Чучкина Хоw то маке а пресентатион 2011
.pdfWe encourage the involvement and participation of all employees in the affair of the group. Regular team meetings keep employees informed and provide a forum for discussing views and suggestions.
Our annual employee opinion survey conducted in 1994 showed that our employees regarded internal communications as having improved over the previous year.
We encourage employees' awareness of the financial and economic environment facing us. UK employees are able to participate in the financial success of the company through the Savings-Linked Share Opinion Scheme.
To provide a level of security for employees and their dependants, we operate pension plans in most countries. Employees are encouraged to join and *participate in the affairs of the respective plans. In the case of the main UK Pension Plan, we formally consult with elected member representatives, some of whom are appointed directors on the Trustee Board of the Plan.
Ex.23a. Translate the words marked with an asterisk (*).
Comprehension
Ex.24. Ask you neighbour these questions:
1.What are aims of 'Investing in People'?
2.Why is learning important?
3.How have ICL helped to reduce redundancies?
4.What is ICL's policy on equal opportunities?
5.What is the purpose of regular team meeting?
6.How often is the employee opinion carried out?
7.What did the results of the last survey show?
8.What is the 'Savings-Linked Share Option Scheme'?
9.What pension facilities do ICL offer?
10.What is your company's policy on:
a.redundancies?
b.International programmes?
c.equal opportunities?
d.employees awareness of financial environment?
e.pension plans?
Ex.25. Make short presentations on the problems dealing with the problems of your interest.
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Part 11 CONCLUDE A PRESENTATION Ending a presentation (Pair work)
Ex.26. Match the expressions with the tips on ending a presentation.
1.End as quickly as possible
2.Make a strong final statement
3.Ask for questions
4.Thank the audience for listening
5.Add something new
6.Summarise the main points
7.Explain details again
8.Signal that you are coming to the end
a.'Do you have any questions?'
b.'Oh, I forgot to say that…'
c.'I'll just explain again…'
d.'Well I'll think that's all I have to say.
e.'Thank you for your attention'.
f.'My conclusion is …'
g.'So to sum up …'
h.'Well that was my final point. So I'll just give' you a brief summary.'
Listening
Ex.27. A director of Switchett Ltd, a small electronics manufacturing company, makes a presentation to the board about whether to outsource their distribution or build their own warehouse. Listen to the final part of the presentation and answer the questions.
1.Which of the steps above are included, and in what order?
2.a. How did the presenter introduce the summary of the presenta-
tion?
b. What phrase did he use to refer to the two main points? c. What phrase did he use to refer back to the results?
3.a. What was the main conclusion?
b.What phrase was used to introduce this conclusion?
c.How did the presenter begin his final sentence?
Task 1. Pair work
Objective: Make a strong conclusion
Your company wants to build a new warehouse. Two possible sites for the warehouse have been researched; see the main points below.
Step 1. Preparation
Read your role and information about the site. Prepare the summary and conclusion for a presentation to managers about the two sites.
Partner A: You prefer Site A because of lower cost and close proximity to your factory.
Partner B. You prefer Site B because of its convenient access and no worries about environmental problems.
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COMPARISON OF SITES FOR THE NEW WAREHOUSES
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Site A |
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Site B |
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Brownfield site in an industrial |
Greenfield site: area not so |
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Type of site |
zone. |
far developed |
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Land was previously occupied by |
Land was previously farm- |
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chemical plant (now demolished) |
land |
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Via small roads |
Easy |
access to |
a major |
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Access by road |
A lot of local traffic from other |
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motorway |
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plants in area |
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Proximity to |
3 kilometers from the factory |
35 |
kilometers |
from the |
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factory |
factory |
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Cost of land |
500,000 Euro |
800,000 Euro |
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Step 2. Presentation
Present your conclusion to your partner.
Analysis
1.Did your partner summarise all the important points?
2.How effective was each conclusion?
3.Did your partner speak strongly and clearly and emphasise key words?
Task 2. Pair work or small groups Objective: Ask questions
Step 1. If you were partner A in Task 1, work with another partner A. Partner B, work with another partner B.
Ex.28. Refer to the conclusion your partner in Task 1 presented to you. Prepare six questions for that partner about the site he/she favors. Your questions may request explanations or more details. Try to focus on the following issues.
