ENGLISH MODULE.docx

8/14/2019 ENGLISH MODULE.docx

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ENGLISH MODULE

UNIVERSITAS AL-GHIFARI Jurusan Farmasi

7/15/2013

Ria Nirwana, S.S.


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ContentsStructure ....................................................................................................................................................... 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. Preparing Your Presentation .............................................................................................. 22

II. USEFUL LANGUAGE FOR YOUR PRESENTATIONS ......................................................... 24

III. Practicing your presentation .......................................................................................... 26

IV. 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


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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


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Structure

INTRODUCTION

THE PARTS OF SPEECH

1. Noun : table, horse, people, student, rice etc

2. Verb : walk, write, sing, dig, hold, sleep, cry, laugh etc

3. Adjective : lazy, sad, happy, clever, pretty, good, bad etc

4. Adverb : here, there, Jakarta, Bandung etc

5. Pronoun : she, he, it, they, we etc

6. Conjunction : and, or, out, after, before, because etc

7.

Preposition : in, on, at, between, by etc8. Interjection : Hello! , Auch! , Hi! , Oh! Etc


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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 hereb. 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


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5. Akan menjadi = S + will, shall + be + noun

e/ I shall be employee a PT.

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 themanagement system.


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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 + Objecte/ 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


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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 : .erthan = lebih dari

..morethan

Tingkat paling : the.est

The most..

1. One syllable adjective

Positive Comparative Superlative

Dark darker than the darkest

Old older than the oldest

Tall taller than the tallestNew newer than the newest

Strong stronger than the strongest

2. Two syllables adjective

Boring more boring than the most boring

Careful more careful than the most careful

Famous more famous than the most famous


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3. Adjective with three or more syllable

Important more important than the most important

Responsible more responsible than the most responsible

4. Irregular forms of adjective

Bad worse than the worst

Far farther than the farthest

Little less than the least

Many/much more the most

5. ly adverbs

Carefully more carefully than the most carefully

Clearly more clearly the most clearly

6. Adverbs that do not end in ly

Close closer than the closest

Fast faster than the fastest

Hard harder than the hardest

7. Irregular forms of adverbs

Badly worse than the worst

Far farther than the farthest

Well better than the best

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 die/ the goods which have been sent to Jakarta are broken.


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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 Past Tense

He never eat meat, He explained that he

he explained. never ate meat.

2. Present Continuous Past Continuous

Im waiting for Ria, he said that he was

he said. Waiting for Ria.

3. Present Perfect Past Perfect

I have found a flat, he said that he had

He said. Found a flat.

4. Present Perfect Continuous Past Perfect Cont.

Ive been waiting for ages, he said that he had


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He said. Been waiting for ages.

5. Simple Past Past Perfect

I took it home with me, She said that she had

She said. Taken it home with

Her.

6. Future Past Future

He said, I will be in Paris he said that he would

on Monday. Be in Paris on Monday.

7. Future Cont. Past Future Cont.

I will be using the ca r myself she said that she

On the 24 th , she said. Would be using the

Car by herself on the 24 th .

8. Past Future Past Future

She said, I would like to see it she said that she

Would like to see it.

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 Hably says to Ishell that he is late.

Can, are, will, do if/whether


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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 Indirect

This that

These those

Here there

Ago before

Now then

Today that day

Tomorrow the next day

Yesterday the previous day

Last night the previous night

Next week/year thefollowing week/year

A year ago a year before

The day after tomorrow in two days time


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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 wa s 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 t o 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 finallyhung up the receiver.

Examples:

Ani said : I dont like your brother.

Ani said (to me) that she didnt like my brother.

Adam said : My father went abroad last year.

Adam said that his father had gone abroad the previous year.

Sherly said : Are new comer here?

Sherly asked me whether I was new comer there.

Deka said : Why didnt you come that morning?

Deka asked me why I hadnt come this morning.

Cinta said : Go and find my son!

she ordered me to go and find his son.


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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, makakata 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 see n her, Id have told her.


