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Contents
Structure ....................................................................................................................................................... 4 INTRODUCTION ................................................................................................................................... 4 THE PARTS OF SPEECH ...................................................................................................................... 4 SENTENCE ............................................................................................................................................ 5 CHAPTER 1 ............................................................................................................................................... 6 THE BASIC STRUCTURES OF SPEAKING ENGLISH ............................................................................... 6 CHAPTER 2............................................................................................................................................. 12 DIRECT AND INDIRECT SPEECH .......................................................................................................... 12 CHAPTER 3 ............................................................................................................................................. 16 CONDITIONAL SENTENCES .................................................................................................................. 16 Discussion Techniques ............................................................................................................................. 18 DISCUSSION TECHNIQUES AND MEETING...................................................................................... 18 CHAPTER 6............................................................................................................................................. 22 GIVING SUCSESSFUL PRESENTATION ................................................................................................. 22 I. II. III. IV. Preparing Your Presentation .............................................................................................. 22 USEFUL LANGUAGE FOR YOUR PRESENTATIONS......................................................... 24 Practicing your presentation .......................................................................................... 26 GIVING YOUR PRESENTATION ....................................................................................... 27

The example of presentation:............................................................................................................. 28 ORGAN DONATION .......................................................................................................................... 28 The First Steps to Debate in English ........................................................................................................... 29 --Aiming at Cultivating Practical Ability--........................................................................... 29 (in Japanese) ...................................................................................... Error! Bookmark not defined. 1. Introduction ................................................................................................................................. 29 4. Some Difficult Points .................................................................................................................... 31 5. Conclusion ........................................................................................................................................ 31 6. References ....................................................................................................................................... 32 What Happens to Donated Blood? .................................................................................................... 34 Step 1: The Donation .......................................................................................................................... 34 Step 2: Processing ............................................................................................................................... 34 Step 3: Testing ..................................................................................................................................... 34 Step 4: Storage .................................................................................................................................... 35 Step 5: Distribution ............................................................................................................................ 35

LISTENING .................................................................................................................................................. 38 CHAPTER 1 ............................................................................................................................................. 38 OBESITY EPIDEMIC ................................................................................................................................ 38 CHAPTER 2............................................................................................................................................. 39 BUSINESS ENGLISH TO GO ................................................................................................................... 39

Part 1 - Interviews ............................................................................................................................... 39 Part 2 Induction............................................................................................................................... 44 Part 3 Meetings ............................................................................................................................... 48 Part 4 - Presentations......................................................................................................................... 53 Part 5 Appraisals ............................................................................................................................. 57
Chapter 4 ................................................................................................................................................ 62 PRESENTATION : OPENING ................................................................................................................. 62 Introduction ......................................................................................................................................... 62 BODY .................................................................................................................................................. 63 Introduction ......................................................................................................................................... 63 INTERUPTION .................................................................................................................................... 64 Introduction ......................................................................................................................................... 64 QUESTIONS ........................................................................................................................................ 65 Introduction ......................................................................................................................................... 65 TIPS ..................................................................................................................................................... 66 Introduction ......................................................................................................................................... 66 WRITING ..................................................................................................................................................... 67 ESSAY...................................................................................................................................................... 67 Definitions ............................................................................................................................................... 67 Forms and styles.................................................................................................................................. 68 A. Descriptive ..................................................................................................................................... 68 B. Narrative ........................................................................................................................................ 69 C. Exemplification .............................................................................................................................. 69 One Vote for Cafeteria Lunches ......................................................................................................... 70

Structure INTRODUCTION
THE PARTS OF SPEECH 1. Noun : table, horse, people, student, rice etc : walk, write, sing, dig, hold, sleep, cry, laugh etc : lazy, sad, happy, clever, pretty, good, bad etc : here, there, Jakarta, Bandung etc : she, he, it, they, we etc : and, or, out, after, before, because etc : in, on, at, between, by etc : Hello! , Auch! , Hi! , Oh! Etc

2. Verb 3. Adjective 4. Adverb 5. Pronoun 6. Conjunction 7. Preposition 8. Interjection

SENTENCE There are three kinds of English sentences: 1. Simple : The boy hits the ball. The boys did not hit the ball. Does the boy hit the ball? Are you expecting a parcel now? Where did you go on vacation?

2. Compound He can neither read nor write. They bought not only a car but also a house. Compound sentences always include of co-ordinate conjunction, which are: Or, But, Yet, Either.or, Not onlybut also, And, So, Both.and, Neither..nor.

3. Complex Although he ran fast, he failed to win the race. He is funny when he pretends t be stupid. Complex sentences always include of subordinate conjunction, which are: when, after, while, because, since, although, which, until, as soon as, before, as, in order to, who, that.

CHAPTER 1

THE BASIC STRUCTURES OF SPEAKING ENGLISH

Ada beberapa langkah yang harus dipahami jika ingin berbicara, menulis bahasa inggris, dan memahami English textbook deangan benar. Langkah-langkah tersebut sbb: I. Mengetahui Fungsi to BE 1. Adalah = S + are, is, was, were + Noun Example: a. He is sole distributor here b. He was a debt collector at WOM Finance 2. Ada atau Berada = S + are, am, is, was, were + adverb of place Example: a. I was in Singapore when I was child b. Where is Ishell? She is at home 3. Akan berada = S + will/shall + be + adv of place e/ ishell must be here right now Dapat berada = S + can + be + Adv of Place e/ I can be in Jakarta on evening Harus berada = S + must + be + adv of place e/ I must be in Paris Friday morning Seharusnya = S + should + be + adv of place e/ You should be at class right now Ingin berada = S + want to + be + adv of place e/ I want to be in Italy this time 4. Pelengkap = S + can, must, will, shall, should, want to + be + adjective e/ I must be calm to present my paper

5. Akan menjadi = S + will, shall + be + noun e/ I shall be employee a PINDAD dapat menjadi = S + can + be + noun e/ I can be a presenter as she is good at communication Harus menjadi = S + must + be + noun e/ I must be a good lecturer Seharusnya menjadi = S + should + be + noun e/ You should be a technician not a driver Ingin menjadi = S + want to + be + noun e/ I want to be a professor II. Fungsi to HAVE 1. Mempunyai = S + have/has/had + noun e/ I have twenty subordinaries and they are at different position 2. Telah/Sudah = S + have/ has/had + V3 e/ I have sustained the growth of our branches offices to achieve the target 3. Harus = S + have/has/had + to infinitive (V1) e/ She has to report her achievement. 4. Causative (menyebabkan orang lain melakukan sesuatu) = S + have/has +something + V3 e/ I have my car repaired III. Membuat kalimat APAKAH 1. DO, DOES/DID + S + Verb + ? e/ Do you know how to raise about 80 million for the company? Did she go yesterday 2. Are, am, is, was, were + S + out of verb e/ are you at marketing? 3. Membuat kalimat apakah ditengah kalimat Gunakan if atau whether untuk mengatakan apakah di tengah kalimat. e/ I dont know how whether the boards of manager can improve the management system. PT.

IV.

Membuat kalimat Tanya dengan WH-questions (what, where, why, who, whose, which) e/ what do you like? Where do you live? Why does she work in a bank? Which one will he choose? Whose pen is it?

V.

Bagaimana mengenali subject? 1. Noun : e/ You must keep staff motivated, especially when things get difficult. 2. Ingform : e/ analyzing the financial report should be performed monthly. 3. To infinitive : e/ to analyze the financial report need two hours. 4. There: e/ there are options given 5. IT : e/ it is difficult to sell the product. Beintuk ingform setelah preposisi: .after, before, in, on, at. Example: These goods have been checked before being sent. I will give reward after knowing their sales achievement.

VI.

Passive Voice a. Di = S + are, am, is, was, were + V3 + Object e/ the report is analyzed by production manager. b. Sedang di : S + a, is, are, was, were + being + V3 + Object e/ Your order was being delivered at the time. c. Telah di/Sudah di = S + have, has + been + V3 + (by) + Object e/ these products have been delivered by him. d. Akan di = S + shall, will, should, would + be + V3 + (by) + Object

These goods shall be delivered by them the end of this month. e. Akan di = S + is, are, was, were + going + to be + V3 + (by) e/ these products are going to be delivered the next monday f. Dapat di = S + can, could + be + V3 + (by) + O e/ new style of marketing strategy can be created g. Harus di = S + must + be + V3 + (by) + O These goods must be distributed through the world. h. Apakah di = are, am, is, was, were + S + V3 + ( by) + O + ? e/ was the meeting closed yesterday? i. Akankah.di ? : shall/will + S + be + V3 + (by) + O + ? e/ shall new product be produced by our company? Dapatkahdi ? : can + S + be + V3 + (by) + O + ? Haruskah.di ? : Must + S + be + V3 + (by) + O + ? VII. DEGREES OF COMPARISONS Tingkat perbandingan dala bahasa inggris ada tiga, yaitu: Tingkat positive : asas = se Tingkat lebih Tingkat paling : .erthan = lebih dari ..morethan : the.est The most.. 1. One syllable adjective Positive Dark Old Tall New Strong Comparative darker than older than taller than newer than stronger than Superlative the darkest the oldest the tallest the newest the strongest

2. Two syllables adjective Boring Careful Famous more boring than more careful than more famous than the most boring the most careful the most famous

3. Adjective with three or more syllable Important Responsible more important than more responsible than the most important the most responsible

4. Irregular forms of adjective Bad Far Little Many/much 5. ly adverbs Carefully Clearly more carefully than more clearly the most carefully the most clearly worse than farther than less than more the worst the farthest the least the most

6. Adverbs that do not end in ly Close Fast Hard closer than faster than harder than the closest the fastest the hardest

7. Irregular forms of adverbs Badly Far Well Example: 1. An esay test is more difficult than an objective test. 2. The ice cream is the best of all. 3. The prices are more expensive than those at a discount store. VIII. YANG 1. People + that, who, which + am, is, are, was, were + V3 = yang di e/ the woman who was dismissed is my friend. 2. Something + that, which + have, has + been + V3 = yang telah di e/ the goods which have been sent to Jakarta are broken. worse than farther than better than the worst the farthest the best

3. Something + that, which + shall, will + be + V3 = akan di e/ I believe the goods which shall be sold are at good condition. IX. Mengenali bentuk kata benda abstrak Kata benda nyata seperti table, teacher mudah dikenali dan bila berhubungan dengan kata sifat, maka posisinya kata sifat dulu baru kata benda (adj + N). akan tetapi bagaimana mengenali kata bendayang abstrak (tidak dapat disentuh), seperti explanation. Bila dalam bahas Indonesia memepunyai ciri-ciri pean dan ke.an sedangkan dalam bahas inggris mempunyai cirri yan berakhiran dengan: ----------ment ----------ship ----------nce ----------ty/y ----------ion -----------ness : develop (v) menjadi development (N) : leader (N) menjadi leadership (N) : accept (V) menjadi acceptance (N) : deliver (V) menjadi delivery (N) : decide (V) menjadi decision (N) : good (Ajd) menjadi goodness (N)

Mengenali bentuk kata sifat --------al --------ent -------ive ------able ------less ------ful : technology (N) ------ technological (Adj) : differ (V) ------------ different (Adj) : act (V) ----------active (Adj) : accept (V) --------acceptable (Adj) : care (V) ---------careless (Adj) : care (V) ----------careful (Adj)

Example : 1. Explain If you read the explanatory leaflet, everything should be clear. We are waiting for an explanation of his behavior in the meeting 2. Expense Its expensive to send the goods by air but theyre needed urgently. They offered her Rp. 100.000 plus expenses. Unfortunately expenditure on the project was much more than expected. His expense claims are being looked at by the Chief Account.

CHAPTER 2

DIRECT AND INDIRECT SPEECH

Direct speech asalah kalimat yang melukiskan ucapan langsung dari seseorang. Kalmat itu diberi tanda baca : .. Indirect Speech adalah kalimat yang menceritakan kembali ucapan-ucao\pan seseorang secara tidak langsung.

DIRECT SPEECH

INDIRECT SPEECH

1. Simple Present He never eat meat, he explained. 2. Present Continuous Im waiting for Ria, he said. 3. Present Perfect I have found a flat, He said.

Past Tense He explained that he never ate meat. Past Continuous he said that he was Waiting for Ria. Past Perfect he said that he had Found a flat.