•recruitment of workers locally
•environmental problems
•security problems in the area
•government plans for other development in the area
•transport costs
•other possible costs
Step 2
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Ex.29. Compare your questions with those of other pairs. Which questions do you think will be most challenging for the presenter?
DEALING WITH QUESTIONS
Ex.30. Here are some typical problems presenters have when dealing with questions. Match each response a-f with a problem 1-6.
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Problem |
Response |
1. |
You didn't hear the question. |
a. I'm not sure about that, but I can find |
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out for you. |
2. |
You didn't quite understand the ques- |
b. Sorry. I don't think we have time to go |
tion. |
into that, perhaps we can discuss it later. |
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3. |
You don't know the answer |
c. That's an interesting question. Let me |
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think… |
4. |
It's a difficult question and you need |
d. Sorry, are you asking about…? |
time to think. |
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5. The questioner puts a strong argument |
e. Sorry, I didn't catch that. Can you |
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against your point of view. |
repeat the question please? |
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6. The question isn't relevant and time is |
f. That's a good point. However, … |
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running out. |
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Culture at work. ATTITUDES TO CRITICAL QUESTIONS
In some cultures, any public criticism is seen as an insult and must be avoided. In other cultures, it is important to tell the truth, and, and critical remarks are not taken personally. How would you describe your culture?
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Criticism is acceptable |
Criticism is insulting |
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Personal involvement |
Negative questions or com- |
Any suggestion of disa- |
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ments are not taken personal- |
greement is seen as a |
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ly. |
personal attack. |
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Saying what you |
It is important to say what |
People hide negative opi- |
think |
you really think, even if your |
nions and make only mild |
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opinion is negative. |
or positive comments. |
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Showing disagree- |
It is acceptable to ask chal- |
Only polite, safe ques- |
ment |
lenging or hostile questions. |
tions can be asked. |
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GRAMMAR REFERENCES
FUTURE TENSES (BEET College, England, by Mike Flynn)
1. PRESENT SIMPLE = timetables
What time does the train to London leave?
It leaves at 10.00 a.m.
2. PRESENT CONTINUOUS = arrangements or plans
What are you doing this weekend?
I'm flying to Italy. (= I have already decided. I may even have already booked)
3A. GOING TO = a planned decision or a planned intention (This implies that the person has had time to think about his decision)
What are you going to do this weekend?
I'm going to fly to Italy.
3B. GOING TO = evidence in the present to suggest a future event
What's going to happen?
There's going to be an accident.
It's going to rain.
4A. WILL = a prediction
Will man ever live on Mars?
I predict that man will live on Mars one day.
4B. WILL = a promise
Will you come to help me to morrow?
Yes, I will.
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4C. WILL = |
a spontaneous or unplanned decision or intention |
(This implies that the person has had almost no time to plan or |
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think before |
responding). |
Will you come for a drink with me after school today? Yes, I will.
4D. WILL = a threat. (= a negative promise)
What will you do now?
I will tell the police if you decide to rob the bank.
4E. WILL = First Conditional
I will repair your car if you help me with my work in the garden.
4F. WILL = often (but not always) follows certain words which often suggest certainty or uncertainty
I think I'll go to the party
I don't know if I'll go to the party, or not.
I'll probably go to the party.
I probably won't go to the party.
I will certainly go to the party.
I'm not sure I'll pass the exam.
I doubt I'll pass the exam.
I believe I'll pass the exam.
5A. WIIL + ING + TO = a future specific action
(In this meaning it can usually be interchanged with the present continuous)
What will you be doing on Saturday afternoon?
I'll be watching a football match in London.
I won't be coming to school next Monday.
(I can't come to school next Monday)- it's acceptable.
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NOT: I won't come to school next Monday (I don't want to come or to refuse to come) – it's impolite.
5B. WILL + ING + TO = a future routine
(often used with dates and other expressions of time)
Will we still be driving cars in 3000?
In years to come nobody will be living on the planet Mars. Within the next 50 years we will be working less than now. People will be going to the Moon.