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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.


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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.


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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.


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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. Comparethese two attitudes. Which attitude do you agree with? Support your choices with

specific examples.


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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

Tel l them how youll discuss it:

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


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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).


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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 youabout our new product product X. if you have any questions while Imspeaking, 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 timeto be able to answer your questions .

Once you have completed the introduction-once you have told the audience what you are

going to say you begin the main part of the presentation. You will find it helpful to

prepare some phrases which link your ideas.


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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 m e 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


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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.


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4. Space

Arrive in good time Spend a few minutes getting familiar with the room and any audio-

visual 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.


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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, inthe hope that you will take them on board and give someone the ultimate gift after youhave 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 thetransplant waiting list. Three thousand a month are added to this total. Not a lot you maysay when the population is close to three hundred million, but now add twenty to thirtyfamily 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 saynot a lot but in average mans lifetime the death toll is 1,980,160 almost two millionpeople. Ladies and gentlemen you can help by donating your vital organs after you havepassed away you can save lives.

For the more sentimental of you, of the 79,000 patients waiting for a transplant, over 10percent of these are children under 18 years of age. So how can you help? All you have todo is get in touch with your local doctor and he will tell you all you need to know. You fillout one form, and receive a card; it really is that easy. Then, once you have passed away inmany years to come, your organs will be removed and will give somebody else the chanceof life.

After a transplant of a vital organ, the average survival rate is over 80%. A massiveincrease from the 20% that would live without the surgery. Some people worry. Will theybe 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 withthe up most respect in the surgery and the same procedures apply to the body as a livingbody. 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 canI see things, and what made me become a donor, is that after I am gone I will have no usefor my organs. So, why should I deprive someone else from using them?

Please consider what I have said today. Thank you.


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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) [email protected](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 ownopinion and expressing it in class is enjoyable. This is one of those abilities whichJapanese lack most. If Japanese are to play a leading part in the world, we mustcultivate the abilities which are needed in debate. You don't need to take thingstoo seriously. Let's begin step by step. This is a report about when I let my studentsdebate in English for the first time.

2. Why I Began Debate Lesson

Several years ago, Japan's Ministry of Education, Science and Culture introducedthree courses to choose from in English education: Oral Communication (A)(situational conversation), Oral Communication(B) (aural competence), OralCommunication (C) (discussion and debate).We officially chose OC(B) and we had two lessons a week for each class of first-year-students. One lesson was an aural-competence-oriented lesson taught by aJapanese teacher. The other lesson was the one I taught with a Canadian assistant-teacher.At first we had the students make speeches, four students per class, but some ofthem only read their manuscript or spoke to the wall of the room without lookingat other students.

I would like to improve these results. After the Great Hanshin Earthquake people ofJapan have realized the need to cope with the critical conditions quickly. In the fieldof English education the same is the case. We must teach the students how to makethemselves understood properly when they speak English.To develop such skill I think debate is effective, thus I began debate class in thefollowing semester.


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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 isfamiliar to the students, and on which the students are divided evenly in theiropinions. And we need to take care that easier topics come first. In my class, wechose these topics.

The first time : Dogs are better than cats.The second time : Students of our school should wear school uniforms. (By the wayour 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 NegativeI divided each class into six groups, seven or eight students in each group, and madethree pro groups and three con groups. Sometimes I asked the leader of each groupwhich side they wanted to choose, and I had the group which wanted to take thepro side take the opposite side and vice versa. We must have the students realizethat 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 thestrong points for their side and also those of their opponents. This was done not onlyso they could gather the reasons behind an affirmative or negative position, butalso they could predict the speeches of the other side. Note: In doing this, don't letthe students worry about the strength of their opinions. Let them think of as manypoints as possible. This is really brainstorming.When there were enough strong points for the members of their group, I had thestudents put the points in order according to the degree of their strength, and hadthem decide who would say which point and think about how they would rebutthe 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. Thestudents 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 saidtheir opinions. Please be sure to have the different persons say the four speeches


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above. The students had to decide their speaking order.In the first period, I gave them 30 seconds for the constructive speech and 15 secondsfor the rebuttal . In the second period I gave 1 minute, 30 seconds respectively andin 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 inconnection with their own experience.)3) Conclusion (Student's opinion, again in connection with the proposition of theirside.)