4. Present Perfect Continuous Ive been waiting for ages,

Past Perfect Cont. he said that he had

He said. 5. Simple Past I took it home with me, She said. Her. 6. Future He said, I will be in Paris on Monday. 7. Future Cont. I will be using the car myself On the 24th, she said.

Been waiting for ages. Past Perfect She said that she had Taken it home with

Past Future he said that he would Be in Paris on Monday. Past Future Cont. she said that she Would be using the Car by herself on the 24th.

8. Past Future She said, I would like to see it Would like to see it.

Past Future she said that she

Berupa fakta: He said, London is a great city he said that London is a great city.\ Interrogative Says: Hably says to Ishell, I am late Can, are, will, do if/whether Hably says to Ishell that he is late.

5W + H

why, where, which, who, how

Imperative Command: He said to his servant, Go away at once He ordered his servant to go away at once. Adverbial : Direct This These Here Ago Now Today Tomorrow Yesterday Last night Next week/year A year ago The day after tomorrow Indirect that those there before then that day the next day the previous day the previous night thefollowing week/year a year before in two days time

The Wrong Number

When, I answered the telephone this morning, I know right away that the lady had the wrong number. But it took her a long time to find out. She said her name was Mrs. Suryana and asked if I was Prof. Muhammads secretary. I told her that she had an incorrect number, but I dont think she listened to me. She told me she wanted to cancel her two oclock appointment because her husband was very sick and she had to take care of him. I told her I was very sorry to hear that, but she still had the wrong number. Then she wanted to know if she could make an appointment for the next week. I told her that I couldnt arrange it because I wasnt Prof. Muhammads secretary. Finally she heard what I said. She wanted to know why I didnt tell her right away that she had the wrong number. Before I could answer her, she hung up. At first, I was little upset about it, but then I decided it was really funny. I wanted to call up my sister and want to tell her about. I guess I dialed the wrong number and I happened to get Mrs. Suryana. You can imagine how surprised I was. I tried to explain that I had made a mistake, but she wouldnt listen. She just wanted to know how I could get her telephone number. She said she couldnt understand why I was bothering her. I tried to explain again, but she talked too much and fast. I couldnt interrupt her to say that I was sorry. I finally hung up the receiver. Examples: Ani said Adam said Sherly said Deka said Cinta said : I dont like your brother. : My father went abroad last year. : Are new comer here? : Why didnt you come that morning? : Go and find my son!

Ani said (to me) that she didnt like my brother. Adam said that his father had gone abroad the previous year. Sherly asked me whether I was new comer there. Deka asked me why I hadnt come this morning. she ordered me to go and find his son.

CHAPTER 3

CONDITIONAL SENTENCES

Conditional Sentence ( Kalimat pengandaian if) Kalimat pengandaian di bagi dalam tiga bagian yaitu: 1. Possible ( mungkin) Apabila kalimat pertama adalah future, maka kalimat kedua adalah present. Begitu pula sebaliknya. Example: he will come if you invite him. if I see her, Ill tell her.

2. Imaginary ( khayalan ) Apabila kata kerja dalam klausa if adalah dalam bentuk past, maka kata kerja dalam induk kalimat adalah dalam bentuk pengandaian (conditona). Example: He would come if you invited him> If I saw her, Id tell her

3. impossible ( tidak mungkin ) apabila kat a kerja dalam klausa if adalah dalam bentuk past perfect tense, maka kata kerja dalam induk kalimat adalah dalam bentuk perfect conditional. Example: he would have come if you had invited him. If I had seen her, Id have told her.

Note: unless = if not I wont pay you unless you do the work. Berarti I wont pay you if you do not do the work.

CHAPTER 4 Discussion Techniques

DISCUSSION TECHNIQUES AND MEETING

Discussion techniques In a meeting, you may want to find out what the other members of the group think. You can ask them for their views by saying. What are your views on this, Alan? Sendy, what do you think about it? Do you agree. Hen? Ani, what is your opinion? If you want to interrupt someone and put forward your opinion you can say: Sorry to interrupt, but Id just like to say that Could I make a suggestion? It seems to me that If you want to make sure the others in the group have understood or find out if they agree with you, can say: Do you see what I mean? Are you with me? Do you agree Alan? Are we unanimous? Does anyone object? If you dont understand what someone has said, you can say: Sorry, could you say that again, please? I am sorry, I didnt catch what you said. Sorry, I am not quite with you.

MEETINGS How to open a meeting and introduce a speaker. Opening a meeting a. Greeting Good morning(until 12.00) afternoon (12.00-18.00) evening (after 18.00) b. Welcome Welcome to PT.PINDAD/ our conference/etc. On behalf of PT. PINDAD/ MR. Ramly/ the committee/ etc. I would like to welcome you to our meeting about. Ladies and gentlemen, thank you for coming to PT.PNDAD Introducing a speaker Speakers identity I am very pleased to introduce our speaker today, Mr. David from HRD Dept, who will talk us today about DISCUSSION 1. People attend colleges or universities for many different reasons (for example: new experiences, career preparation, increased knowledge). Why do you think people attend colleges? Use specific reasons and examples to support your answer.

2. Parents are the best teacher. Use the specific reasons and examples to support your answer.

3. Read and think about the following statement: people behave differently when they wear different clothes. Do you agree that different clothes influence the way people behave? Use specific reason to support your answer.

4. Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? Use specific reason and details to support your answer.

5. Some people trust their first impressions about a persons character because they believe these judgments are generally correct. Other people do not judge a persons character quickly because they believe first impressions are often wrong. Compare these two attitudes. Which attitude do you agree with? Support your choices with specific examples.

CHAPTER 6 GIVING SUCSESSFUL PRESENTATION

I.

Preparing Your Presentation There are eight stages to preparing a presentation. 1. Objectives Why are giving this talk? Who will you be talking to? How much do they know about the subject already? What effect do you want your presentation to have? 2. Limitations How long have you got? Do you have to follow a certain format? Where will you be giving your presentation? Can you change the room around to suit your preferences? 3. Main points Decide on your main points. No more than three points in a 10-minute talk. Is there a logical connection between these points? What evidence can you produce to support your points and make your case clear?

4. Beginning Youll need to get the audiences attention, so introduce yourself. Check that they can see and hear you all right. Tell them what your topic is Tell them how youll discuss it:

How long is your presentation going to be? How many parts are there?

Will you take questions as you proceed? Will you invite discussion at the end? 5. Middle Prepare your talk so you lead the audience through your main points in a logical and interesting fashion. It helps if you put variety in the ways you present your case. Where they are appropriate, you could plan to use: . examples, anecdotes and case histories Charts and graphs Handout given out at the start, in the middle or at the end of the presentation. Slides, video clips or objects which people can pass round 6. End Summaries the main points of your presentation and make your conclusion. If possible leave the audience a parting shot to stimulate their thoughts. 7. And then When you have written your presentation, look it over carefully, from the viewpoint of: Your intended audience Does it meet the objectives? Is the structure as logical as can be? Is the content right for the audience? Is it too long? Then revise the presentation 8. Visuals Prepare your visuals (powerpoint slides, overhead Projector foils, etc) Make sure they are clear, and that any text is big enough (no smaller than 5% of screen size, or 24 point).

II.

USEFUL LANGUAGE FOR YOUR PRESENTATIONS Giving a presentation in your own language can be one of the hardest things you ever have to do-giving a presentation in English for many people, can be a nightmare. Making use of some of the following phrases in your presentation will make you feel much more confident. 1. The Introduction At the beginning of any presentations (once you have greeted your audience and introduced yourself. Of course!) it is important to make clear the subject of your presentation, how long you are going to speak and the way in which you have arranged your presentation. You also need to tell if I the audience the best time for asking questions. So, the opening of a presentation could sound something like this:

Good morning, ladies and gentlemen. Thank you for coming this morning. My name is Jane Brown, and for the next 20 minutes I shall be talking to you about our new productproduct X. if you have any questions while Im speaking, please save them for the end of the presentation.
Of course, if you dont mind being interrupted, then you say, instead of the last sentence:

If you have any questions while Im speaking, please dont be hesitating to interrupt me.
Next, you need to explain to your audience how you have organized your presentation perhaps you could say:

I have divided my presentation into three parts: the history and development of product X; the use and applications of product X; and the marketing implications of the product. At the end, I hope to have some time to be able to answer your questions.
Once you have completed the introduction-once you have told the audience what you are going to sayyou begin the main part of the presentation. You will find it helpful to prepare some phrases which link your ideas.

2. The main body In this part of the presentation you are probably going to need bridging language to make it clear to your audience that you have finished one point and are about to move on to another. Ideally, the move from one subject to another will be smooth and easy. Some of these phrases might be useful: And that brings me nicely on to my next point.. One point that follows from A is B. Talk of A naturally leads us to consider B. If the links between subject matter are not so easy, then one of these phrases may be necessary: So thats it for A. now lets turns B. Now. Quite distinct from A, we have B.. That covers A so what about B..? Also during the main presentation it is likely that you will want to show your audience some overheads. The Useful language to introduce these includes: I have prepared an overhead to illustrate this.. This point can be seen more clearly in visual form.. Lets have a look at this transparency. Throughout the presentation, it is important to keep things as simple as possible. Short, clear statements are worth a lot more than complicated explanations. The easier it is for you to say it, the easier it will be for your audience to understand. 3. The conclusion When you have finished the presentation dont forget the conclusion. Your conclusion should briefly touch on all the points you have made. These phrases will be helpful for this stage of the presentation: Before I finish, let me just summarize the main points By way of conclusion, here again are the most important points To sum up, then, the main aspects of this are

Then, having repeated the main points you should end by thanking your audience and indicating what is going to happen next. Like this: Thank you for your attention, ladies and gentlemen. If there are any questions, Id

be delighted to answer them.

That concludes all I have to say on the subject I hope that I have given you a clear

picture of the problems and opportunities. Perhaps we should now adjourn for a coffee.
Thank you again for giving me this chance to speak to you, ladies and gentlemen. I

hope that you have found the time well spent.

III. Practicing your presentation Once you have prepared, you need to do five things before you actually give your presentation. 1. Practice Practice giving your talk on your own. Get used to the sound of your own voice, ideally in a room of the size you will be using. Check how long your talk is. When youre happy with it, key the presentation out on a friend. 2. Visuals Are your visuals effective? Practice using your visuals. Practice talking to the audience, not to the screen. Practice combining giving your talk with changing the slides. 3. Script Does the script need tightening up or rewriting? What form will your final script take? Will your script be the complete text printed in a large typeface? If so, take care to stay in touch with your audience, rather than just reading your script to them. Will your script be key words on index cards? If so, take care to keep the cards in sequence.

4. Space Arrive in good time Spend a few minutes getting familiar with the room and any audiovisual equipment youll be using Allow yourself time to get comfortable in the space this is your space where you will give your talk. 5. Breathing When people are nervous, they tend to take quick, shallow breaths, which make their voice sound weak. This makes them feel even more nervous. Heres how to overcome this, and feel more relaxed: Breathe in slowly and deeply, concentrating on filling your tummy with air with each breath Breathe out slowly, getting rid of as much air as you can Repeat a and b five times.

IV.

GIVING YOUR PRESENTATION There are four things to remember during your presentation: 1. Presence As you get up to give your presentation, make a conscious effort to stand tall, take a deep breath and look as if you enjoy being there. 2. Eye contact Make eye contact with people in your audience in a friendly way. People respond much better when they think you are talking to them, not just reading your script to yourself. In a small room, try to make eye contact with each person in the audience; in a larger hall, make eye contact with different groups in the audience. 3. Voice Speak slowly and clearly Remember to breathe slowly and deeply.

