completed the exercise, students should take turns to correct the answers orally with the help of the teacher. It is up to the teacher to go over the whole thing at once or paragraph by paragraph. The correct answers are highlighted in green. ** Paragraph 1 DICEY - COME INTO PLAY - COMMISERATE WITH SB OVER STH - PUT IN dicey slightly dangerous or uncertain; risky ----------------------------------- -------------------------------------------------------------------- to come into play to start to have a use or an effect in a particular situation to put in (sth) to include something, esp. in a piece of writing or a broadcast  to commiserate (with sb over sth) to feel or express sympathy for someone's suffering or unhappiness Paragraph 2 EMBED - DIG INTO STH - BLAME - POP - INHERENTLY  to dig into (sth) to try to learn or uncover information by studying something ------------------- ------------------------------------------------------------------------------------------------------------- to pop to move or appear quickly, suddenly, or when not expected to embed to include text, sound, images, video, etc. in a computer file, email message, or on a website inherently in a way that exists as a natural or basic part of something Blame (sb) to say or think that someone or something did something wrong or is responsible for something bad happening Paragraph 3 FALL THROUGH THE CRACKS - INCUBATOR - CONTEST to fall through the cracks to not be noticed or dealt with ---------------------------- ------------------------------------------------------------------------------------------------------------- incubator an organization that helps people to start new companies, especially ones involved with advanced technology contest a competition to do better than other people, usually in which prizes are given **02\| Ask students to choose the correct option for the three expressions. The third one, the correct answer will appear in the video (=hack). The correct answers are highlighted in green. ** 1. Go off\ a) To finish\ b) To stop working 2. Head up\ a) Run a business\ b) Grow some inches/cm tall 3. Work out\ a) to hack something and do it successfully\ b) to understand something after thinking about it for a long time 3\. IMPROVING YOUR LISTENING SKILLS: Elision: dropped vowels **Ask the students to read the Listening skills box on their own and check that they understand the importance of the advice to improve their listening comprehension skills in the target language. The teacher could ask the students the following follow-up questions to answer and share orally:** 1. 1. 2. it\'s actually also **interesting** 3. put **inspiration** on their 404 page 1. 2. 3. 4. 5. 6. LET'S SIT BACK AND WATCH THE VIDEO! 1. **Encourage the students to turn their mics off and enjoy the TED Talk. Suggest taking down notes of the most relevant ideas and choose one to share with the rest.** +-----------------------------------------------------------------------+ | **Transcript**\ | | So what I want to try to do is tell a quick story about a 404 page | | and a lesson that was learned as a result of it. But to start it | | probably helps to have an understanding of what a 404 page actually | | is. | | | | The 404 page is that. It\'s that broken experience on the Web. It\'s | | effectively the default page when you ask a website for something and | | it can\'t find it. And it serves you the 404 page. It\'s inherently a | | feeling of being broken when you go through it. And I just want you | | to think a little bit about, remember for yourself, it\'s annoying | | when you hit this thing. Because it\'s the feeling of a broken | | relationship. | | | | And that\'s where it\'s actually also interesting to think about, | | where does 404 come from? It\'s from a family of errors actually \-- | | a whole set of relationship errors, which, when I started digging | | into them, it looks almost like a checklist for a sex therapist or a | | couples counselor. You sort of get down there to the bottom and | | things get really dicey. | | | | Yes. | | | | But these things are everywhere. They\'re on sites big, they\'re on | | sites small. This is a global experience. | | | | What a 404 page tells you is that you fell through the cracks. And | | that\'s not a good experience when you\'re used to experiences like | | this. You can get on your Kinect and you can have unicorns dancing | | and rainbows spraying out of your mobile phone. A 404 page is not | | what you\'re looking for. You get that, and it\'s like a slap in the | | face. Trying to think about how a 404 felt, and it would be like if | | you went to Starbucks and there\'s the guy behind the counter and | | you\'re over there and there\'s no skim milk. And you say, \"Hey, | | could you bring the skim milk?\" And they walk out from behind the | | counter and they\'ve got no pants on. And you\'re like, \"Oh, I | | didn\'t want to see that.\" That\'s the 404 feeling. | | | | I mean, I\'ve heard about that. | | | | So where this comes into play and why this is important is I head up | | a technology incubator, and we had eight startups sitting around | | there. And those startups are focused on what they are, not what | | they\'re not, until one day Athletepath, which is a website that | | focuses on services for extreme athletes, found this video. | | | | Renny Gleeson: You just \... no, he\'s not okay. They took that video | | and they embedded it in their 404 page and it was like a light bulb | | went off for everybody in the place. Because finally there was a page | | that actually felt like what it felt like to hit a 404. | | | | So this turned into a contest. Dailypath that offers inspiration put | | inspiration on their 404 page. Stayhound, which helps you find pet | | sitters through your social network, commiserated with your pet. Each | | one of them found this. It turned into a 24-hour contest. At 4:04 the | | next day, we gave out \$404 in cash. And what they learned was that | | those little things, done right, actually matter, and that | | well-designed moments can build brands. So you take a look out in the | | real world, and the fun thing is you can actually hack these | | yourself. You can type in an URL and put in a 404 and these will pop. | | This is one that commiserates with you. This is one that blames you. | | This is one that I loved. This is an error page, but what if this | | error page was also an opportunity? | | | | So it was a moment in time where all of these startups had to sit and | | think and got really excited about what they could be. Because back | | to the whole relationship issue, what they figured out through this | | exercise was that a simple mistake can tell me what you\'re not, or | | it can remind me of why I should love you. | | | | Thank you. | +-----------------------------------------------------------------------+ 2. ** Encourage the students to discuss the questions orally. Some answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student's answers and provide feedback.** 1. 2. In which order (1-3) does Renny Gleeson do these things (a-c)? 1. 2. 3. 2. What point is the speaker trying to make by the following: \"(\...) a simple mistake can tell me what you\'re not, or it can remind me of why I should love you.\"  4. 1. **The correct answers are highlighted in green. ** ** 2. The correct answers are highlighted in green. ** **03\| The correct answers are highlighted in green. ** 1. 2. 3. 4. 5. 6. 7. 8. 4. PRESENTATION SKILLS: Using visuals In order to pave the way to the Presentation tips box, the teacher could ask the students the following questions:  - \* Do you use slides and visuals in your presentations? Why or why not?* - *When you attend a presentation, would you rather it had slides and visuals? Why or why not?* - *In your opinion, what's the point of having slides and visuals in a presentation?* - *What makes a slide or visual effective or ineffective? * 1. Ask students to read the Presentation tips box.  2. **Answers will vary among students based on the slides they remember from the TED talk. Suggested answers are highlighted in green. After allocating some time to this activity, discuss the students' answers all together. ** 1. What type of image did it contain (graphic, photo, etc.)? 2. What information did it present? 3. 4. What made this slide especially memorable, in your opinion? What would have been a less memorable way to present it? 3. **Answers will vary among students based on their own opinions and beliefs. Suggested answers are highlighted in green. After allocating some time to this activity, discuss the students' answers all together. ** 1. 2. 3. a visual that repeats and reinforces the speaker's words. Lesson 02: Embracing international marketing 1. WARM-UP DISCUSSION 1. 1. 1. 2. 3. 4. 5. (Students' own answers) 2. Answer these questions for each brand you listed. a\. What is its country of origin? 3. 4. What do the following have in common: Gucci, Chanel, Calvin Klein, Louis Vuitton, Christian Dior, Versace, Giorgio Armani, Ralph Lauren, Prada, Yves Saint Laurent? 5. Which countries tend to make the world\'s most desirable luxury brands? 2. LET'S READ THE ARTICLE! - - **02\| Encourage discussion among students. Answers will vary.Suggested answers are highlighted in green. ** 1. 