NOTE:
THE IMPORTANT DIFFERENCE BETWEEN
THE FOLLOWING 2 EXAMPLES
Will you invite Paul to the party on Sunday? = A REQUEST FOR
ACTION
= Please invite Paul to the party on Sunday?
2.Will you be inviting Paul to the party on Sunday? = A REQUEST
FOR INFORMATION
=Do you intend to invite Paul to the party on Sunday?
=Are you going to invite Paul top the party on Sunday?
6. be to + Infinitive = official arrangements, esp. when announced: The president is to visit Brussels next week.
Saying Numbers
OH, ZERO, LOVE, NOUGHT, NIL!
The above are all ways of saying O in English.
We say oh |
after a decimal point |
5.03 |
five point oh three |
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in telephone numbers |
67 01 38 |
six seven oh one three |
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in bus numbers |
No. 701 |
eight |
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in hotel room numbers |
Room 206 |
We say |
in years |
1905 |
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nought |
before the decimal point |
0.02 |
We say zero |
for the number |
0 |
We say nil |
for temperature |
−5° C |
in football scores |
5–0 |
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We say love |
in tennis |
15− 0 |
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get the seven oh one I'm in room two oh six nineteen oh five
nought point oh two the number zero
five degrees below zero Spain won five nil.
The score is fifteen love.
We say the following: The exact figure is 0.002.
Can you get back to me on 01244 249071? I'll be here all morning. Can you put that on my bill? I'm in room 804.
Do we have to hold the conference in Reykjavik? It's 30 degrees below 0.
What's the score? 2 –0 to Juventus.
THE DECIMAL POINT
In English, we use a point (.) and not (,) for decimals. We use commas in figures only when writing thousands.
10,001 is ten thousand and one.
10.001 is ten point oh oh one.
In English all the numbers after a decimal point are read separately.
10.66 |
ten point six six |
Not ten point sixty six |
0.325 |
nought point three two five |
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You will also hear people say: |
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0.05 |
zero point oh five |
or 10−3 ten to the power minus three |
But if the number after the decimal point is a unit of money, it is read
like a normal number: |
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₤12.50 twelve pounds fifty |
DM 2.95 two marks ninety five |
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NB. This is very important on the phone, say nought point three seven five (0.375) and not nought point three hundred and seventy five. If the listener missed the word point, you might lose a lot of money. Say the digits separately after the point.
Now say the following:
It's somewhere between 3.488 and 3.491.
Look, it's less than 0.0001! It's hardly worth worrying about. I changed all those lira into sterling and I only got ₤13.60! That's about 14.50 in Swiss francs.
Did you say 0.225 or 0.229? The dollar is at 1.95.
No, I meant 15 005 not 15,005.
PER CENT |
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The stress is on the cent of per cent |
ten perCENT |
Notice the following when talking about interest rates:
0.5% |
a half of one per cent |
0.25% |
a quarter of a percentage point |
For example:
The Bank of England raised interest rates this morning by a quarter of a percentage point.
Now say the following:
What's 30% of 260?
They have put the rate up by another 0.5%. 0.75% won't make a lot of difference.
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HUNDREDS, THOUSANDS, AND MILLIONS
In British English you hear |
a hundred and twenty three. |
In American English you usually hear |
a hundred twenty three. |
The number 1,999 is said |
one thousand nine hundred and ninety |
The year 2000 is said |
nine. |
The year 2001 is said |
the year of two thousand. |
The year 2015 |
two thousand and one. |
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two thousand and fifteen or twenty fif- |
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teen. |
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Note: It is likely that different people will refer to the early years of the 21st century in different ways. Remember that the year 1066 is always referred to as ten sixty six –not one thousand and sixty six.
1,000,000 |
is a million of ten to the power of six (10°) |
1,000,000,000 |
is a billion or ten to the power of ten (10°) |
This is now common usage. British English used to be that a billion was ten to the power of twelve 1012 but now everyone has accepted the current American usage.
Now say the following:
Why do you say 175 in Britain? In the States we usually say 175. It's got 1001 different uses.
Profit will have doubled by the year 2000. Thanks. You're one in a 1,000,000!
No, that's 2,000,000,000 not 2,000,000!
SQUARES, CULES, AND ROOTS
102 |
is ten squared |
102 |
is ten cubed |
6 is square root of 6
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