 Speak clearly Speak loudly enough so everyone can hear. If you are not sure if they can hear you clearly, ask if they can. 4. Move You are allowed to move as you give your presentation. It can help add variety and interest to come to the front of the podium to deliver a telling point. Try to avoid hiding behind the lectern. The example of presentation: ORGAN DONATION Ladies and Gentlemen, today I am here to share with you my views on organ donation, in the hope that you will take them on board and give someone the ultimate gift after you have left this earth the gift of life. Ladies and Gentlemen, at this moment in the U.S there are 79,000 U.S patients on the transplant waiting list. Three thousand a month are added to this total. Not a lot you may say when the population is close to three hundred million, but now add twenty to thirty family and friends to each patient, and the number increases vastly. Every day between 16 and 17 people die whilst waiting for a transplant. Again you may say not a lot but in average mans lifetime the death toll is 1,980,160 almost two million people. Ladies and gentlemen you can help by donating your vital organs after you have passed away you can save lives. For the more sentimental of you, of the 79,000 patients waiting for a transplant, over 10 percent of these are children under 18 years of age. So how can you help? All you have to do is get in touch with your local doctor and he will tell you all you need to know. You fill out one form, and receive a card; it really is that easy. Then, once you have passed away in many years to come, your organs will be removed and will give somebody else the chance of life. After a transplant of a vital organ, the average survival rate is over 80%. A massive increase from the 20% that would live without the surgery. Some people worry. Will they be left open after the surgery as they are already dead, or will they still be able to? Have an open casket funeral? The answers to these are simple. You will be treated with the up most respect in the surgery and the same procedures apply to the body as a living body. And yes, you will be able to have an open casket funeral if you wish to. Ladies and Gentlemen- the gift of life is the most amazing gift anybody can give. How can I see things, and what made me become a donor, is that after I am gone I will have no use for my organs. So, why should I deprive someone else from using them?

Please consider what I have said today. Thank you.

Chapter 7 The First Steps to Debate in English

--Aiming at Cultivating Practical Ability-Masatsugu Higuchi English Teacher, Ikeda Senior High School Attached to Osaka Kyoiku University (E-mail) higuchim@cc.osaka-kyoiku.ac.jp (Home Page) http://www.ikeda.osaka-kyoiku.ac.jp/~higuchim/ 1. Introduction Debate class is fun. Doing debate in English is not so difficult. Having your own opinion and expressing it in class is enjoyable. This is one of those abilities which Japanese lack most. If Japanese are to play a leading part in the world, we must cultivate the abilities which are needed in debate. You don't need to take things too seriously. Let's begin step by step. This is a report about when I let my students debate in English for the first time. 2. Why I Began Debate Lesson Several years ago, Japan's Ministry of Education, Science and Culture introduced three courses to choose from in English education: Oral Communication (A) (situational conversation), Oral Communication(B) (aural competence), Oral Communication (C) (discussion and debate). We officially chose OC(B) and we had two lessons a week for each class of firstyear-students. One lesson was an aural-competence-oriented lesson taught by a Japanese teacher. The other lesson was the one I taught with a Canadian assistantteacher. At first we had the students make speeches, four students per class, but some of them only read their manuscript or spoke to the wall of the room without looking at other students. I would like to improve these results. After the Great Hanshin Earthquake people of Japan have realized the need to cope with the critical conditions quickly. In the field of English education the same is the case. We must teach the students how to make themselves understood properly when they speak English. To develop such skill I think debate is effective, thus I began debate class in the following semester.

3. Actual Procedure in Debate Class a. Choice of the Proposition (I called Topic in the class.) In choosing the topic of the debate, it is recommendable to choose one which is familiar to the students, and on which the students are divided evenly in their opinions. And we need to take care that easier topics come first. In my class, we chose these topics. The first time : Dogs are better than cats. The second time : Students of our school should wear school uniforms. (By the way our students wear plain clothes.) The third time : Students should have to go to high school in their neighborhood.

b. Separating the class into Affirmative and Negative I divided each class into six groups, seven or eight students in each group, and made three pro groups and three con groups. Sometimes I asked the leader of each group which side they wanted to choose, and I had the group which wanted to take the pro side take the opposite side and vice versa. We must have the students realize that in debate which side they take has nothing to do with their personal opinions. c. Brainstorming After I decided which side the students are going to take, I had them think of the strong points for their side and also those of their opponents. This was done not only so they could gather the reasons behind an affirmative or negative position, but also they could predict the speeches of the other side. Note: In doing this, don't let the students worry about the strength of their opinions. Let them think of as many points as possible. This is really brainstorming. When there were enough strong points for the members of their group, I had the students put the points in order according to the degree of their strength, and had them decide who would say which point and think about how they would rebut the speeches of the other side. These activities I did in the first period. In the next period, we did the actual debate. d. Actual Debate Though there are many ways of doing debate, I chose the most traditional one. The students spoke in the following order; 1) Constructive Speech of the pro side. (I called this "Build" in the class.) 2) Rebuttal Speech of the con side. (I called this "Attack" in the class.) 3) Constructive Speech of the con side. 4) Rebuttal Speech of the pro side. This is one cycle. We repeated this cycle six or seven times until all the members said their opinions. Please be sure to have the different persons say the four speeches

above. The students had to decide their speaking order. In the first period, I gave them 30 seconds for the constructive speech and 15 seconds for the rebuttal . In the second period I gave 1 minute, 30 seconds respectively and in the third period, 2 minutes, 1 minute. You may feel that 30 seconds is really long. You must prepare a lot when you are going to give a 2-minute speech. The fundamental form of speeches.

1) Introduction (Student's opinion.) 2) Body (Students must say why they think so. It is preferable they say it in connection with their own experience.) 3) Conclusion (Student's opinion, again in connection with the proposition of their side.) I decided which two groups would start the debate first by doing some quizzes. Our ALT asked some questions of the chief students of each group. The groups who could answer the question correctly didn't have to do the debate at that time. The last two groups had to do the debate on the spot. The rest of the class should write the points of each speech on the record sheet (chart 1) while listening to the speeches. e. Evaluation of the Debate When the debate is over, the rest of the class should decide which group was more persuasive and write it on the record sheet. At the same time I asked the students to raise their hand to show which side they thought won. The ALT and I also evaluate the students' speeches on a scale of 5. Chart 2 is the record sheet on which our ALT evaluated the students' speeches and wrote some comments. We evaluated the students' speeches not so strictly because they were doing debate for the first time. 4. Some Difficult Points The point the con side should realize is they don't have to prove the opposite of the proposition. All they have to do is prove the proposition is not correct. For example, in the first debate, the con side could say, "Both dogs and cats are animals. We can't say which is better." They didn't have to prove "Cats are better than dogs." In this sense, the pro side is harder than the con side. They must prove the proposition is correct. 5. Conclusion In this way, we finished one cycle of the debate in 4 periods.

a. The announcement of the proposition, deciding the sides, brainstorming --- 1 period b. The actual debate --3 periods What I found in the debate lesson was we could always see things from both sides. We could say something reasonable from both sides. When we took the side regardless of our own opinion, we realized that all the more. Debate is an intellectual game in which you must think of what you should say to persuade others and how you could rebut the other's opinion. While I was doing the model

debate with the ALT, I felt I was experiencing the ways of thinking of native speakers of English. I'd like to do debate lessons in my classes as often as possible from now on. 6. References * Matsumoto, S., (1996). Debate Makes Your Brain Better. Kodansha. * Jinnbo, S., (1995). Hello, there! Oral Communication C. Tokyo Shoseki. * Monbusho (The Ministry of Education, Science, and Culture) (1993). The Guidelines for Study in Senior High School. Kyoiku Shuppan. * Ishii, S., & Bowers, J.R. (1994). Speak out. Oral Communication C. Kirihara Shoten.

Chapter 8 INTERPRETING
Analis Kesehatan adalah profesi yang bekerja pada sarana kesehatan yang melaksanakan pelayanan pemeriksaan, pengukuran, penetapan, dan pengujian terhadap bahan yang berasal dari manusia atau bahan bukan berasal dari manusia untuk penentuan jenis penyakit, penyebab penyakit, kondisi kesehatan atau faktorfaktor yang dapat berpengaruh pada kesehatan perorangan dan masyarakat.Sarana kesehatan ini berbentuk Laboratorium Kesehatan seperti Laboratorium Patologi Klinik yang memeriksa sampel berupa cairan2 tubuh manusia seperti darah, sputum, faeces, urine, liquor cerebro spinalis (cairan otak), dan lain-lain untuk mendapatkan data atau hasil sebagai penegakan diagnosa terhadap suatu penyakit. Cakupannya juga luas meliputi pemeriksaan mikrobiologi (bakteri), parasitologi (fungi, protozoa, cacing) hematologi (sel-sel darah serta plasma), imunologi (antigen, antibodi), kimia klinik (hormon, enzim, glukosa, lipid, protein, elektrolit, dll). Analis Kesehatan juga ada yang bekerja di Laboratorium Patologi Anatomi yang memeriksa sampel berupa jaringan hasil operasi (histopatologi). Selain itu Banyak pula yang bekerja di Industri makanan dan minuman, obat serta kosmetik karena dalam kurikulum pengajarannya terdapat mata kuliah Kimia Analitik, Kimia Makanan dan Minuman, serta Toksikologi. Semua cakupan Laboratorium Kesehatan yang disebut diatas berlaku baik milik pemerintah maupun swasta.

Di Indonesia seperti belum ada sebuah kesepakatan penggunaan nama untuk profesi ini. Terbukti dengan adanya 4 sebutan profesional bagi tenaga laboratorium kesehatan di Indonesia, dan ke-4 sebutan (nomenklatur) tersebut ada dasar hukumnya yaitu : 1. Analis Kesehatan (PP 32 ttg tenaga kesehatan, Institusi pendidikan : SMAK/SMK, D III, D IV, Permenkes ttg Pelayanan Labkes) 2. Analis Medis (Kepdirjen Yanmed No. HK.00.06.3.3.10381 ttg Pedoman pengelolaan Lab Klinik RS, Program D III Analis Medis UNAIR) 3. Ahli Teknologi Labkes (Permenkes No : 370/Menkes/SK/III/2007 ttg standar profesi, SI Teknologi Labkes) 4. Pranata Labkes (Permen PAN No. PER/08/M.PAN/3/2006 : Jabatan fungsional Pranata Labkes).

Chapter 9 What Happens to Donated Blood?

Step 1: The Donation Donor registers Health history and mini physical are completed About 1 pint of blood and several small test tubes are collected from each donor The bag, test tubes and the donor record are labeled with an identical bar code label to keep track of the donation The donation is stored in iced coolers until it is transported to a Red Cross center

Step 2: Processing

Donated blood is scanned into a computer database Most blood is spun in centrifuges to separate the transfusable components red cells, platelets, and plasma The primary components like plasma, can be further manufactured into components such as cryoprecipitate Red cells are then leuko-reduced Single donor platelets are leukoreduced and bacterially tested. Test tubes are sent for testing.

Step 3: Testing

Steps 2 and 3 take place in parallel The test tubes are received in one of five Red Cross National Testing Laboratories A dozen tests are performed on each unit of donated blood to establish the blood type and test for infectious diseases Test results are transferred electronically to the manufacturing facility within 24 hours

Step 4: Storage When test results are received, units suitable for transfusion are labeled and stored Red Cells are stored in refrigerators at 6C for up to 42 days Platelets are stored at room temperature in agitators for up to five days Plasma and cryo are frozen and stored in freezers for up to one year

Step 5: Distribution Blood is available to be shipped to hospitals 24 hours a day, 7 days a week.

Chapter 10 Pros and Cons of Abortion

Have abortions become a modern lifestyle and a resultant of casual sex? It is unethical? Should it be legal? Is respecting the subjective choice of a woman need of the hour?

What is abortion?

Abortion can be defined as pregnancy termination accidentally as in miscarriage or by choice. Hereby we would be weighing the pros and cons of abortion (voluntary); and discussing whether the availability of abortion is an important right for women to have. Abortions caused by rape, incest a possible health concerns to mother/baby constitute just 7%. Social and personal issues are the cause for the rest of the abortions.

Abortion Debate facts

Half the percentage of women getting an abortion done is below (age) 25. A round 60% of abortions are performed on never married women. When a woman decides to go for an abortion, its not an impulsive decision, though the preceding act might be impetuous. Concluding whether to abort, keep the baby or give it up for adoption is really hard and may lead to post-abortion trauma.

Abortions Cons-Reasons against Abortion

The important con that should be considered is can we choose to kill unwanted pregnancies? One shouldnt be so irresponsible to land up in a situation where they have to be unmerciful to the unborn. Most of unplanned pregnancies if extended to childbirth may prove to be wanted later A growing embryo is considered human with the heartbeats initiating as early as 21st day of conception. So what if we cannot see the human form, it does have the potential to gain one. Choosing adoption as an alternative to abortion would give the baby its right to life. Should people opt for abortion as last minute contraception when preaching their kids about the consequences of casual sex? Infection, sepsis, recurrent miscarriages and rarely death could be the complications of abortions. Abortions can cause serious psychological impairment to the woman in the form of depression and guilt.