2. In a recession, do you think companies such as Tod\'s should manufacture in low-cost countries rather than at home? What are the advantages and disadvantages of this? 3. 4. Complete the information in the table below. Tod's group HQ - where? Palazzo Della Valle on the Corso Venezia in Milan ----------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Key products Shoes and bags Chairman Diego Della Valle Competitors that Chairman admires Louis Vuiton, Hermes and Chanel New markets China and India Objective in next five years to complete the globalization' of Tod\'s, for which he has been laying the groundwork. He'd like Tod's to be much bigger than it is now, without diluting the brand. 3. CHECK UNDERSTANDING 1. 1. 1. to the world's rich and uncultivated. 2. to the world's middle and upper classes. 3. to the world's rich and refined.  2. **It focuses on\...** 1. celebrity and glamour. 2. its classic, handcrafted, century-old heritage. 3. its old-fashioned family tradition. 3. 1. have been made of leather since the very beginning. 2. are now made of a new type of leather that will remain unchanged for some time.  3. are made of synthetic leather, a traditional raw material. 4. **The new advertising campaign will feature..** 1. Italian families from different backgrounds. 2. working-class as well as wealthy Italian families and celebrities. 3. wealthy and affluent Italian families.  5. **Diego Della Valle** 1. is as interested in Indian and Chinese consumers as other luxury-goods makers.  2. is more interested in Indian and Chinese consumers than some other luxury-goods makers.  3. is seeking to enter new markets and stir up the sense of the Italian lifestyle.  1. 2. 3. 4. 5. 6. 7. 8. +-----------------------------------+-----------------------------------+ | 1. raw material | any material, such as oil, | | | cotton, or sugar in its natural | | | condition, before it has been | | | processed for use | +===================================+===================================+ | 2. competitive advantage | the conditions that make a | | | business more successful than the | | | businesses it is competing with, | | | or a particular thing that makes | | | it more successful | +-----------------------------------+-----------------------------------+ | 3. mature market | a sector that has reached a phase | | | wherein earnings and sales grow | | | slower than in emerging | | | industries | +-----------------------------------+-----------------------------------+ | 4. high-ceilinged | (of a room or building) having a | | | high ceiling or ceilings | +-----------------------------------+-----------------------------------+ | 5. powerhouse | a country, organization, or | | | person with a lot of influence, | | | power, or energy | +-----------------------------------+-----------------------------------+ | 6. realm | an area of interest or activity | +-----------------------------------+-----------------------------------+ | 7. heritage | features belonging to the culture | | | of a particular society, such as | | | traditions, languages, or | | | buildings, that were created in | | | the past and still have | | | historical importance | +-----------------------------------+-----------------------------------+ | 8. signature product | the product that people will | | | begin to associate most strongly | | | with you and your business | +-----------------------------------+-----------------------------------+ | 9. DNA | the chemical, present at the | | | centre of the cells of living | | | things, that controls the | | | structure and purpose of each | | | cell and carries genetic | | | information | +-----------------------------------+-----------------------------------+ | 10. revenue | money that a company receives, | | | especially from selling goods or | | | services | +-----------------------------------+-----------------------------------+ 4. VOCABULARY: Marketing word partnerships and marketing internationally 1. **Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** 1. 2. What are some of the advantages/drawbacks of **standardized global advertising**? 3. Why do some **brands/products fail** in other countries? Can you give any examples? 4. 5. 6. 2. **1. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** +-----------------------------------+-----------------------------------+ | marketing | mix | | | | | | strategy | | | | | | plan | +===================================+===================================+ | market | adaptation | | | | | | penetration | | | | | | segmentation | +-----------------------------------+-----------------------------------+ | product | placement | | | | | | portfolio | | | | | | feature | +-----------------------------------+-----------------------------------+ | customer | profile | | | | | | retention | | | | | | base | +-----------------------------------+-----------------------------------+ | brand | positioning | | | | | | identity | | | | | | extension | +-----------------------------------+-----------------------------------+ 1. When entering a new market, a SWOT analysis (strengths/ weaknesses/ opportunities/ threats) is conducted on a product, service or company before deciding on a \_\_\_marketing strategy\_\_\_. 2. It may also be necessary to carry out a STEP analysis (sociological / technological / economic / political) of a new geographical market in order to decide if changes are to be made for \_\_\_market segmentation\_\_\_. 3. The USP (unique selling point) is the \_\_\_product feature\_\_\_ which makes it different from its competitors.  4. Part of building up a \_\_\_customer profile\_\_\_ is analyzing the buying habits of consumers. 5. \_\_\_Brand positioning\_\_\_ is how a product is placed (up-market, mid-market, budget) in relation to rival products.  3. **Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** **1** growing market developing market expanding market declining market ------- ---------------------- --------------------- --------------------- -------------------- **2** questionnaire focus group promotion survey **3** market sector market research market segment market niche **4** international market overseas market domestic market worldwide market **5** launch a product introduce a product bring out a product withdraw a product **6** special offer free sample discount slogan **7** retailer distributor wholesaler exporter **     ** 4. **Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** 1. 2. 3. 4. 5. 6. 5. **1.  Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** +-----------------------------------------------------------------------+ | **Audioscript** | | | | **Speaker 1:** How can products be designed to be suitable for | | international markets? | | | | **Speaker 2:** Well, basically, there are two different strategies. | | There's one strategy where you have one product and you sell it all | | over in the same format. And there's  another strategy where you try | | to adapt your product to the different cultures, to the different | | countries that you're in. And I'd like to show one example of one | | company that has really marketed one product concept for the whole | | world and that is the OneCafe company and this product is actually | | selling all over in the same format and...hmm...it's a small company. | | It is based in Denmark and  in Sweden. So, it is a company which has  | | kind of  gone global. This means that it is getting into the global | | market very fast and it is doing this by setting up production in | | Uganda, in Africa, and then, from there, it tries to sell in other | | countries of the world. So, by setting up, for instance, a website | | from where they also sell these coffee products, they can sell to all | | kinds of hotel chains, airline companies and to different retail | | chains. So, this would be an example of a global product concept. | | And, of course then there's the other situation where you have to | | adapt to the different cultures that you're in. So, you have to adapt | | to the cultural traditions in China, if you're going to China, or to | | India. And that means that you have to adapt your product and your | | concept, your communication; to the culture you're in and to the | | different environment that you face. That means that you have to | | adapt all levels of the marketing mix to the different regions and | | the different countries that you're in. That can be done in different | | ways. But, basically again two different strategies: one strategy | | where you have one product for all global markets and another | | strategy where you go into different markets with different product | | concepts. I'd like to mention another global company that will do one | | product concept, for instance, the soap brand Lux is one example of a | | global brand that was sold all over. But, actually, most brands in | | the world are local brands. Most people don't realize it, but that's | | actually the case. So, most brands that you buy in retail stores in | | global markets are manufactures for local markets.  | +-----------------------------------------------------------------------+ 1. Which two marketing strategies does he mention? b. +-----------------------------------+-----------------------------------+ | 1. adapt | your product | +===================================+===================================+ | 2. market | one product concept for the whole | | | world | +-----------------------------------+-----------------------------------+ | 3. sell | all over the world in the same | | | format | +-----------------------------------+-----------------------------------+ | 4. get into | global markets very fast | +-----------------------------------+-----------------------------------+ | 5. set up | production in Uganda | +-----------------------------------+-----------------------------------+ | 6. go into | different markets with different | | | products concepts | +-----------------------------------+-----------------------------------+ | 7. manufacture | for local markets | +-----------------------------------+-----------------------------------+ 6. ** Tell the students to listen to Darrell Kofkin, the Chief Executive of the Global Marketing Network, a training organization which offers qualifications in international marketing and to work on the activities below. This activity can be done as homework. ** +-----------------------------------------------------------------------+ | **Audioscript** | | | | **Speaker 1:** How can people be trained to be international | | marketeers? | | | | **Speaker 2:** Of course, people can learn on the job. One minute | | they may be asked by the head of marketing "go away and develop a | | global marketing strategy, we want to enter  X country"  and, | | therefore, they may learn by doing. We wouldn't necessarily say that | | this is the best way  and certainly, since 2007, what we've done is | | to work very closely with Ascot International Business School of | | Anglia Western University, and with our global faculty and with our | | global advisors in shaping a new curricula that enables marketers | | worldwide to have the latest practices, the latest  knowledge and | | techniche; to enable them to become international marketers. And the | | way we've also looked at doing it is to ensure that we enable real | | global relevance, but real world learning. So, there are no exams for | | this program. It's purely based upon work-based assignments.  So our | | students are asked to write a report, develop a business plan, | | develop a presentation, write a webcast, present an internal briefing | | paper; just as they would do in the workplace because we know we're | | talking to employers worldwide that they want marketing professionals | | that have the capabilities and skills required of  today's demanding | | global business environment.  | +-----------------------------------------------------------------------+ 1. 2. **The correct answers are highlighted in green. If done in class, check answers orally. ** **verb** **noun** ------------- ------------------ to market marketer to develop development to enter entry to shape shape to practise practice to assign assignment to report report to present presentation to brief brief / briefing Lesson 03: Looking for inspiration 1. LANGUAGE AT WORK 1. 1. 2. What aims do different organizations have for advertising - sell more, build an identity, publicize a message,...? 2. **1. Read the infographic with the students. Then, discuss what order they would give to the sections that make up the creative process. Answers will vary among them based on their own experiences and beliefs. ** +-----------------------------------------------------------------------+ | **Audioscript** | | | | **Speaker 1:** Chris, you've been in the advertising industry for 20 | | years now. First, as a graphic designer. Then, you were the art | | director for one of the biggest  advertising agencies in Australia. | | Responsible for advertisements seen by millions. Now, you run your | | own business as a consultant.  | | | | **Speaker 2:** That's right | | | | **Speaker 1:** So, you're the best person to explain to us just how | | the creative process works in advertising. Do you use a different | | approach according to who the client is? | | | | **Speaker 2:** Not really, no. The basic process is the same. Whether | | it is a product like soap powder or an NGO like Oaxfam. We start with | | the big picture. That's the basic idea that describes what we're | | gonna do, say a TV ad to boost sales. And, connected to this, we need | | to know what the overall goal is. Something which tells us what the | | organization wants to achieve. This could be raising their public | | profile, for example. Then, you need to look at the competitors | | operating in the same areas. It'd be disastrous to make an ad that | | was the same as your client's main business competitor. And then what | | you really need to know before you can start to come up with ideas is | | the people who you wanna reach with the message, in other words, the | | target audience.  | | | | **Speaker 1:** So, this is all the background information you need | | before you can start to think about ideas.  | | | | **Speaker 2:** Yes, basically. Then we aim for two main things. One | | is visual, and the other is words. So, the visuals could be a single | | photo or video. That's the part of the process that I most enjoy. I | | just love finding interesting visual ways of representing ideas. And | | then, you need some words too. The slogan, which is a phrase or a | | sentence, should be short and memorable.  | | | | **Speaker 1:** Hmmm, and I suppose what a lot of people listening are | | really interested in  is where the ideas come from... | +-----------------------------------------------------------------------+ - - - - - - 1. What two jobs did Chris do before being a consultant? b. c. d. 3. **Encourage the students to take turns and read the sentences in the Grammar box aloud. Make the necessary corrections to their pronunciation and intonation.** 4. **Let the students take some time to complete the exercise on their own. Then, check the answers orally. This is a language-focused activity that may require a little more support from the teacher. The correct answers are highlighted in green.** ** ** 1. 2. 3. Which type of relative clause gives information that can be omitted and the sentence will still make sense: defining or non-defining? 4. Which type of relative clause never includes a relative pronoun? 5. **1. Devote the necessary time for the students to do this activity individually in class. Then correct them all together. The correct answers are highlighted in green.** Advertising agencies that listen to their clients get the best results. --------------------------------------------------------------- --------------------------------------- Television, where most people will see an advert, is the most expensive media. Drawing the storyboard, which is a series of simple pictures, is the first stage in making a video. The art director, whose job is to control the whole process, is the key person. All the different activities which promote a product are called the campaign. The concept, which is essential to a successful advert  has to really represent the product. 6. **1. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.** 7. **1. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.** ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ "One of the most memorable adverts I've ever seen was for a bank whose name I can't even remember. But the advert, which was promoting some kind of savings product, was very funny. You see two bank employees [working] at their desks. They're both answering phone queries. The office they are in looks grey and boring. Then one of the employees, who is very serious, says something that sounds like a line from a pop song. It's a song [heard] a lot on the radio. The other one, [sitting] next to him, starts to sing and dance. She's trying to make him laugh. The idea, which is simple, is good, but it's the actors who make it really funny." ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Pronunciation: The letter *o* **Before you read the Pronunciation box with the students, it is important to draw attention to the communication obstacles that pronouncing words and utterances in an incorrect way may bring about. This aspect of the language might be the hardest to tackle because most learners of a second language are not used to devoting time to pronunciation. Therefore, they do not give it the significance it deserves.  ** **Then, ask the students to read the Pronunciation box and make the necessary clarifications. Make sure the students follow the theory and tips described. ** 1. **1.Encourage the students to listen to the recording and to focus on how the letter "o" is pronounced. ** ----------------------------------------------------------------------------------------- pr**o**duct - m**o**netary - cl**o**thing - exp**o**rter - d**o**mestic - impr**o**ving ----------------------------------------------------------------------------------------- 2. **1. Ask students to match the words with the sounds in the chart. ** +-----------+-----------+-----------+-----------+-----------+-----------+ | **/ɒʌəʊɔːəuːæəɑːeɪɔːɪ/** | | as in | as in | as in | as in | as in | as in | | b**a**d | **a**bout | sm**ar**t | pl**ay** | sh**or**t | qu**i**ck | | b**a**nk | Can**a**d | c**ar**d | s**a**fe | c**ou**rs | f**i**x | | | a | | | e | | +===========+===========+===========+===========+===========+===========+ | **a**sset | priv**a** | m**a**rke | st**a**ke | t**a**lk | mortg**a* | | | te | t | | | *ge | | **a**cqui | | |  r**a**te | **a**ltho | | | sition | **a**ccou | overdr**a | | ugh | percent** | | | nt | **ft | **a**ngel | | a**ge | |  fin**a** | | |     | inst**al* | | | nce |  purch**a | gr**a**nt | | *lment | encour**a | | | **se | | | | **ge | +-----------+-----------+-----------+-----------+-----------+-----------+ Lesson 09: The art of negotiation BUSINESS SKILLS: Negotiating  1. 2. **1. Tell students that there are many techniques that negotiators apply when negotiating. Ask them to match the techniques to their definitions. Students could do this in pairs or individually. Then check their answers all together. The correct answers are highlighted in green. ** - - Open questions gather information and explore the opposite number\'s views. -------------------- -------------------------------------------------------------------- Closed questions check understanding and ask for precise information. Softening phrases modify language so that it does not appear too aggressive. Signalling phrases say what you are going to do before you do it. Summarizing go over the points covered to highlight when agreement is reached. +-----------------------------------------------------------------------+ | **Audioscript** | | | | **Speaker 1:** I've looked at your business plan and I like some of | | your ideas for expanding your business. Could I ask you what other | | people are providing finance for you? | | | | **Speaker 2:** Well, two families have offered  **€**100.000 for a | | small stake in the business. I haven't decided anything yet. And my | | partner is also investing some more money. We're still discussing the | | exact amount.   | | | | **Speaker 1:** Have you approached any other bank if I may ask?  | | | | **Speaker 2:** Yes, two banks, but they've turned me down.  | | | | **Speaker 1:** Sorry to hear that. These are difficult times to raise | | money. I'd like to make a suggestion. Why don't you revise your | | business plan? And especially put on a bit more about your | | competitors for example. That'll help.  | | | | **Speaker 2:** Certainly, I can do that.  | | | | **Speaker 1:** Good. Could I ask what sort of repayment terms do you | | have in mind? | | | | **Speaker 2:** I'm pretty sure we could repay a loan, the whole | | amount that is, within three years.  | | | | **Speaker 1:** Right. That might be a bit optimistic I'd say. Anyway, | | suppose we would offer you a loan of say  **€**250.000 once you've | | revised your business plan. How would you feel about that? | | | | **Speaker 2:** Let me clarify what the money\'s for. The 250.000 | | would be for working capital and to hire more staff; finance | | director, marketing people, money for the extension of the factory.  | | | | **Speaker 1:** Well, we can talk about that a little  later. Your | | first task is to strengthen the management as we discussed earlier.  | | | | **Speaker 2:** Okay, well, in that case 250.000 will certainly help | | me achieve some of my objectives in expanding the business | | | | **Speaker 1:** Good. We seem to be getting somewhere now. Let me sum | | up what we've agreed so far. Then we can talk about your marketing | | strategy.  | +-----------------------------------------------------------------------+ 1.  Could I ask you, what other people are \_\_\_providing finance\_\_\_ for you? 2.  Have you \_\_\_approached\_\_\_ any other bank, if I may ask? 3.  I\'d like to make a \_\_\_suggestion\_\_\_. Why don\'t you revise your business plan? 4.  Good. Could I ask what sort of \_\_\_repayment terms\_\_\_ you have in mind? 5.  \_\_\_Let me clarify\_\_\_what the money\'s for. The 250,000 would be for f. 3. **Let the students listen again to the recording and complete the exercise. Then, check the answers orally. The correct answers are highlighted in green. ** +-----------------------------------+-----------------------------------+ | 1. There's no way we can invest | \_\_\_Unfortunately, we | | in your project in its | couldn't\_\_\_\_invest in your | | present form. | project in its present form.  | +===================================+===================================+ | 2. We must talk about start-up | \_\_\_Maybe we should\_\_\_\_ | | costs first. | talk about start-up costs first. | +-----------------------------------+-----------------------------------+ | 3. We want some additional | \_\_\_Could you\_\_\_\_ offer | | collateral. | some additional collateral? | +-----------------------------------+-----------------------------------+ | 4. We won't lower our interest | \_\_\_I'm afraid\_\_\_\_ that's | | rate. | the lowest rate we can offer. | +-----------------------------------+-----------------------------------+ | 5. You must try to bring in | \_\_\_Is there any | | another backer. | possibility\_\_\_\_ you could | | | bring in another backer? | +-----------------------------------+-----------------------------------+ | 6. Your interest rate is far too | Your interest rate is higher | | high. | \_\_\_than we were | | | expecting\_\_\_\_. | +-----------------------------------+-----------------------------------+ 4. **Let the students listen again to the recording and complete the exercise. Then, check the answers orally. The correct answers are highlighted in green.** 1. 2.  A: So exactly how many backers will you be able to find? 3.  A: Will you accept payment by installments? 4.  A: We'd like to know why the overdraft hasn't been repaid yet. 5.  A: How much will you need for start-up costs? 6.  A: So we're all agreed on the collateral, then? 5. ** Read the phrases in the box with the students. Then, give them some time to complete this exercise on their own. Check the answers orally. The correct answers are highlighted in green. ** +-----------------------------------------------------------------------+ | **USEFUL LANGUAGE** | +=======================================================================+ | **A \_Open questions\_** | | | | Why do you need a loan? | | | | What other sources of finance do you have? | | | | What did you have in mind? | +-----------------------------------------------------------------------+ | **B \_Signaling phrases\_\_\_** | | | | I'd like to make a proposal. I think we should... | | | | Could I make a suggestion: why don't we...? | | | | Let's look at this another way. | +-----------------------------------------------------------------------+ | **C \_\_Closed questions\_\_\_\_\_** | | | | Do you have any other backers? | | | | Can you transfer the money by next week? | | | | Could you improve your credit terms? | +-----------------------------------------------------------------------+ | **D \_\_Summarizing\_\_\_\_\_** | | | | Let's see what we've got so far. | | | | Let's recap before we go on to... | | | | So, to sum up, \... | +-----------------------------------------------------------------------+ | **E \_\_Softening phrases\_\_\_** | | | | I'm sorry, we can't go that high. | | | | We were hoping to pay a little less. | | | | That seems very expensive. | +-----------------------------------------------------------------------+ **04\| Devote the necessary time to this activity. The objective of the role-play is to allow the students to put into practice the business expressions and skills learnt over this section of the lesson. Encourage them to work in pairs and imagine that they are really trying to negotiate  a good deal for their business. Act as a silent observer as the role-play is carried out. Let the students interact and take down notes of their performance to provide feedback only at the end. Otherwise, the role-play gets interrupted too often and the interaction doesn't flow as natural as it should in a real business context. ** 1. 1. How did the company begin? 2. Who are the directors of the company and what is their business background? 3. What services does the company offer? 4. What is the goal of the company? 5. What is the market potential for the product / service your company provides? **02\| Before doing this activity, the teacher could ask the students *"In addition to the information discussed in the previous exercise, what other information should a person have in order to start their own company?"*. Then tell them that those who start companies usually tend to follow a series of steps.  Give the students a few minutes to do this matching exercise on their own. Check the answers orally. The correct answers are highlighted in green.**       WRITING SKILLS: Business plan tips and language 1. 1. 2. 3. 4. 5. 6. 7. 8. 2. **Ask the students to read the opening of the business plan for Helen's Sandwich Shop. After reading, ask them if it interests them, if they'd like to invest in a business such as this one and why. Answers will vary among students based on their own experiences and beliefs. ** 3. **Ask students to read the advice in the box and to answer the questions below. Although students may word the answers differently, the content should be the same. The correct answers are highlighted in green. ** 1. 2. **How could you make it more positive?** Lesson 10: Time to look back and reflect! **This lesson is devoted to metacognition activities that enable each student, as well as the teacher, to become aware of their learning journey, the stage they are at and the progress they have made so far. ** REFLECTION QUESTIONS **Here the teacher should invite students to take 10-15 minutes to reflect on their learning process as they thoughtfully answer each of the three questions. After that, students share their answers with each other and revise with the teacher those exercises that remain incomplete or still elicit questions. They might as well go over content that needs to be revisited, be it grammar, vocabulary, pronunciation, writing, etc. ** **The aim is that students can take ownership of their learning process and understand what they need to continue reinforcing and practising in order to make further progress.