Good Reason for Abortion-Abortion Pros

Though women have a hard time choosing abortion as an opinion for unwanted pregnancies, they have been making the choice for a long time. Ultimately, she is the one who would be going through the actual Labor of continuing pregnancies, delivering a baby, bringing it up, parenting it well, in addition to other obligations she has to do in her daily life. To get it done with little or no help from the partner and families needs a well-balanced body and mind.

There is nothing called pro-choice and pro-life. Both ideologies meet at one common point i.e. pro-life life of the baby and life of the mother. Life of the baby ultimately depends on mothers health and its best to allow the mother to choose for her, WHEN she wants a baby. While we argue about mental well being of a woman, how do others get to decide what would be more traumatic to the woman, abortion or; childbirth and unending list of duties waiting to be accomplished. An attempt to restrict the abortions would rise not only the percentage of illegal and unsafe abortions but also the expenses of the procedure. A new law would be needed to tackle the illegal abortions and further legal hassles would have no ends. Legalize or not, abortions will always be a part of society. Deciding factor whether to abort or not would be different for different people. To one abortion can be traumatic, to the other forced childbirth can be equally traumatic, its impossible to decide a particular set of rules for all. It all depends on the multifaceted approach of each woman, her psychological strength, supportive circumstances that will not only help her decide but also being convinced about her decision.

LISTENING
CHAPTER 1 OBESITY EPIDEMIC
20 February 2008 The world needs to tackle the growing epidemic of obesity with the same sense of global urgency as climate change. The head of the international obesity taskforce, Proffesor Philip James, said that we needed greater political leadership at the international level. This report from Matt McGrath: (Listen carefully and complete the missing blanks)

The scale of the ________________________________ is such that the world needs ______________________________________________ on the best ways to tackle it. At present, according to Professor Philip James, an expert on __________________________, __________________________________________. This worldwide weight gain is ________________________________ in some diseases- the number of people with type two _______________________________ is expected to double to 366 million by 2030. According to Professor James ____________________________________________ for being over weight- we need real political leadership to change the environment that is rapidly making the world fat. The fat content of food needs to be __________________________________________________________________, advertisers must be prevented from targeting children and governments must encourage people ___________________________________ Professor James also said that new data from Scandinavia indicates that the weight of a child at the age of 7 to 12 _______________________________________ they are going to die early from heart disease or other problems.

CHAPTER 2

BUSINESS ENGLISH TO GO
BBC Learning English Talk about English

Business Language To Go Part 1 - Interviews

This programme was first broadcast in 2001. This is not a word for word transcript of the programme
Carmela This series is all about chunks of language - now, forget about dictionaries and grammar books. You dont have the time for that! You want short cuts to quick, fluent and natural-sounding English. Ill be joined each week in the studio by business English expert David Evans. So David, why are chunks of language seen as the way forward? David Well, I think the basic idea is that thats the way that native speakers learn the language, so why shouldnt non-native speakers do the same thing? Carmella: But traditionally, non-native speakers have learnt pieces of grammar, theyve learnt the rules about grammar and individual words. David: Yes, and obviously theres nothing wrong with that learning a language word by word or - rule - by rule; is an effective way of doing it. The trouble is that in the business world you need to be able to communicate quickly and under pressure -and it can often be hard to find that grammar rule or find that word if youve been learning the language in that way. Carmela And, of course, the business world is full of these chunks, can you give some examples? David: Yes, business as you say - is full of collocations, thats words that go together; stock expressions, idioms, I mean the list goes onTo give you an example, I suppose, just with the word business - you can be in business, you can go away on business, you can travel business class, you can go around the business world - there are hundred of these examples. Carmela Now each week David and I will look at a different work scenario and explore the kinds of English expressions commonly used within that situation. It may be useful to have a pen and some paper ready to write down what you hear. In this first programme in the series, were starting at the beginning - and helping you to get the job youve always wanted because today were looking at

interview language. Job Interviews are difficult anyway, even more so in a second language. But dont worry, todays programme is a useful guide to some of the most common English expressions that youll need in an interview. Lets get started - heres an example of an interview situation. Mary: John, hi. Sit down, make yourself comfortable. Tell me, you're already an office manager in a medium-sized finance company, why do you want to come and work here? John: Well, I dont know how much you know but the company has been having some problems. Quite a few staff has been laid off actually Mary: right John: and although my job isn't immediately under threat, Im not sure what the future will hold and, in any case, I felt that it was time to start moving up the career ladder. And I feel I want a little bit more responsibility. And that combined with the state of the company, convinced me that its time to move on, really. Carmela: Now the interviewer there, asked a classic question that people often ask in interviews - they come straight out and say: why do you want this job. And what was Johns response? David: Well, John was actually a bit negative at the start, he said that he was a little bit worried about his position in the company at the moment. He said quite a few people have been laid off. Thats another way of saying quite a lot of people have been made redundant, theyve been asked to leave the company, because the company is experiencing some kind of difficulties and so theyre reducing the number of staff. So, he says that he doesnt know what the future will hold, he doesnt know whats going to happen in the future. Carmela: So, he begins the interview then a little bit negatively, but then he changes and starts to emphasize the positive. David Yes. He says that he wants to move up the career ladder. We often talk about careers as being a kind of ladder - because its something that you try to climb up. So, he begins to be a bit more positive and, he than goes on to say its time to move on, its time for him to make a change and take the next step on the ladder of his career. Carmela: Well, its time for us to move on too. This time were going to hear language in another interview its Christopher Beale, hes a Recruitment consultant and he is interviewing someone for the job of salesman for a pharmaceutical company. Now, that expression move up the ladder, is something that youll hear again, so, listen out! CLIP Christopher Beale 030 -So let us suppose you had moved up the ladder in our pharmaceutical company, what would be your priorities in approaching your job.

-The first would be to make sure that I had the support of the people working underneath me. The second would be to make sure my immediate boss also understood the role that i was trying to play within the company and third, would be to make sure that the customers were satisfied. Carmela Can you tell us a bit about the question form that we heard used by the interviewer there, David? David: The interviewer, I think said - if you had moved up the ladder what would be your priorities in approaching the job . So, what hes doing there, is hes not asking the interviewee about a real situation, he is asking about a hypothetical one. Carmela: So, this is an imaginary situation then ? David: Right, an imaginary situation and he clearly marks this with language that he uses, hes using there a structure which I think we call second conditional and youll often hear interviewers ask things like :

what would you say .. if you faced this situation? how would you cope if you dealt this problem? - those kind of things Carmela: .. and why are hypothetical or what would you do questions so common
in interviews? David: Well, I think it gives the interviewer an opportunity to ask not about the interviewees past, but it gives them a chance to understand how the interviewee might behave in the future if he or she should get the job. And, I think, the important thing from the interviewees point of view - is to remember this is a hypothetical situation, so choose the correct language, in other words you should answer the question with I would, if I faced that

situation I would behave in this way, if I had to deal with that problem, I would do this

Carmela Youre listening to Business Language to Go from the BBC World Service. Something thats very common in interviews is asking people about their good points and bad points. Could you elaborate, David. David Well, its a pretty typical interview question. You know, what are your strengths and weaknesses, what are your good points and bad points . And, for the interviewee obviously the thing is to make sure that youve got lots of strong points, good points and not so many bad ones. You know, you shouldnt be too hard on yourself. And when you do mention a bad point, its often a good idea to show that youre not only aware of it - but youre also trying to improve. So, you could say oh, my bad point is Im not very good at Arabic, for example, but - I am taking lessons every week . Carmela Youll now hear our two interviewees talking about their own strengths. Listen out for the language that they use.

Mary: John, any other strengths that you feel you bring to the job. What are your strengths and weaknesses in the workplace? John: What I'd bring to the job are very, very good organisational skills. I'm strongly motivated, Im highly committed, very a much a self-starter. I feel that my people skills are fairly well developed and I feel there's scope to carry out that side of my duties even better. And I firmly believe that the combination of my people skills and my organisational ability is the right combination of skills to do this job really well. Christopher: If you were assessing yourself on your own strengths and weaknesses how would you summarise them? Interviewee: Well I would look at it that Im self motivated. I can also work with a group of people. I know that I can motivate them in a manner that is good for the company. Carmela Lets look at some of the language that was used there to talk about personal strengths, David? David Both the interviewees emphasized that they were motivated. I think we heard expressions like, strongly motivated, self motivated . The first interviewee said he was a self-starter. We heard the phrase, highly committed Carmela .and all these expressions, do they all mean the same thing? David they all mean roughly the same thing. These are all phrases that emphasize the fact that you are keen to do well, that you want o work hard, that youre ambitious, you want to succeed. Carmela We also heard some very concrete examples of things, skills basically.. Tell us about the language that was used to talk about skills David: The first interviewee talked about the combination of skills that he can offer in this new job. I think he talked about his people skills, in other words how well he deals with people, communicates, manages and, he also mentions his organisational ability. In other words he was trying to explain that he was efficient, well organized, good with systems. I think another key-term thats often heard in interviews as well, is teamplayer. Carmela: meaning? David: Well, team player is somebody who works well with other people.. Carmela The key to successful interviews is being positive about yourself. Finally, lets hear a typical end to an interview. Mary: Right well that's pretty much all I want to ask at the moment. Do you have any questions for me?

John: I'd just like to know what the time scale is? When do you expect to be able to let us know? David Did you notice the expression pretty much? The interviewer there said, I think right, well, thats pretty much all I what to ask at the moment and this phrase pretty much is a typical phrase in English - its what we would call a vague marker. Carmela: Vague meaning ? David: Well.. meaning.. not precise. Its an indication here, that the speaker is thinking about something, in this case, changing the subject, bringing the interview to an end. . And we heard the interviewee reply.. Id just like to know what the time scale is - Again that word just which the interviewee is using to make everything a little bit softer, a little bit gentler, so that he doesnt come across as being too aggressive Carmela OK, thanks David. And ,just to say that David Evans will be joining me next

BBC Learning English Talk about English

Business Language To Go Part 2 Induction

This programme was first broadcast in 2001. This is not a word for word transcript of the programme
Carmela: Forget about struggling with dictionaries and grammar books. Well bring you the kind of everyday English that people use all the time in business but that you wont learn from your text book. Its probably a good idea for you to get a pen and some paper so that you can note down the expressions from todays programme. Today well hear how to introduce new people to the work place. As usual Im joined by Business English expert, David Evans. David, Ive worked at places where I wasnt really shown around properly and it does make a difference to first impressions of a company doesnt it? David: Yes, it creates a very bad first impression and also its a real waste of time for the new comer to spend so long exploring the new company for themselves. Carmela: And as we just heard, its not a good idea to overload the newcomer with too much information and introductions. David: No, people find a lot of information hard to remember. Tell them two or three important things and leave it there. Carmela: Lets hear an example of somebody being shown round on their first day at work. Were going to Deep End - a web design company which is based in London. Dionne is showing new staff member Helena around. C LIP Dionne & Helena Dionne: -Hi, Helena! Nice to see you. Did you get here alright? Helena: -Yes Yes. Its been great! . Dionne: -Good OK. Ill give you a quick whizz round and then well settle you in. So upstairs is the meetings space which you can book by ringing Lorna, shes got a diary, so you know whos in there. Helena: how many people can we book in the room Dionne: .. I think we can probably sit about twenty people - and thats quite big So if you need to use that, give Lorna a call. This is reception - Kate and Sanj who both answer the phones and behind them is where we keep all the stationery. Helena: all right

Dionne: ..So if you need anything - just grab it from there. This is where youll be sitting, its opposite me, this is your desk. The laptop is all set up for you to use and Ill show you through the email package and everything a bit later. Carmela: Now, before actually pointing out where things are, Dionne made the new staff member feel at home, feel comfortable. The phrase that was used for that David David: yes, she just said Did you get here alright?. In other words she asked about her journey to the office that day. Its a very standard way of breaking the ice. She than says Ill give you a quick whizz round. Thats quite a colloquial expression which really just means Ill show you round Now, she uses this kind of informal phrase, I think, because she simply wants to put Hellena at her ease, to make her relax and feel welcome. Carmela: And then there was the offers of help. The phrase if you need something could you tell us how thats used and if you can use it in any situation? David: Yes, you can use this kind of expression in any situation. Its what we would call a zero conditional - in other words is an if sentence with the present simple verb in the first half and the present simple verb in the second half. Carmela: and can you give us an example, David? David: I think the example we heard there was If you need to use it, give me a call - or if you need anything, take it from there. You might often hear this phrase used with just as wellif you need any help, just call me and that makes it a little bit more welcoming for the other person, feel free to call me, dont worry about calling me Carmela: The final part was actually pointing out where things are physically, where things are located, could you tell us about the language that was used there? David: Dionne just used very simple language there. Really, this is.. This is reception This is where youll be sitting. Carmela: So, being simple and clear is very important when welcoming a new staff member, and of course, showing office equipment to them is very important too. Heres another example of someone being shown around on their first day. CLIP Claire and Regina Actually, while were here, Ill just take you to the photocopying and fax machine. Now the fax machine - you need 9 for an outside line. Oh right. And its really straightforward - you just put the sheet of paper face down and it goes through like that. So thats the fax machine. The printer is over here on our right and the photocopier is just next to that. Let me show you how the photocopier works . OK, so what you do, you lift

the lid, and place the piece of paper face down and Ill give you the code to make it work a bit later on. END OF CLIP Carmela: An essential piece of office equipment being shown there, the photocopier. David, can you talk us through some of the language used. David: I think there, Clare was trying to make it as easy as possible for Regina to understand what was happening. She emphasized this with the phrase - Its really straightforward, in other words its really easy . She also used the phrase let me show you which is the standard phrase to use in this situation, I think she said let me show how the photocopier works. But you can use it for a lot of things :let me show you where the canteen is/let me show you how the phone system works and so on. Carmela: Youre listening to Business Language to Go from the BBC World Service. As well as being shown around of the office, and how the equipment works, first days also involve a lot of introductions to new people. Lets go back to the web design company to see how Dionne introduces her colleagues to Helena. CLIP Dionne & Helena Dionne: -Well youve seen everything now so what Ill do now is Ill introduce you to a couple of people who you havent met yet, wholl you be working a little more closely with Helena: - good Dionne: -Okay let me introduce you to Gary whos just joined our department as well this is Helena wholl be working with me Gary: - Hi Helena, howre you doing? .. Helena: - .Good! Dionne: -This is her first day so Im giving her a little tour around and showing her where things are etc etc. . so if you need anything just ask Gary , as well. You can sort her out with some keys hopefully. Gary: -Keys or anything you need for the studio, we have fire drills now and then and Ill just show you through the basics Helena: -Oh, sure, great yah Dionne: -..Theres Nick, one of the directors who spends most of his time sitting in there tends coming in and out of meetings quite a lot. So youll be dealing a lot with him as well The other essential person you need to meet is Rosie who manages the caf. So let me introduce you to Helena whos just joined to work with me. Rosie: - Hi nice to meet you ..? Helena: nice to meet you.

END OF CLIP Carmela: Now, its really useful to have a couple of ways of introducing people, because it makes you sound more fluent. And it reduces the monotony too, - it makes the tour a much more interesting experience - for both of you. David, what are the different ways of introducing people : let me introduce you to .. David: Well, we heard a few of them there. We heard Dionne use the phrase let me introduce you to . She said let me introduce you to Gary. Thats a pretty standard way of doing it. We also heard her say- theres Nick - and I think she was using that expression because Nick was some distance away from them. If Nick had been standing much closer, she would probably had said this is Nick - or indeed she could have just said - Meet Nick. Carmela: OK those are the ways of introducing people - what about the other bits of language she used ? David: Well, I think -one thing that Dionne is very good at is signalling whats coming next, which makes it much easier for Helena to understand whats happening. The phrase that I remember hr using there is: what Ill do now is - what Ill do now is, introduce you to Gary for example. So thats a common expression used when giving a tour of the company. Of course we also heard the phrase that we heard earlier: - if you need anything, just ask. Carmela: And if you want to bring a tour to an end this is a typical way of doing it. CLIP Claire & Regina Clare: I think thats about it really I think Ive wrapped everything up for you . Have you got any questions that you want to ask me? Any worries or anything? Regina: Um no, I dont think so at the moment. Ill take in and see how I get on Clare: OK. If youve got any worries or queries or questions dont hesitate to ask, OK? Im only sitting right by you. Regina: OK thanks very much. END OF CLIP Carmela: David, can you summarise the language that was used there? David: First of all, Clare signalled that it was the end of the tour, using the phrase I think thats about it, really. She than just checked to make sure that Regina had understood everything shed said using the phrase: Have you got any questions for me? And than finally reassured her that she wasnt really expected to remember everything shed been told by saying to her: Dont hesitate to ask.

BBC Learning English Talk about English

Business Language To Go Part 3 Meetings

This programme was first broadcast in 2001 This is not an accurate transcript of the programme
Carmela: Forget about dictionaries and grammar books. You dont have the time for that! You want short cuts to quick, fluent and natural-sounding English. This week were looking at the language of meetings. Now, we have a lot of meetings with colleagues, with clients, in fact you might think we have too many meetings. But dont worry, today well provide you with some language for running a meeting and also some expressions that you can use when youre taking part in one. You might want to have a pen and paper ready to write down the expressions that you hear. Now, as usual Im joined in the studio by business English expert David Evans. David, meetings can be difficult, especially in a foreign language, whats your advice? David: I think It depends on the type of meeting really. Sometimes its okay to just sit and listen to the boss giving you an update on various things. I think there are other times, when the person is having the meeting so that they can get some input and feedback from the other team members. But whatever type of meeting it is, its obviously always useful to have some key phrases at the ready - that way, you dont talk for too long, you dont struggle to find the word and obviously you can put your point across clearly, without offending anybody. Carmela: And lets have a listen now for some of those key phrases. Were starting with a meeting at the employment agency Office Angels. Sarah is having a meeting with her colleague Alex. CLIP Office Angels Sarah: Right then Alex, lets get down to business. On the agenda today for our public relations meeting are the research project, the launch of the website, the timeline for press releases, and the executor of the year award. Are you quite happy with those points? Alex: Yeah thats fine .. if you could go through them in order thatd be great. END OF CLIP Carmela: Now, have a listen to the beginning of another meeting. Youll notice that the language is quite similar. CLIP Meeting Ok everybody thanks for coming. Lets keep this meeting fairly brief really just a couple

of things on the agenda. First of all as you can see the news on the book re-launch and secondly the office move and finally we will have a little bit of time for any other

business.

Carmela: That expression - thanks for coming - thats a really nice, friendly start to the meeting. David: Yes, I think both of them started very well, actually. We heard the expression lets get down to business, which is a very clear way for the chairperson to say OK, stop chatting and start working . In the second meeting we heard the phrase lets keep the meeting fairly brief - in other words lets make sure this a nice, efficient, short, meeting. Carmela: That would be a relief to everyone there I imagine. David: I think it probably would be. And both people in the meeting use the phrase On the agenda - as well, so clearly focussing everyones attention on the list of points which are up for discussion. Carmela: Okay, so weve dealt with the start of a meeting. What about when the meetings underway and you dont understand or you want to check something, so you have to interrupt. Lets go back to our two meetings and find out what expressions they use. CLIP Meeting - interruption First of all the book re-launch I just wanted to remind everybody that we will be relaunching the fairy tales range with new modern covers and that this is going to happen at the beginning of next month. It is important that we get this right and there has been quite a few John: sh Sean can I just ask you, Sorry to hold the meeting up, Can I ask you about those dates because I thought that this was going to be published the month after next and I understand that everybody has got their dates but I do feel quite strongly that were bringing this out too soon. Sean: Well, any other thoughts before I comment on that? Carrie: I dont think we have got any choice at all about it, if the radio programmes are going out at the beginning of next month weve got to launch the book at the same time if were going to have any sales impact. CLIP Office Angels - interruption F1: the next matter under discussion is the press release time line I think the next press release to go out is the sound of silence in meetings. Can you give me an

update on that? F2: Yeah we sent that out the end of last week, and selling it in today, its embargoed until tomorrow, weve had a couple of enquiries from the radio F1: sorry to interrupt but did you say it had gone out today? F2: Yes. F1: right F2: and ..weve had a couple of inquiries as I said . So hopefully thatll tak e off tomorrow. Carmela: David, weve just had some different ways of interrupting there. Can you pick out the expressions? David: Yes, I think in the first meeting, the person used the phrase Actually, could I

just ask you . Sorry to hold the meeting up.

And then, in the second meeting, we heard the expression Sorry to interrupt but Now, its worth noting here that both people apologise when they interrupted and that of course is the proper thing to do. Its not polite to interrupt without apologizing . So, you always need to say sorry to interrupt, sorry to hold the meeting up. Its also interesting that the chairperson in the first meeting after the interruption said any other thoughts ? Now, I think he does this because - if someone has interrupted, it could be a signal that theres some confusion or perhaps theres some disagreement - in the rest of the meeting. And so, its a good idea in those cases to say any other thoughts or how does everyone else feel? - just so that these issues can be discussed. Carmela: And while were on the subject of disagreement, lets look at how you could express your feelings, whether they are positive ones or negative ones, actually in the meeting. Listen out for the language used in this next example. CLIP Meeting Sean: The office move as you know, the plans have been up by the main exit for a week now.I just wanted to see what kind of feed back you have got. Tim: Yeah Sean Im sorry but I really strongly disagree with the new floor plan. I think it is divisive to separate the secretaries and the assistants out from the editors and Managers, Id bemuch happier if we could be located in teams. Carrie: I think actually Sean is right, I have been chatting to some of the secretaries and theyre quite keen to all be sitting in the same area and speaking as an editor I think Id like to be with other editors so that we can bounce ideas off each other and things so, I think

Seans floor plan is right. END OF CLIP Carmela: Fairly typical meeting there with people agreeing and disagreeing. David, can you pick up some of the phrases that they used? David: First of all we had a disagreement - and it was quite a forceful disagreement actually. The person used the expression - I really strongly disagree -. If you wanted to make it a little softer, a little more polite if you lie, you could say something like - Im sorry but I dont agree - thats a little less confrontational. Next, we had another person agreeing - I think she said: No I think Sean is right Now if you were being asked whether you agreed or disagreed with a decision or something like that, you could also just simply say - I quite agree. Thats a nice short way of expressing it. Carmela: And there were one or two extra bits of language that we heard there .There was one individual who used a phrase speaking as an editor Now, why did she use that phrase David: I think because she wanted to make it clear that her opinion from her perspective , doing the job of an editor. Now, you can use this to indicate any kind of perspective, you can say speaking as a newcomer speaking as someone in the online team - speaking as someone with many years experience , any of these kind of expressions are very valid. Carmela: Speaking as a co-presenter - were actually moving on to our final extract. This time the language used is to actually to bring the meeting to a close. Listen out for it - its really important how to end that meeting CLIP Meeting Sean: OK. Any other business? Will: Yes, I would like to say something, an illustrator came in last week and, I think she is very good and, it would be wise to put her on our books. Sean: uh Will: I would like to be able to show her drawings and portfolios in the next couple of days. If thats all right. All: that sounds good Sean: yes , of course..We will look forward to seeing those. Right I think that s probably about it but anybody got anything else that they desperately want to raise before we wrap up?

All: Nope. Sean OK. We will be having another meeting but there are a couple of conflicts in the diary so I think the best thing is if I email the date of the next meeting. Carmela: .. that classic phrase - any other business - thats always used in the final stages of a meeting. Now actually on the Agenda youd see that written down as just AOB. David: Yes, thats right and really AOB is simply an opportunity for people in the meeting to raise any issues or any points which they feel havent been covered in the meeting so far. After that we heard the chairperson then say right, I think thats probably about it, its time to wrap up and those are the kinds of expressions that are used very often to signal this is the end of the meeting Carmela: Weve had a lot of language today. First of all David, could you recap some of those key phrases that are used when chairing a meeting David: We had a very good phrase to begin a meeting which was thanks for coming Then a phrase to signal the start of the meeting: right lets get started. We also heard about the list of points which the meeting will cover - and we heard that things were on the agenda". We had a phrase to invite people to put forward their opinions - How does everyone else feel? And at the end of the meeting to ask people if there are any other issues that they would like to discuss before the meeting ends - we had that phrase : any other business? Carmela: And how about the phrases we heard for actually taking part in a meeting David: There was that phrase, when you want to interrupt - Sorry can I just interrupt. If you agree - you could say something like - I quite agree and if you dont agree Im afraid I dont agree Carmela: Thanks David. And just to say that David Evans will be joining me next time for more Business Language To Go.