** CAN DO CHECKLIST **The Can-do checklist acts as an extension of the previous activity in that the learner is expected to go into even more detail about what content and skills specifically they feel they have achieved, are in the process of achieving or have not yet achieved. Having done the previous activity, which involved a walkthrough of the whole unit, it should not take the students much effort and time to do this exercise. ** **By doing this activity prior to the online assessment, the student has more knowledge about where he/she stands and what contents and skills he/she still has to continue working on and studying in order to be better prepared for the assessment. ** **Above all, these metacognitive activities help the learner to become more autonomous and to understand how he/she can achieve a better level as a foreign language speaker in the business world. ** Online Assessment **The online assessment of the unit includes reading and listening comprehension skills, grammar and vocabulary, and a section assessing business communication skills, such as how to manage decision-making meetings, presentations, negotiations, etc. ** **The online assessment is presented in an online evaluating form which is self-graded automatically via the form page. It is deemed necessary, however, that teachers revise their students\' answers after the online assessment has been graded.** **Anyway, the answers to all the exercises in the online assessment are included below. ** **The assessment is meant to be done as homework as a closure of the unit, students will not solve the assessment during the class. ** READING COMPREHENSION 1. **Exercise 1: Students are going to read an article and then choose the answer (a -- c) which best fits according to the text. The correct answers are highlighted in green.** +-----------------------------------------------------------------------+ | **Jumping into a funding model for the online age** | | | | *by Emma Jacobs* | +=======================================================================+ | [[https://images.app.goo.gl/FRaz55m2XLrdSnbm7]](https://i | | mages.app.goo.gl/FRaz55m2XLrdSnbm7)  | | | | Earlier this year, Trampoline Systems, a London-based technology | | company founded in 2003, realized if they were going to further | | expand the business, they would need some more money. So they sounded | | out a few venture capitalists. But, says Charles Armstrong, one of | | the company's founders, "it soon became clear that it would be tough | | to raise finance this way". So Trampoline hit upon another route: | | "crowdfunding" -- raising small stakes from a large group of | | investors, particularly through online communities and social | | networks.  | | | | The crowdfunding concept derives from "crowdsourcing", whereby | | organizations ask the public, usually via the Internet, to do jobs | | typically done by their employees. For example, The Guardian | | newspaper's website recently asked readers to trawl through 700,000 | | expense claims by British Members of Parliament to find acts of | | wrong-doing. Crowdsourcing and crowdfunding could, in theory, occur | | without the Internet, says Jeff Howe, the man who coined the term | | "crowd-sourcing" and wrote a book on the subject, but "it certainly | | helps to accelerate the process". | | | | Trampoline was encouraged by the crowdsourcing successes of the likes | | of SellaBand, a site which connects music fans with unsigned artists | | looking to record albums. Musicians post their profiles and songs, | | and ask the site's users to buy shares, at a minimum of \$10. As soon | | as an artist sells 5,000 shares, they can record the album and the | | proceeds are then split between the artist, SellaBand and the | | artist's supporters, or "believers", as the site calls them. | | | | Trampoline's effort is unusual, however, because the company is | | already established -- it employs 15 and raised £2m in seed capital | | from venture capitalists when it launched. But, says Mr Armstrong, | | with traditional venture capital funds battening down the hatches in | | the current downturn, it seemed like the best option. | | | | Deloitte's Global Trends in Venture Capital report notes: "The second | | round of raising finance where a business is still finding its | | legs... carries more risk given higher burn rates and the current | | uncertainty around future financings. So, we're seeing reduced | | investment levels as firms either invest smaller sums in very | | early-stage companies. The middle ground has been largely vacated." | | | | Trampoline hopes crowdfunding will avoid these obstacles and create | | new opportunities. "A typical venture capital funding would be half a | | dozen investors. I suspect there'll be about 60 or 70 investors," | | says Mr Armstrong. "The benefits of such a large investor network is | | that it will bring in new contacts and experience and will build a | | stronger support system." The investment stakes for Trampoline are | | much higher than SellaBand. It is asking investors to put in a | | minimum of £10,000 and they hope to raise £1m in total. They have not | | put a time limit on when they hope to achieve their target.  | +-----------------------------------------------------------------------+ 1. **Earlier this year, Trampoline Systems\... ** 1. listened to a few venture capitalists. 2. approached a few venture capitalists. 3. heard a few venture capitalists.  2. **Raising capital with venture capitalists was evidently\...** 1. easy from the start. 2. straightforward from the start. 3. difficult from the start.  3. **After realizing that venture capitalists were not the best option for them, Trampoline...** 1. discovered another way. 2. discarded another way. 3. founded another way. 4. **Through crowdsourcing...** 1. Trampoline took off the ground.  2. Trampoline raised investments from a large number of investors.  3. Trampoline raised bonds from a large number of investors.  5. **Trampoline raised sums of money through... ** 1. e-commerce sites. 2. email programmes. 3. sites like Facebook or Instagram. 6. **In the sentence 'The crowdfunding concept derives from "crowdsourcing"', *derives from* means\...* *** 1. *goes from* 2. *dates back to* 3. *originates from * 7. **The Guardian newspaper's website recently asked readers to...** 1. examine in detail 700,000 expense claims. 2. fish through 700,000 expense claims. 3. quickly read 700,000 expense claims. 8. **When it comes to crowdsourcing\...** 1. The Internet clearly speeds up the process.  2. The Internet clearly simplifies the process.  3. The Internet clearly could not be done without.  9. **In the phrase 'with traditional venture capital funds battening down the hatches in the current downturn', *battening down the hatches* means... ** 1. *preparing for possible bankruptcy.* 2. *preparing for pending trouble or crisis.* 3. *closing down.* 10. **Which of the following is correct? ** 1. Trampoline hopes to go into the music business by copying SellaBand's model and getting a larger investor network. 2. By using crowdfunding, Trampoline hopes to get more investors than is usual, forming a stronger base for the company's development. 3. Time is not important for Trampoline and it is willing to wait several years before getting the necessary investment to grow.  1. **Exercise 1: Students have to choose the correct option. The correct answers are highlighted in green.** 1. **The reason / The way** you can make your work easier is by attaching your computer to two monitors. 2. **The thing / Where** they went wrong was not estimating the size of the crowd very well.  3. **It's / The person is** my boss you want to speak to, not me.  4. **The way / The thing** that can really help is having regular team meetings. 5. **The reason / It's** why the instructions are downloadable is so that we can update them easily. 6. **The place / What** you need to be is next door, in room 57. 2. **Exercise 2: Students have to rewrite the sentences expressed by "B" with cleft sentences. The correct answers are highlighted in green.** 1. 2. A: I'm not familiar with the London Underground. I'm worried about getting lost. 3. A: My printer's not working. I need the instruction manual. 4. A: Were they late for their night flight? 5. A: Should I pay for the course now? 6. A: I hear you missed the last bus last night. Did you have to get a taxi? 3. **Exercise 3: Students have to correct the mistake in each sentence. The correct answers are highlighted in green.** 1. 2. Where you need go is upstairs to the third floor. 3. Is our chief programmer you need to talk to. 4. The thing to do is going online and try to find some information there. 5. The why I'm calling is I have several questions. 