BBC Learning English Talk about English

Business Language To Go Part 4 - Presentations

This programme was first broadcast in 2001 This is not an accurate word-for-word transcript of the programme
Carmela: Were looking at the language of presentations. As usual Im joined by business English expert David Evans. David, presentations . They can be scary, even if youre just doing them in front of colleagues. Can you reassure our listeners that they dont have to be a huge ordeal. David: Yes, I mean of course its true that presentations can be challenging but the important thing is just to prepare properly. Make sure you know who your audience is, what they expect from you - and of course most importantly, what the aim of your presentation is. Carmela: And if you like to prepare properly for todays programme - than grab a pen and paper now - so that you can write down todays phrases. Okay, lets move on to our first example of a presentation. We start at Kelly Services, which is an international recruitment company. Claire Francis, Head of Communications is doing a presentation for her colleagues. CLIP Ladies and gentlemen, thank you very much for coming along here today. I hope my presentation isnt going to take too long and that you will find it interesting. The purpose of todays presentation is to discuss how we can improve internal communications within our company. Now let me begin by explaining that Id like to talk about the business case for better communication, secondly I want to cover different styles and methods and finally I would like to finish off by talking about some of the basics we need to have in place to deliver good quality, consistent communications across the company. Id be very happy to invite you to ask questions at the end of the session and Im sure therell be plenty of time for us to discuss some of the points that have been raised. END OF CLIP Carmela: Now have a listen to the beginning of another presentation. Youll notice that it follows a similar pattern to the last example. Listen out for how Tim starts his talk.

CLIP Good afternoon ladies and gentlemen, Thank you for finding the time to come and join me for this presentation this afternoon. My name is Tim Mason, Im a retail consultant and many of you will have seen me shadowing you in your jobs and looking through the accounts and so on in the company over the last week. Ive invited you here today to have a look at my findings. First, Id like to have a look at the performance of the company, the sales of the company over the last three years. Then Id like to have a look at our market share in the womens wear market and look at our competitors and, thirdly Id like to suggest some improvements in our range of womens wear. At the end Id be happy to answer any of your questions. Carmela: David, what were some of the key expressions that we heard in those two presentations. David: Well, I think it was very interesting that both of those presentations followed the standard pattern for an introduction. We heard in both cases the standard welcome ladies and gentlemen, thanks for coming. Than they moved on and they stated the purpose or the aim of the presentation - again with a very simple phrase The purpose of this presentation - is to talk to you about this subject. Then they move on to a summary of the main points of the presentation. Now, normally the summary would focus on three main points and youd hear expressions like - Id like to talk about I want to have a look at Id like to finish by saying - those kinds of phrases Carmela: And then both speakers invite questions from the audience - could you pick out the phrases that they use to do that. David: They use a phrase like at the end, you can ask questions. And the reason they do this is because they dont want the audience interrupting them continually with questions during the presentation - but they want to show that they are open to questions and that they welcome discussion as part of the session . Carmela: Now lets talk about the body of the presentation. This is the main part of the Talk about English BBC Learning English Page 4 of 6 bbclearningenglish.com presentation and people often use visual aids to illustrate their points here. Listen out now for the language used to introduce visual aids.

CLIP If you have a look at this first graph you can see that our sales topped 50 million the year before last. Then last year sales dropped to 40 million with a slight recovery at the end of the financial year. However this year sales have continued to drop to an all time low of 30 million. (Paper) Now lets look at our market share. As you can see we have 25% of the market share, 10% down on last year. CLIP A good example of how important internal communications are, is shown by some findings from research that we have recently undertaken. Good communications is a very key factor in staff motivation. If you look at this slide, you will see how important it is to get the basics in place. You need to identify your communication requirement, agree your objectives and success criteria, identify your target audiences, define the content of your message. and determine the style of delivery. A good illustration of the communication process is when all those basics fall into place naturally. Carmela: Lots of language there for drawing attention to graphs, statistics and other additional information. David, could you pick out some of the key expressions that were used there? David: Yes, I mean, again its interesting that both presenters make it very, very clear to their audience what exactly they are looking at. If you look at this first graph, we heard, If you look at this slide, we also heard, and obviously they are introducing this kind of information to provide examples. And we could hear them signposting these with expressions like A good example of this is or

A good illustration of this is

And again we heard some signposting language to make it clear when the speaker was moving from one point to the next. Now lets look at -was the expression that we heard to do that. Carmela: Now lets look at how a presentation might typically end. Were going back to Tim. CLIP

Tim: Ladies and gentlemen if you have any questions I would be happy to answer them now.

Carrie: yeah, can I just ask .um . graph number 3 that last one you showed us can you
explain to me where youre intending to find the extra income to increase the design arrangement in the maternity ware?

Tim: Yes, a very good question Ive looked at the office ware range and it is quite
heavy on material, holiday ware tends to be much lighter much smaller amounts of material involved and I think that s an area FADE OUT where will certainly find a large saving. Carmela: Now, having told them at the beginning that theyd be able to ask questions, Tim then points out that this is a time that they can do just that. He invites some questions from his audience. How, how did he signal that its question time? David: Yes, he said:

Ladies and gentlemen, if you have any questions Id be happy to answer them now.
Thats quite a long way of saying - I mean a more simple way - would have been to say

Does anyone have any questions

Its also interesting that he handles the questions very well, making the person feel valued, feel wanted. A way of doing this is simply to say thats a good question. Carmela: Thanks David. David Evans will be joining me next time for more Business

Language To Go.

BBC Learning English Talk about English

Business Language To Go Part 5 Appraisals

This programme was first broadcast in 2001 This is not an accurate word-for-word transcript of the programme
Carmela: This week were looking at appraisals thats a meeting where a manager reviews your recent performance. As usual Im joined in the studio by David Evans, our business English expert. David, the purpose of appraisals... Now theyre becoming more and more common in companies, arent they? David: Yes, they are and in fact they are not always called appraisals. Some companies will call them performance reviews, others will call them annual interviews but whatever you call them I think that companies use them because they are a good way to monitor an employees progress, to motivate people, and I think that they also give an opportunity for managers and the people they manage to discuss the problems, the challenges that they face and also to reflect on some of their achievements. Carmela: Okay, lets hear the beginning of two staff appraisals. Talk about English BBC Learning English CLIP Sean: Elizabeth, thanks for, for coming in. Annual appraisal, of course well have a chance to talk a little bit later and to look at objectives specifically for the, for the next year but I want to spend this time really looking back over the past year. How do you feel its been? Elizabeth: Its been up and down, yeah. Its beenon the whole its been quite a good year, but up and down END OF CLIP CLIP Manager: As you know this is your annual appraisal that were going to go through today, to have a look back at the year to see how things have gone for you. But first of all hows your year been generally? Ruth: Its been okay actually. The restructuring hasnt been easy. Staff morale has been a little bit low at certain points because of the uncertainty. But I think personally Ive had quite a good year, in terms of my own development and my own job satisfaction.

END OF CLIP Carmela: Those two appraisals started off in a very similar way. David, what was the key question that was asked in both of them? David: Well, I think a lot of people running appraisals - like to begin with a very open, very general question. So, if its an annual appraisal, a question like Hows your year been? is a great way just to get the conversation going. The person being appraised would then say something like - its been a good year or its been a difficult year. And then the person doing the appraisal can take that as a cue to talk about - achievements, talk about problems, talk about challenges. Talk about English BBC Learning English Page 3 of 7 bbclearningenglish.com Carmela: So, after a general start, appraisals become much more specific, focussing in on particular incidents at work. Have a listen to this. CLIP Sean: Ok , lets start with a couple of the downs, if you like, the less satisfactory areas for you. Carrie: Yeah, I had a few problems with other team members, I am feeling a bit that I am not getting a lot of support and thats caused a few problems. Sean: Ok. I think, I think thats important that we look at wh at we can do to resolve that situation. And whether there is some specific systems or whether I need to reinforce a few points that have already been made. Carrie: I think thatd be good Sean: What about the highlights? Carrie: Obviously the big thing thats happened this year is the new finance system thats been introduced Sean: sure Carrie: and I just feel that you know I am coming to terms with it now and beginning to cope with it which is good Sean: Yeah, that is certainly something that I would have picked out I think that you have managed particularly well over the past few months, Id certainly like to congratulate you... for Carrie: yeah..

Sean: the way you handled that. Carmela: So we heard talk there of the ups and downs of the past year for this particular employee. What specific questions did the manager ask? Talk about David: Well, he began by asking about the downs and I think his question was what were the less satisfactory areas for you - I mean perhaps a simpler way of saying that would be - just to say - what have been the low points. Then having talked about the low points the manager moved the appraisal along and asked about the more positive aspects of the persons year using the question, What have been the highlights. Carmela: And of course when you are talking about the highlights thats a good moment for the manager to actually say to their employee that they have done something well. David: Yes, its a great opportunity for some positive feedback .And I think we heard the manger there say Id like to congratulate you on the way that you handled that. So again emphasising the positive and making sure that the other person realises that their achievements have been appreciated. Carmela: Support from colleagues This is a very common issue. Have a listen to this: CLIP Michelle: And through this difficult period, how do you feel that youve been helped by your team. I mean do you think that youve had the support of your line manager and your junior colleagues. Ruth: Yes, I do feel Ive been supported by you. Its been a difficult year and I think youve noticed when staff have felt low and when theyve needed some words of encouragement and youve also kept us up to date with all the changes so I think the team in general are very grateful for that. And junior colleagues as well, theyve been very very helpful and everybodys worked really hard so in terms of support, the whole office has done very well this year. END OF CLIP Carmela: So, a classic question there and a chance for employees to be honest about there relationships with their colleagues. David, could you talk through some of the language there. David: Yes, I mean obviously working in a team is quite a sensitive thing to talk about so I suppose that managers would typically use a question like Do you feel supported by Do you feel supported by your line manager, now thats the person who directly manages you and the question really means -is this person helping you to do your job. They might also ask - Do you feel supported by your junior colleagues - these are people who report to you perhaps and again the person is asking are these people helping you achieve what you want to achieve in your work.

Carmela: One of the main reasons for having an appraisal is to agree on things called objectives. Could you explain what these are. David: An objective very simply is what you hope to achieve over a stated period of time. So, for a sales person for example, an objective might be to sell a certain number of products, for a manager an objective might be to successfully re-organise the department. An objective is very simply a target or an aim that you have over a period of time Carmela: Lets go back to our appraisals now. And hear what phrases they are using to talk about objectives. CLIP Sean: Ok Lets move on to looking back at some of the objectives that we set this time last year and to what extent they have been achieved. Carrie: uh Sean: One of them of course relates to the finance system and achieved I think. Carrie: I think so, too. END OF CLIP Michelle: Okay, so weve gone through the list of competencies, now lets have a look at your list of objectives for the last year. Firstly you wanted to find out more about the marketing department by trailing them in their work. And you did that, didnt you? Ruth: Yes, I did, and it was very interesting actually, I mean we worked very, very closely with the marketing department and I just wanted find out more about what their needs were, and just discover how we could improve our relationship, because there have been difficulties in the past Michelle: Excellent! Well, we can say that objective has been achieved. END OF CLIP Carmela: There was a lot of language associated with objectives. Can you explain what was used. David: Yes, we heard about a list of objectives and I think it is important to note that most people would have more than one objective over the course of a year or half a year. We also heard a number of verbs that went with objectives. We heard about setting objectives and when a manager and the person they are working with agree an objective we can say they set it. Again at the end of the period in question the manger would probably look and see whether the objective had been achieved, in other words, whether the person had been successful or whether it hadnt been achieved. Carmela: And in that last example we heard another interesting term. This phrase list of competencies. Could you explain what this is.

David: A list of competencies is simply a list of the skills and knowledge that a person needs to do there job effectively. So in the case of a manager we would expect the manager to have a competency in administration, in organisation, in communication and we can make a list of these competencies for all kinds of different jobs. Carmela: My thanks to David Evans. And thanks to you for listening! Hope you can join us again next week for more Business Language to Go.

Chapter 4 PRESENTATION : OPENING

Introduction In this module, well be looking at some useful words and phrases for giving presentations. We have units on the main stages of presentations and a unit with tips on delivering effective presentations. Lets start with opening presentations. Think Imagine that you are starting a presentation. What phrases might you use? After you've thought of five, click here for some more ideas. Listen Now lets hear two ways of opening presentations. As you listen, see if you can hear some of the phrases above. Presentations: opening Check understanding Check your understanding by reading the scripts below: Clip 1 Ladies and gentlemen, thank you very much for coming along here today. I hope my presentation isnt going to take too long and that you will find it interesting. The purpose of todays presentation is to discuss how we can improve internal

communications

within

our

company.

Now let me begin by explaining that Id like to talk about the business case for better communication; secondly, I want to cover different styles and methods; and finally I would like to finish off by talking about some of the basics we need to have in place to deliver good quality, consistent communications across the company. Id be very happy to invite you to ask questions at the end of the session and Im sure therell be plenty of time for us to discuss some of the points that have been raised. Clip 2 Good afternoon, ladies and gentlemen. Thank you for finding the time to come and join me for this presentation this afternoon. My name is Tim Mason, Im a retail consultant, and many of you will have seen me shadowing you in your jobs and looking through the accounts and so on in the company over the last week. Ive invited you here today to have a look at my findings. First, Id like to have a look at the performance of the company, the sales of the company over the last three years; then Id like to have a look at our market share in the womenswear market and look at our competitors; and thirdly, Id like to suggest some improvements in our range of womenswear. At the end Id be happy to answer any of your questions.

BODY

Introduction After you have greeted your guests, you will begin to go through the main body of your presentation. It's very useful to have some visual aids - some slides, pictures or graphs that help explain what you are saying. Sometimes they can also help to keep your audience interested in your presentation! Think Imagine you are giving a presentation and using some visual aids. What phrases might you use to draw your audiences attention to these slides? After you've thought of five, click here for some more ideas. Listen Now listen to two examples of people giving presentations. As you listen, see if you can hear some of the phrases above. Presentations: body Check understanding

Check your understanding by reading the scripts below: Clip 1 If you have a look at this first graph, you can see that our sales topped 50 million the year before last. Then last year sales dropped to 40 million, with a slight recovery at the end of the financial year. However, this year sales have continued to drop to an all time low of 30 million. Now lets look at our market share. As you can see, we have 25% of the market share, 10% down on last year. Clip 2 A good example of how important internal communications are is shown by some findings from research that we have recently undertaken. Good communications is a very key factor in staff motivation. If you look at this slide, you will see how important it is to get the basics in place. You need to identify your communication requirement, agree your objectives and success criteria, identify your target audiences, define the content of your message and determine the style of delivery. A good illustration of the communication process is when all those basics fall into place naturally.

INTERUPTION

Introduction In business meetings it is sometimes necessary to interrupt a speaker. This is possible but it should be done politely. We'll be looking at some ways you can do this. Think Imagine that you are in a meeting, and you want to interrupt to ask a question or make a comment. How might you do it? After you've thought of five, click here for some more ideas. You'll also see some additional useful phrases for meetings. Listen Now listen to an audio clip from a meeting in a publishing company. Sean is talking about a book re-launch when John feels that he needs to ask something. As you listen, see if you can hear some of the phrases above. Meetings: interruptions Check understanding

Check your understanding by reading the script below: Sean: First of all, the book re-launch. I just wanted to remind everybody that we will be re-launching the fairy-tales range with new modern covers, and that this is going to happen at the beginning of next month. It's important that we get this right and there have been quite a few John: Actually Sean, can I just ask you sorry to hold the meeting up can I ask you about those dates, because I thought that this was going to be published the month after next, and I understand that everybody has got their dates, but I do feel quite strongly that were bringing this out too soon. Sean: Well, any other thoughts before I comment on that? Carrie: I dont think weve got any choice at all about it. If the radio programmes are going out at the beginning of next month, weve got to launch the book at the same time if were going to have any sales impact.

QUESTIONS

Introduction At the end of your presentation, you may wish to open the floor to questions to ask if anyone has any questions about your presentation. Think Imagine it is the end of your presentation and you are asking if there are any questions. What phrases might you use or hear? After you've thought of a few, click here for some more ideas. Listen Now listen to someone asking if there are any questions. As you listen, try to hear some of the phrases above. Presentations: questions Check understanding Check your understanding by reading the script below: Tim: Ladies and gentlemen, if you have any questions, I'd be happy to answer

them now. Carrie: Yeah, can I just ask, graph number 3, that last one you showed us, can you explain to me where youre intending to find the extra income to increase the designer range in the maternity wear? Tim: Yes, a very good question. Ive looked at the office wear range and its quite heavy on material, holiday wear tends to be much lighter, much smaller amounts of material involved and I ... Download audio TIPS Download scripts and phrases

Introduction So what makes a good presentation? In this unit, we hear some tips from people who have made presentations about how to make yours more effective and enjoyable for your audience. Think Think about the presentations that you have been to. What were the characteristics of the good ones? After you've thought of a few, click here for some more ideas. Listen As you listen, see if you can hear some of the tips above. Presentations: Check understanding Check your understanding by reading the script below: Male: With a presentation, I think the aims and the structure need to be clear. Male 2: I like to wait until the end of the presentation before people feed back on what Ive just said, rather than interruptions throughout the presentation. Male 3 I think of a presentation If youre standing up in front of a group of people, you need to make sure youre entertaining, make sure youre engaging, make sure youre interesting, make sure youre relevant, make sure youre talking to the right audience. Female: Dont make it too long, otherwise people fall asleep! Be short, precise and to the point, definitely. tips

WRITING
ESSAY

An essay is usually a short piece of writing which is quite often written from an author's personal point of view. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. The definition of an essay is vague, overlapping with those of an article and a short story. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and

An Essay on Man). While brevity usually defines an essay, voluminous works like John
Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the

Principle of Population provide counterexamples.

Essays have become a major part of a formal education. students are taught structured essay formats to improve their writing skills, and admission essays are often used by universities in selecting applicants and, in the humanities and social sciences, as a way of assessing the performance of students during final exams. The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary film making styles and which focuses more on the evolution of a theme or an idea. A photographic essay is an attempt to cover a topic with a linked series of photographs; it may or may not have an accompanying text or captions. Definitions An essay has been defined in a variety of ways. One definition is a "prose composition with a focused subject of discussion" or a "long, systematic discourse". It is difficult to define the genre into which essays fall. Aldous Huxley, a leading essayist, gives guidance on the subject. He notes that "Like the novel, the essay is a literary device for saying almost everything about almost anything, usually on a certain topic. By tradition, almost by definition, the essay is a short piece, and it is therefore impossible to give all things full play within the limits of a single essay". He points out that "a collection of

essays can cover almost as much ground, and cover it almost as thoroughly, as can a long novel"--he gives Montaigne's Third Book as an example. Huxley argues that "essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference". [2] The three poles are:

Personal and the autobiographical essays: these use "fragments of reflective autobiography" to "look at the world through the keyhole of anecdote and description".

Objective and factual: in these essays, the authors "do not speak directly of themselves, but political theme". turn their attention outward to some literary or scientific or

Abstract-universal: these essays "make the best...of all the three worlds in which it is possible for the essay to exist".

Forms and styles This section describes the different forms and styles of essay writing. These forms and styles are used by a range of authors, including university students and professional essayists. A. Descriptive Descriptive writing is characterized by sensory details, which appeal to the physical senses, and details that appeal to a readers emotional, physical, or intellectual sensibilities. Determining the purpose, considering the audience, creating a dominant impression, using descriptive language, and organizing the description are the rhetorical choices to be considered when using a description. A description is usually arranged spatially but can also be chronological or emphatic. The focus of a description is the scene. Description uses tools such as denotative language, connotative language, figurative language, metaphor, and simile to arrive at a dominant impression.[8] One university essay guide states that "descriptive writing says what happened or what another author has discussed; it provides an account of the topic".

B. Narrative A narrative uses tools such as flashbacks, flash-forwards, and transitions that often build to a climax. The focus of a narrative is the plot. When creating a narrative, authors must determine their purpose, consider their audience, establish their point of view, use dialogue, and organize the narrative. A narrative is usually arranged chronologically.[10] C. Exemplification An exemplification essay is characterized by a generalization and relevant, representative, and believable examples including anecdotes. Writers need to consider their subject, determine their purpose, consider their audience, decide on specific examples, and arrange all the parts together when writing an exemplification essay.[11]

Main parts of an Essay The introductory paragraph is a paragraph which consists of two main parts: a few general statements about the subject discussed and a thesis statement to state the specific subdivisions of the topic and the plan of the paper discussed. A thesis statement for an essay is just like a topic sentence for a paragraph. It deals with the specific topic and the controlling idea major or major subdivisions of the topic. You need to know that the introduction serves two main functions: to offer general statement, introducing the topic of the essay and giving the background information of the topic, and to give the statement which states the main topic, lists the subdivisions of the topic, and indicates the technique of the organization of the whole paper. The thesis statement is normally stated in the last or near the last sentence of the introductory paragraph. How many paragraphs does the body of an essay have? Usually a body of an essay contains more paragraph than any other parts, and the body paragraph do the main work of an essay. If a paragraph contains a topic sentence, supporting sentences, and a concluding sentence, then an essay may consist of an introductory paragraph, body paragraphs and a concluding paragraph. In essence, the paragraph is an essay in miniature. The only difference is that an essay is longer and more complex that a paragraph is.

The most commonly assigned form of the essay consist of five paragraphs: an introduction, three body paragraphs and a concluding paragraph. The introductory paragraph states two main points: a general statement about the subject and a thesis statement to indicate the subdivision of the topic and the plan of the paper. Thesis statement is the most important sentence of the essay like the topic sentence of the paragraph, the thesis statement expresses a controlling idea which the rest of the essay develops support. The three paragraphs which follow the introduction are the body of the essay. The final paragraph in the essay is the conclusion. In it, the writer ties together the thoughts presented in the essay and bring the work to a close.

Here is a short essay that contains the essence of essay.

One Vote for Cafeteria Lunches

At the beginning of the year, I would go off campus with my friends to eat lunch. We would rush downtown, grab a hamburger and coke, and rush back to campus and eat, because I had to study for a test. To my surprise, I enjoyed my lunch in cafeteria. Now my friends still go off campus to eat most of the time, but I stay and eat in the cafeteria. I actually prefer eating lunch in the cafeteria to go off campus for several reasons. First, I can get a food meal in the cafeteria. When I ate downtown at a sandwich shop, I always get greasy hamburger and French fries. At the cafeteria, I get better balanced lunches: salad, vegetables, chicken or fish, milk, and occasionally yogurt. Im not eating as much junk food or consuming as many calories, and thats good for me. I can get a more nutritious meal in the cafeteria. Second, I save a lot of time eating on campus. Instead of wasting twenty minutes going downtown and returning, I have twenty more minutes to study or relax before class. I even save more time because in the cafeteria, there is no waiting room for the food.

So, I take my time eat solely, and still have twenty to thirty minutes before class. I dont ever feel rushed anyone. Third and finally, I have met new friends eating in the cafeteria. Since my old high school friends eat downtown. I started eating with different people I had met in class. Many of the people who eat in the cafeteria didnt graduate from the high school, so I have gotten to know people from all over the state. Now, I can get into the cafeteria at lunch time and sit down with two or three different groups of students and feel comfortable. I have gotten to know to know some really nice people that I couldnt have know otherwise. To sum up, although my friends love to eat their lunch off the campus, would rather have it in the cafeteria, because in it, I can get a good meal, save more time to study and enlarge my friendship. For me eating in the cafeteria will be much better than eating at off campus.

Assignment: everyone is expected to make a short essay. The theme of the essay is depending on your own idea. Pros and Cons of Abortion Have abortions become a modern lifestyle and a resultant of casual sex? It is unethical? Should it be legal? Is respecting the subjective choice of a woman need of the hour?

What is abortion?

Abortion can be defined as pregnancy termination accidentally as in miscarriage or by choice. Hereby we would be weighing the pros and cons of abortion (voluntary); and discussing whether the availability of abortion is an important right for women to have. Abortions caused by rape, incest a possible health concerns to mother/baby constitute just 7%. Social and personal issues are the cause for the rest of the abortions.