6. What happens was I lost his phone number and couldn't phone him. VOCABULARY AND BUSINESS SKILLS 1. ----------------------------------------------------------------------------------------------------------------------------------------------------------- mortgage -- administration -- assets -- venture -- business angel -- cash flow -- grants -- instalments -- overdraft -- stake -- bankruptcy -- principal  ----------------------------------------------------------------------------------------------------------------------------------------------------------- 1. \_\_\_Venture\_\_\_ capital is a general term for money that is lent to someone when they start a business. 2. Customers not paying bills on time caused a major \_\_\_cash flow\_\_\_ problem. 3. Repayment of the loan will be in ten \_\_\_instalments\_\_\_ at three-month intervals.  4. Surprisingly, BLT Inc. is selling off its 30% \_\_\_stake\_\_\_ in Kommerz Bank. 5. The manager said it would be a disaster if the club were to be wound up rather than stay in \_\_\_administration\_\_\_, as the players would go out of contract. 6. The EU often awards development \_\_\_grants\_\_\_ to its poorer members. 7. The \_\_\_principal\_\_\_ is the original amount of a loan, excluding any interest. 8. We often reached our \_\_\_overdraft\_\_\_ limit because of cash flow problems.  9. The company has \_\_\_assets\_\_\_ of 70 million and liabilities of 40 million. 10. They were in arrears with their \_\_\_mortgage\_\_\_, so their home was repossessed. 11. Unless the situation improves dramatically, our company will be forced to file for \_\_\_bankruptcy\_\_\_. 12. We offered the \_\_\_business angel\_\_\_ a 10% share in the profits and a seat on the board of directors.  2. **Exercise 2: Students have to choose the best option (a-d) to complete the gaps. The correct answers are highlighted in green.** +-----------------------------------------------------------------------+ | **Sources of finance** | | | | What do you need to consider when choosing the source of new business | | finance? A key consideration is to strike a balance between | | \_\_\_\_\_^1^ and debt to ensure the funding structure suits the | | business. | | | | The main differences between borrowed money (debt) and equity are | | that, with debt, bankers request \_\_\_\_\_^2 ^ payments and capital | | repayments, and the borrowed money is usually secured on business | | assets or the personal assets of the \_\_\_\_\_^3^  and/or directors. | | A bank also has the power to place a business into \_\_\_\_\_^4^  or | | bankruptcy of it \_\_\_\_\_^5^ on debt interest or repayments or its | | prospects decline.  | | | | In contrast, \_\_\_\_\_^6 ^ investors take the risk of failure like | | other shareholders, whilst they will benefit from participation in | | increasing levels of \_\_\_\_\_^7^  and on the eventual sale of their | | equity \_\_\_\_\_^8^. | | | | The overall objective in raising finance for a company is to avoid | | exposing the business to excessively high borrowings, but without | | unnecessarily diluting the \_\_\_\_\_^9^  capital. This will ensure | | that the financial risk of the company is kept at an optimal level.  | +-----------------------------------------------------------------------+ 1 A- stake B- equity C- capital --- ----------------- ------------------ ------------------- 2 A- pinterest B- loan C- cash flow 3 A- creditors B- shareholders C- bankers 4 A- registration B- accreditation C- administration 5 A- depends B- deposits C- defaults 6 A- equity B- stake C- venture 7 A- assets B- profits C- funds 8 A- mortgage B- loan C- stake 9 A- share B- rate C- asset 3. **Exercise 3: Students have to choose the right money proverb to complete the sentences below. The correct answers are highlighted in green.** -------------------------------------------------------------------------------------------------------------------------------------------------- he who pays the piper calls the tune  -- money talks -- throw good money after bad --put all my eggs in one basket -- out of debt, out of danger -------------------------------------------------------------------------------------------------------------------------------------------------- 1. At the end of the day, though, their company is paying for the study, and \_\_he who pays the piper calls the tune\_\_. 2. Unfortunately, in this town \_\_money talks\_\_, and if you don\'t have money you can forget it. 3. Instead of cutting corners on the project and then having to \_\_throw good money after bad\_\_ to try to bring it up to snuff, why don\'t you just invest the appropriate time and money from the get-go. 4. I\'m applying for several jobs because I don\'t really want to \_\_put all my eggs in one basket\_\_. 5. You\'d do well to pay your credit cards off as soon as you can. \_\_Out of debt, out of danger\_\_, as they say. 4. **Exercise 4: Students have to decide which negotiation strategy is being used in sentences 1-10. The correct answers are highlighted in green.** 1. **Open questions** 2. **Closed questions** 3. **Softening phrases** 4. **Signalling phrases** 5. **Summarizing** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. LISTENING COMPREHENSION 1. **Exercise 1: Students have to listen to a short interview and then decide which of the statements below are true.The correct answers are highlighted in green.** **Audio: ​​[[https://drive.google.com/file/d/1vqaRSexRXfwDDzqJKdPmvUiWuKBnFuNi/view?usp=sharing]](https://drive.google.com/file/d/1vqaRSexRXfwDDzqJKdPmvUiWuKBnFuNi/view?usp=sharing)** +-----------------------------------------------------------------------+ | **Audioscript** | | | | If you want to get a raise and pretend that you're a woman who wants | | to get a raise, women don't ask for raises. I can tell you, I've | | employed thousands of women over my life. They do not ask for raises | | unless they absolutely must. And men ask all the time. And so what | | the smarter thing to do is, first of all,  make an appointment to ask | | for a raise even if your expectation isn't that you\'re gonna get it. | | At least ask for it because that sets you up for the next meeting | | where you'll likely get it. And the smartest thing to do is to walk | | in with a list of your responsibilities when you started at the | | company and also the list of things you've taken on since you | | started. And simply make the boss aware that you've got a lot more | | responsibility. You're delighted to take it on, "give me more, but | | I'd like to be compensated" and to name a number you'd like. Most | | women, when they work up to the point where they'll ask for a raise, | | they won't give a number. I'd like to get a raise. Men would often | | say "I'd like to get a raise, I'd like it to be around 10, 15 %". No | | qualms. So if you're a timid woman, I think the smart thing to do is | | ask what would a man do and walk in thinking like a man. If you don't | | get the raise, you have to ask what would merit a raise, so that when | | you come back the next time you can say "hey, this is what I've done, | | I'd like to get that raise".  | | | | (curtain music) | | | | When someone has come to me and said they've got another offer  for a | | lot more money from somewhere else and it's not followed up with "so | | goodbye". They're looking for something from me, I never try to buy | | their loyalty because I haven't earned their loyalty, obviously and | | they are on their way out the door. I'm not gonna stop them with more | | money. They are already off my list. I can't wait for them to go out | | that door and it\'s perfectly acceptable to go to your boss and say | | "you know, I'm a little surprised I've gotten an offer for a lot more | | money, but I'm not taking it because I love this business, but I'm | | really wondering could you level with me as as to my future prospects | | here". That's a great opener and it's not insulting and it's not | | threatening. And guess what, you'll get the best out of the boss. | | Very very different than saying you want a pay up. The tone is | | entirely different. One the boss wants to measure up, the other style | | the boss wants to boot you out that door. I think  the piece you have | | to put in is "I've got a great offer , I love working here and I plan | | to stay but it brings on the table my question what do you think my | | prospects here in the future might be". That's pretty fair. If I were | | the boss I would go out of my way to think of how I can push you | | ahead. If I value you and if my response instead was "well I'm happy | | to hear about it, but you know, we pay you fairly and you have good | | responsibilities and we're pretty happy so do what you want" or | | something like that. I would know I'm not valued and I'd take the | | other job because one thing you must be in any position you are, | | male, female, whatever level you're, you must be valued and | | appreciated to be promoted. It's a great way to go in and take a | | limit's test to how you're valued in that boss\'s eyes. And your boss | | has more to do with your future and the company you're working for, | | your responsibilities and everything else. If they love you, they | | will push you ahead. I've had so many people come and ask for raises | | over the years; of course, mostly men. My theory is bosses, you get | | ahead of your valued employees and you raise them before they even | | get to ask. Because employees will kill for you if you can treat them | | with that kind of reverence and respect then prove it by paying them | | more. They'll kill for you. They'll love you forever. And I've always | | been very lucky to be surrounded by people that I know so well and | | it's no accident. Because I make sure I push money, recognition, | | whatever I have,  opportunity, more valuable reasons, bonuses; | | whatever makes them feel "I am loved": That's what everybody wants.  | +-----------------------------------------------------------------------+ **\ ** 1. Just a few women are brave enough to ask for a pay raise. 2. Men not only ask for pay raises, but they also bluntly express their expected raised salary.  3. Women only ask for a pay raise when there's no other alternative, when they really must.  4. Barbara believes that making an appointment to ask for a pay raise might make it seem too big a problem. 5. She advises to write down a list of all the responsibilities one had at the start of a job and the current ones.  6. An employee that is not upfront about his real needs and expectations does not deserve to be begged to stay in a business where he is not being loyal. 7. If a boss values you, he or she would let you go knowing that you have landed a better opportunity. 8. If your boss appreciates and values you, then he or she will push you ahead. 9. As a boss, it is more common to wait for valued employees to come in and ask for a pay raise.  10. At the end of the day, what an employee craves for is to be loved.  Teacher's Book Level: Upper-Intermediate Unit 9 Unit 9: Innovation CAN DO: At the end of the unit the student can: - - - - - - - - - **Tell the students that all units in Nulinga Courses start with a TED Talk and in order to make the most of it, there is always a mini text about the speaker and the talk itself. Encourage them to read these two short texts and get ready to answer some discussion questions.** Lesson 11:  The sore problem of prosthetic limbs  1. WARM-UP DISCUSSION 1. 2. David Sengeh was able to solve a problem for amputees using technology- How could these areas also help with problems discussed in question 1? 3. 2. KEY WORDS **01\| 1.Read John Willis' blog post with your students. ** **2. Ask students to choose the correct definition for the words in bold in the first paragraph. They must use context in order to guess. They can either work in pairs or together. The correct answers are highlighted in green. ** 1. Infamous 1.  Deprived of one's rights 2. Famous for something considered bad  3. All of the above 2. Prosthesis 1. An artificial part of the body 2. An artificial body part that replaces a missing part  3. All of the above 3. Disability 1.  money that is paid by the government to someone who cannot work because of an illness, injury, or medical condition 2. A physical or mental condition that can affect the way a person functions   3. All of the above 4. Amputation 1. 2. 3. 5. Cast 1. An object made by pouring liquid, such as melted plaster, into a shaped container to become hard 2.  An object made by shaping molten metal or similar material in a mould 3. All of the above 6. Magnetic Resonance (MRI) 1. 2. 3. 7. Socket 1. 2. 3. **3. Ask students to choose the correct definition for the remaining words in bold. They must use context in order to guess. They can either work in pairs or together. The correct answers are highlighted in green. ** Conventional traditional and ordinary ----------------- -------------------------------------------------------------------------- Pressure stones painful damage to the skin Residual limbs the part of the body that remains after an amputation has been performed Novel new and original, not like anything seen before To relieve to make an unpleasant feeling, such as pain or worry, less strong To wrap up to complete something successfully or to finish doing something **4.Once students have worked on the vocabulary. Discuss this question. It is opinion-based so answers will vary among students based on their opinions and beliefs.  ** 1. In your opinion, how do Hollywood films portray disabled people?  3. IMPROVING YOUR LISTENING SKILLS: Dealing with accents  1. +-----------------------------------------------------------------------+ | **Audioscript** | | | | I was born and raised in Sierra Leone. A small and very beautiful | | country in West Africa. A country rich  both in physical resources | | and creative talent. However, Sierra Leone is infamous for a | | decade-long war in the 90s when the top villages burned down. An | | estimated 8000 men, women and children had their arms and legs | | amputated during this time.  | +-----------------------------------------------------------------------+ 1. 2. 3. LET'S SIT BACK AND WATCH THE VIDEO! 1. **Encourage the students to turn their mics off and enjoy the TED Talk. Remind them to click on the subtitles icon, in the bottom right corner, and choose English to read the subtitles in the target language as they watch. Suggest taking down notes of the most relevant ideas and choose one to share with the rest.** +-----------------------------------------------------------------------+ | **Transcript** | | | | I was born and raised in Sierra Leone, a small and very beautiful | | country in West Africa, a country rich both in physical resources and | | creative talent. | | | | However, Sierra Leone is infamous for a decade-long rebel war in the | | \'90s when entire villages were burnt down. An estimated 8,000 men, | | women and children had their arms and legs amputated during this | | time. As my family and I ran for safety when I was about 12 from one | | of those attacks, I resolved that I would do everything I could to | | ensure that my own children would not go through the same experiences | | we had. They would, in fact, be part of a Sierra Leone where war and | | amputation were no longer a strategy for gaining power. | | | | As I watched people who I knew, loved ones, recover from this | | devastation, one thing that deeply troubled me was that many of the | | amputees in the country would not use their prostheses. The reason, I | | would come to find out, was that their prosthetic sockets were | | painful because they did not fit well. The prosthetic socket is the | | part in which the amputee inserts their residual limb, and which | | connects to the prosthetic ankle. Even in the developed world, it | | takes a period of three weeks to often years for a patient to get a | | comfortable socket, if ever. Prosthetists still use conventional | | processes like molding and casting to create single-material | | prosthetic sockets. Such sockets often leave intolerable amounts of | | pressure on the limbs of the patient, leaving them with pressure | | sores and blisters. It does not matter how powerful your prosthetic | | ankle is. If your prosthetic socket is uncomfortable, you will not | | use your leg, and that is just simply unacceptable in our age. | | | | So one day, when I met professor Hugh Herr about two and a half years | | ago, and he asked me if I knew how to solve this problem, I said, | | \"No, not yet, but I would love to figure it out.\" And so, for my | | Ph.D. at the MIT Media Lab, I designed custom prosthetic sockets | | quickly and cheaply that are more comfortable than conventional | | prostheses. I used magnetic resonance imaging to capture the actual | | shape of the patient\'s anatomy, then use finite element modeling to | | better predict the internal stresses and strains on the normal | | forces, and then create a prosthetic socket for manufacture. We use a | | 3D printer to create a multi-material prosthetic socket which | | relieves pressure where needed on the anatomy of the patient. In | | short, we\'re using data to make novel sockets quickly and cheaply. | | In a recent trial we just wrapped up at the Media Lab, one of our | | patients, a U.S. veteran who has been an amputee for about 20 years | | and worn dozens of legs, said of one of our printed parts, \"It\'s so | | soft, it\'s like walking on pillows, and it\'s effing sexy.\"  | | | | Disability in our age should not prevent anyone from living | | meaningful lives. My hope and desire is that the tools and processes | | we develop in our research group can be used to bring highly | | functional prostheses to those who need them. For me, a place to | | begin healing the souls of those affected by war and disease is by | | creating comfortable and affordable interfaces for their bodies. | | Whether it\'s in Sierra Leone or in Boston, I hope this not only | | restores but indeed transforms their sense of human potential. | | | | Thank you very much. | +-----------------------------------------------------------------------+ 2. **Encourage the students to discuss the questions orally. Some answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student's answers and provide feedback. Give feedback at this stage if any students still seem a bit unsure on how to use the new vocabulary correctly.** 1. - - - 2. - - - - 3. 4. What do you think about this TED Talk? Do you find it inspirational or not? Why?  **01\|The correct answers are highlighted in green.** The speaker opens his TED Talk by explaining that the place where he was born, Sierra Leone, is [infamous] for a decade-long rebel war in the '90s where about 8000 men and women had their arms and legs [amputated]. What caught his attention the most was that many of these people did not use their [prosthesis] because their prosthetic [sockets] were painful because they did not fit well.  Prosthetists still use [conventional] processes like molding and [casting] to create single-material prosthetic sockets. According to the speaker, [disability] at his age should not prevent anyone from living meaningful lives. That is why he devoted his life to creating [novel] technology to begin healing the souls of those affected by war and disease by creating comfortable and affordable interfaces for their bodies. ** 02\| The correct answers are highlighted in green. ** 1. 2. 3. 4. 5. 6. **03\| The correct answers are highlighted in green. ** 1. 2. 3. 4. 5. 6. 7.    1. **Before reading the box, ask students what they think it means to "take the audience on a journey. Then, ask students to read the list of tips in the Presentation skills box for taking the audience on a journey. After reading, ask them if their predictions about what it meant to take the audience on a journey were correct or not. If any of your students regularly give presentations for their job, ask them if they like to use this technique. ** 2. **Ask students to work on this exercise based on what they remember. If they find it hard to remember they may go back to the transcript but ideally they should use their memory. Then, encourage them to share and account for their  answers with their classmates. The correct answers are highlighted in green.** 1. Explaining the problem M 2. Describing the situation B 3. Implementing a solution E 3. **Ask the students to go back to the Ted Talk and to work on this matching exercise.  Encourage them to give reasons for their answers. The correct answers are highlighted in green. ** 1. 2. 3. 1. 2. 3. 4. **Ask students to work in pairs and to prepare a presentation about one of the innovations they've discussed in Exercise 2b in "Let's sit back and watch the TED Talk". Tell them that they have to structure their presentation to talk about the situation, the problem and the solution. ** 5. **Ask students to change partners and to give their presentations to one another. The listener should provide feedback about the structure of the presentation to the presenter. ** Lesson 12: The global energy challenges we face. 1. WARM-UP DISCUSSION 1. 1. 2. Complete the chart with some advantages and disadvantages of different forms of energy.  Students might word the answers differently but the content should be the same. +-----------------------+-----------------------+-----------------------+ | **FORMS OF ENERGY** | **Fossil Fuels (e.g. | **Renewable energy | | | oil) ** | (e.g. wind)** | +=======================+=======================+=======================+ | **ADVANTAGES** | - Readily available | - Generating energy | | | (at the moment) | that produces no | | | | greenhouse gas | | | - Relatively easy | emissions and | | | to produce energy | reduces some | | | from fossil | types of air | | | fuels. | pollution. | | | | | | | | - Diversifying | | | | energy supply and | | | | reducing | | | | dependence on | | | | imported fuels. | | | | | | | | - Creating economic | | | | development and | | | | jobs in | | | | manufacturing, | | | | installation, and | | | | more. | | | | | | | | - Won't run out. | +-----------------------+-----------------------+-----------------------+ | **DISADVANTAGES** | - Non-renewable | - The Electricity | | | source -- will | generation | | | eventually run | capacity is still | | | out. | not large | | | | enough.  | | | - Increasing fuel | | | | costs. | | | | | | | | - Releases CO2 | - Renewable energy | | | (greenhouse gas) | can be | | | when burnt.  | unreliable.  | | | | | | | - Releases sulphur | | | | dioxide when | | | | burnt.  | - Low-efficiency | | | | levels. | | | | | | | | | | | | | | | | - Requires a huge | | | | upfront capital.. | | | | | | | | | | | | | | | | - Takes a lot of | | | | space to install. | | | | | | | | | | | | | | | | - Expensive storage | | | | costs.  | | | | | | | | | | | | | | | | - Not always a  | | | | commercially-viab | | | | le | | | | option. | +-----------------------+-----------------------+-----------------------+ 3. Ask students to read the introduction and first paragraph and to predict what the article will be about. Then encourage them to discuss their answers orally. Answers will vary. The correct answer is highlighted in green.   2. LET'S READ THE ARTICLE! 1. 2. **After students have read the text, encourage discussion among them. Students may word the content differently but the content should be the same.  The correct answers are highlighted in green. ** 1. - - - 2. Why does McKibben contrast fossil fuels and renewable energy?  3. What is McKibben's attitude about the challenges we face?  3. CHECK UNDERSTANDING 1. 1. 1. renewable energy is abundant except at night. 2. fossil fuels are not easy to get.  3. renewable energy is concentrated.  2. 1. 2. 3. 3. 1. we can begin by simply replacing light bulbs.  2. We do not waste a lot of energy.  3. Efficient appliances do not pay back in time. 4. **He assures that..** 1. fixing the set of economic incentives is vital. 2. there is no need to fix the set of economic incentives. 3. Free markets have solved the problem. 5. **According to the article, Belgians ** 1. 2. 3. 1. 2. 3. 4. 5. 6. 7. 8. 1.To wreck  to destroy or badly damage something: ------------------- ----------------------------------------------------------------------------------- 2.trade-offs a balance achieved between two desirable but incompatible features; a compromise. 3.diminishing to reduce or be reduced in size or importance 4.forgoing Doing without 5.Dramatically  It makes a big impression  6.ingenuity The quality of being inventive  7.momentum The speed at which something moves 8.muster To gather together, to assemble 9.suburban sprawl the spreading of developments 10.concentrated Its collected closely together  4. VOCABULARY: Innovation verbs and online operations 1. **Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** 1. 2. 3. 4. 5. Is there anything you learned that **enabled** you to do more in your life? 6. 7. Is there anything you feel you have **improved** in?  2. **1. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** enable The new school website **allows** parents to contact us more easily.  ------------------- ----------------------------------------------------------------------------------------------------------------------------------- improve The headteacher wants all the students **to do better** this year.  Put into practice Students\' satisfaction has gone up since we **implemented** our personalized online feedback.  Exploit  The college could do better if it **used** its resources in a better way. inspire The visit to the science museum **encouraged** us to change how we teach science to our students.  Replace (d) by All the old computers have been **changed for** tablets that are much easier to use.  Get round Using video chat with students in Spain **solved** the problem of our students not having experience of native Spanish speakers.  introduce Our school has **started** a new assessment system. Now we only have one exam each term.  1. 1. 2. 2.  To \_\_\_\_\_\_ something (usually a problem) is to overcome it or find a way to deal with it. 1. get round 2. replace by 3. To \_\_\_\_\_\_ someone is to make them want to do something.  1. 2. 4. 1. 2. 1. 2. 1. 2. 1. exploit 2. introduce 1. replace 2. inspire 3. **Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** **1** To do better enhance improve diminish ------- ------------------- ------------ ------------ --------------- **2** replace change remain alter **3** enable reject allow approve **4** Put into practice implement fail Make possible **5** use manipulate exploit misuse **6** Get round solve Figure out defer **7** encourage influence inspire dissuade **    ** 4. **1.Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. ** +-----------------------------------------------------------------------+ | **Audioscript** | | | | **Conversation 1 ** | | | | **Speaker 1:** And here are your tickets. Did you know that you can | | now get e-tickets for all our local bus journeys? | | | | **Speaker 2:** No, I didn't. How does that work? | | | | **Speaker 1:** Just go to our website and choose the kind of ticket | | you want and they'll be downloaded to your phone.  | | | | **Speaker 2**: And  will I have to download an app to use them? | | | | **Speaker 1:** Yes, but there are several apps you can choose from. | | Our tickets work  with them all.  | | | | **Speaker 2:** What about paying for them? How would I do that? | | | | **Speaker 1:** All the main cards are accepted and there's no extra | | charge for paying by card. | | | | **Speaker 2:** Well, it sounds simple enough. Maybe I'll have a go | | next time.  | | | | **Conversation 2** | | | | **Speaker 1:** Excuse me, I wonder if you could help. How do I pay my | | electricity bill with this self-service machine | | | | **Speaker 2:** Yes, of course. Let me show you how to do it. So, | | after you've put in your card and your pin  number, choose "make a | | payment" on your touch screen.  | | | | **Speaker 1:** Right, and what do I need to do now? | | | | **Speaker 2:**  Now you key in your account number, the one from the | | bill, and the amount to be paid.  | | | | **Speaker 1:** Okay. And how will I know if it's been paid | | correctly.  | |