Abortion Debate facts

Half the percentage of women getting an abortion done is below (age) 25. A round 60% of abortions are performed on never married women. When a woman decides to go for an abortion, its not an impulsive decision, though the preceding act might be impetuous. Concluding whether to abort, keep the baby or give it up for adoption is really hard and may lead to post-abortion trauma.

Abortions Cons-Reasons against Abortion

The important con that should be considered is can we choose to kill unwanted pregnancies? One shouldnt be so irresponsible to land up in a situation where they have to be unmerciful to the unborn.

Most of unplanned pregnancies if extended to childbirth may prove to be wanted later A growing embryo is considered human with the heartbeats initiating as early as 21st day of conception. So what if we cannot see the human form, it does have the potential to gain one. Choosing adoption as an alternative to abortion would give the baby its right to life. Should people opt for abortion as last minute contraception when preaching their kids about the consequences of casual sex? Infection, sepsis, recurrent miscarriages and rarely death could be the complications of abortions. Abortions can cause serious psychological impairment to the woman in the form of depression and guilt.

Good Reason for Abortion-Abortion Pros

Though women have a hard time choosing abortion as an opinion for unwanted pregnancies, they have been making the choice for a long time. Ultimately, she is the one who would be going through the actual Labor of continuing pregnancies, delivering a baby, bringing it up, parenting it well, in addition to other obligations she has to do in her daily life. To get it done with little or no help from the partner and families needs a well-balanced body and mind. There is nothing called pro-choice and pro-life. Both ideologies meet at one common point i.e. pro-life life of the baby and life of the mother. Life of the baby ultimately depends on mothers health and its best to allow the mother to choose for her, WHEN she wants a baby. While we argue about mental well being of a woman, how do others get to decide what would be more traumatic to the woman, abortion or; childbirth and unending list of duties waiting to be accomplished. An attempt to restrict the abortions would rise not only the percentage of illegal and unsafe abortions but also the expenses of the procedure. A new law would be needed to tackle the illegal abortions and further legal hassles would have no ends. Legalize or not, abortions will always be a part of society. Deciding factor whether to abort or not would be different for different people. To one abortion can be traumatic, to the other forced childbirth can be equally traumatic, its impossible to decide a particular set of rules for all. It all depends on the multifaceted approach of each woman, her psychological strength, supportive circumstances that will not only help her decide but also being convinced about her decision. TEEN DRUG ABUSE

Teen drug abuse: When They Start Using, What Drugs They Use, and Teen Drug Use Warning Signs.

Teen drug abuse has been declining in the United States for the last decade, but several drugs remain a dangerous problem for many teens. Parents and other adults should know the signs of teen drug abuse so they can get help for teens who have problem with drug use and abuse. By the time they reach their teens, many young people already know someone who uses drugs. Some kids feel pressure to use drugs like alcohol, tobacco, and marijuana as early as 3rd grade. More kids are introduced to drugs during adolescence, or the junior high or middle school years. The percentage teen drug abuse increases through the high years and into young adulthood. Over 30 percent of 8th graders have used alcohol, and by 12th gradre 66% of teens have used alcohol. 3 percent of 8th graders smoke tobacco. About 10 percent of 8th graders have used marijuana. About 25 percent of 10th graders and over 30 percent of 12th graders have used marijuana. 10 percent of teens in 12th grade have abused prescription drugs. On average, 2,500 teens abuse a prescription drug for the first time every day. The use of most drugs among teen is declining. In the last decade these numbers have gone down from almost 47 percent of 8th graders using alcohol, 10 percent smoking cigarettes, and about 12 percent using marijuana. Cocaine use declined in the 1990s from its peak in the 1980s, but it has remained steady since that time. Still, about a quarter of students say that drugs are available to them at school. The exception to the downward or steady trend of drug use among teens is the teen prescription drug abuse, especially prescription painkillers, which has been rising in recent years. In the last decade treatment for teen prescription drug addiction has increased 300 percent. Many teens have a misperception about prescription drugs, believing than they are safe because they can be obtained legally. Prescription drugs are easy to get from medicine cabinets at home or at family or friends houses, meaning that many teens can abuse prescription drugs for free. Also, parents sometimes give their children another family

members prescription painkillers without realizing the potential dangerous side effects and addiction that can occur. Teen Drug Use Statistics show the most common drugs abused by teens are, in descending order: Alcohol Abuse, Marijuana, Prescription drugs (opiates), Stimulants like meth and ecstasy, Sedatives and tranquillizers, Cocaine, Hallucinogens like LSD (acid) or PCP Inhalants, Steroids, Heroin The drugs that are abused most commonly-alcohol, marijuana, and marijuana, and prescription drugs- may be appealing to teens because they think there is no risk involved in using them. Unfortunately, the use of any of these drugs during the teen years can have serious long term consequences on a teens physical and mental wellbeing. A teens brain is still developing, so using any drugs during the teen years can cause problems with the teens growth, development, and long term health. Also, using these drugs lowers teens inhibitions, which can lead to other dangerous choices like driving under the influence or having unprotected sex. Because teen drug use dangerous, parents should be aware of signs that their teen may be abusing drugs. Signs that a teen may be using drugs include: Having drugs or drug paraphernalia Medications or alcohol missing from your home or the home of family members of friends A change in friends, or hanging out with friends who use drugs Red or glassy eyes, or dilated pupils Slow, slurred speech or talking unusually fast and jumping from subject to subject A dramatic change in appearance Lack of concern with appearance or hygiene Unexplained change in weight Change in performance at school or learning problems Lying or acting sneaking Not caring about risks, consequences, or the future Being disrespectful or aggressive toward family members or family rules, and values

Showing signs of depression or withdrawal Defensiveness when questioned about activities or drug use Losing interest in favorite activities Also, teens who are using or abusing drugs often need money to continue their drug use, though you may not be aware of their money problems. Some signs that teens may be seeking money for drugs include: Valuables missing from your home Your teen having unexplained money or valuables Getting in trouble with the law or teen violence Stealing money or drugs Borrowing money Always being out of money even if they have an allowance or a job It is the best to start talking to your teens about teen drug use before they have a problem, but if you think your teen is using drugs, its important to talk to them right away. Teens need help to overcome their teen drug abuse. Comprehension What is drug abuse? What kinds of drug can be dangerous to consume? Why many teens addicted in consuming drug and they didnt realize it? What is a prescription painkiller? How to get it? What kinds of prescription drug? How we know that teen addiction to drug?

WORD FORMATION
1. Prefix Im, in, un, dis, ir, ill = not (tidak) Mis En Example: b. Possible Impossible c. Active Inactive d. Happy Unhappy e. Loyal Disloyal f. Legal Illegal g. Regular Irregular h. Understanding Misunderstanding i. Rich Enrich 2. Suffix Verbs: Fy En Ize = make = make = make = wrong (salah) = make (membuat)

Adjective: Less Able Noun: Ist = expert = without = can

Er/or = person/thing Logy = science Ess Ism Example: Beautify realize Jobless Exercise: 1. Accept Im sorry, but this arrangement is totallyto us. Ive just received their letter of.so we can go ahead. 2. Act The Unions have threatened to take industrial Its been very..day on the stock exchange. The R&D department seems full ofat the moment. 3. Add We will be bringing out several to our product line. There is anbonus if I exceed my sales target by more than 10%. 4. Analyze We will need a detailed costbefore giving final approval. Most..of think were in a difficult time. 5. Apply Unfortunately we cant interview every I sent my letter of..and they phoned me the next day. The regulations are not.when they are fewer than 10 employees. 6. Assist We will need some financial..to enable us to buy more stock. He was in a meeting so I spoke to themanager. 7. Attract One of theof the offer is the free training course. They were offering a very..salary so of course I was interested. 8. Commerce They are so many..vehicles on the road these days! I am afraid the scheme is notviable. As well as newspaper advertising, we plan a series TV. terrify criticize fatherless acceptable darken straighten = female = doctrine

9. Connect Myflight didnt leave until 10 oclock. We sent them letter in..with their offer of an agency. She has some useful.in the hotel trade. 10. Contract Thehas told me the office will be ready by next month. We areobliged to provide adequate security for the shipment. 11. Direct I enclosed a map and..to help you to find our office. The board of.will make the final decision about the scheme. I found the company by looking in the local trade.. I always deal.with the manufacturer. There has been anotherfrom head office about photocopying. 12. Decide He will never make a good manager. He is so Aon the factory is expected soon. 13. Differ Installing air conditioning has made all the.. We have decided to try a..supplier his time. We will have to agree to.. I still think it would be better to go by road. 14. Distribute Hes the sole.in this area, so were forced to buy from him. The increase in petrol prices will push up our..costs. 15. Economy We must..on electricity, so switch off those lights. All those wonderful..havent found a solution to your problems.

BADMOOD

Vocabulary Look up the meanings of the following words in your dictionary Irritable Depression Joy Boredom Struggling Interfering Overwhelming Blues

Reading Passage Do you ever find yourself getting really irritable for almost no reason? Or suddenly feeling down without knowing why? Going from sadness to anger to joy in matter of minutes can make many teens feel as though theyre losing their grip. But why is the feeling of being on an emotional roller coaster so common among teens? Dealing with constant change pressure is part of the answer. May be youre Starting a new school and not able to see old friends as much. Getting good grades or wanting to be better in sports or other activities can be a concern for many teens. It might feel as though there just isnt enough time to do everything. Being a teen means struggling with identity and self image. Being accepted by friends, feel extremely important. Teens also may notice, for the first time, a sense of distance from parents and family. You may feel you want to be on your own and make your own decisions, but it can also seem overwhelming and even a bit lonely at times. As fun and exciting as this time is, it also can be a time of confusion and conflict. It can take a while for teens-and their family-to feel comfortable with the transition between childhood and adulthood. Another important cause for mood swings is biology. When puberty begins, the body starts producing sex hormones. These hormonesestrogen and progesterone in girls and testosterone in guyscause physical change in the body. But in some people, they also seem to cause emotional changesthe ups and downs that sometimes feel out of control. Understanding that almost everyone goes through mood swings during their teen years might make them easier to handle. When its more than just a mood Feeling irritable or short-tempered can be signs of depression. So can feelings of boredom or hopelessness. Many people think of depression as feeling sad, but depression can also bring feelings of moodiness, impatience, anger, or even just not caring. When depression gets in the way of enjoying life or dealing with others, thats sign you need to do something about it, like talking to a counselor or therapist who can help you deal with it. Also, if you ever feel like hurting yourself, thats more than just a bad mood and need to tell someone.

Taking control

Here are some things you can do that might make those bad moods a bit easier to handle: Recognize youre not alone. Although not every teen experiences mood changes to the
same degree, they are common.

Catch your breath. Or count to 10. Or does something that lets you settle down for a
few moments, especially if youre feeling angry or irritable. Try to look at the situation from the points of view of a wise observer.

Talk to people you trust. Friends can help each other by realizing that theyre not alone
in their feelings. Talking to parents is important, too. Parents can share their own experiences dealing with bad moods. Plus, theyll appreciate it if you try to explain how you feel instead of slamming a door. Teachers and counselors are often good resources, and a doctor can help sort through questions about development. Keeping feelings inside can make them seem much worse. and improves mood .go for a run, play some tennis, ride your bike, or punch a punching bag. very important. Being tired can lead to more sadness and irritably.

Exercises. Regular exercise produces more beta-endorphin, a hormone that controls stress

Get enough sleep. Though it can be hard to find enough time, getting adequate rest is Create. Get involved in some sort of project, like starting a journal or diary, building

something out of wood, or starting an art or music piece. Writing can help you organize and express your thoughts and feelings and will make things more manageable. Dont worry about grammar, spelling, or punctuation; the important thing is just to get your thoughts on paper. Do the same thing with paint, sculpture, music, or other art forms. Put your feelings into your artwork.

Cry. Theres nothing wrong with crying; in fact, it often makes a person feel better.
However, if you find that you are sad, irritable, bored, or hopeless much of the time, or if you just cant seem to shake the blues, you might be depressed and need help from a counselor or doctor. If youre feeling stressed or angry a lot of the time, getting help could be very useful for you.

Wait. Just as you can get into a bad mood for what seems like no reason at times, that

mood can also pass. If your negative mood sticks around too long, thoughor if its interfering with the way you deal with friends, parent, school, or activitiesthen you may want to talk to a school counselor, parent , or therapist about what you can do to feel better. C. divide into groups and then everyone share about their experience relate to the text above.