I decided which two groups would start the debate first by doing some quizzes. OurALT asked some questions of the chief students of each group. The groups whocould answer the question correctly didn't have to do the debate at that time. Thelast 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 (chart1) 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 morepersuasive and write it on the record sheet. At the same time I asked the students toraise their hand to show which side they thought won. The ALT and I also evaluatethe students' speeches on a scale of 5. Chart 2 is the record sheet on which our ALTevaluated the students' speeches and wrote some comments. We evaluated thestudents' 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 theproposition. 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'tsay which is better." They didn't have to prove "Cats are better than dogs." In thissense, the pro side is harder than the con side. They must prove the proposition iscorrect.

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 --- 1periodb. 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 sideregardless of our own opinion, we realized that all the more. Debate is anintellectual game in which you must think of what you should say to persuadeothers and how you could rebut the other's opinion. While I was doing the model
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debate with the ALT, I felt I was experiencing the ways of thinking of nativespeakers of English. I'd like to do debate lessons in my classes as often as possiblefrom 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.


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Chapter 8

INTERPRETING

Analis Kesehatan adalah profesi yang bekerja pada sarana kesehatan yangmelaksanakan 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 faktor-

faktor 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 cakupanLaboratorium 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 diIndonesia, dan ke-4 sebutan (nomenklatur) tersebut ada dasar hukumnya yaitu :

1. Analis Kesehatan (PP 32 ttg tenaga kesehatan, Institusi pendidikan : SMAK/SMK, DIII, D IV, Permenkes ttg Pelayanan Labkes)

2. Analis Medis (Kepdirjen Yanmed No. HK.00.06.3.3.10381 ttg Pedoman pengelolaanLab 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 fungsionalPranata Labkes).


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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 keeptrack of the donation

The donation is stored in iced coolers until it istransported to a Red Cross center

Step 2: Processing

Donated blood is scanned into a computerdatabase

Most blood is spun in centrifuges to separate thetransfusable components red cells, platelets,and plasma

The primary components like plasma, can befurther manufactured into components such ascryoprecipitate

Red cells are then leuko-reduced

Single donor platelets are leukoreduced andbacterially 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 andtest for infectious diseases

Test results are transferred electronically to themanufacturing facility within 24 hours


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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.


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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 bychoice. Hereby we would be weighing the pros and cons of abortion (voluntary); anddiscussing 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 just7%. Social and personal issues are the cause for the rest of the abortions.

Abortion Debate factsHalf 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 thepreceding act might be impetuous.Concluding whether to abort, keep the baby or give it up for adoption is really hard andmay lead to post-abortion trauma.

Abortions Cons-Reasons against AbortionThe important con that should be considered is can we choose to kill unwantedpregnancies? One shouldnt be so irresponsible to land up in a situation where they have tobe 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 dayof conception. So what if we cannot see the human form, it does have the potential to gainone.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 kidsabout the consequences of casual sex?Infection, sepsis, recurrent miscarriages and rarely death could be the complications ofabortions.

Abortions can cause serious psychological impairment to the woman in the form ofdepression and guilt.

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


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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.


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CHAPTER 2

BUSINESS ENGLISH TO GO

BBC Learning EnglishTalk about EnglishBusiness 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 andgrammar books. You dont have the time for that! You want short cuts to quick, fluent andnatural- sounding English. Ill be joined each week in the studio by business English expertDavid 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 thelanguage, so why shouldnt non -native speakers do the same thing?

Carmella : But traditionally, non-native speakers have learnt pieces of grammar, theyvelearnt the rules about grammar and individual words.

David : Yes, and obviously theres nothing wrong with that learning a language word byword or - rule - by rule; is an effective way of doing it. The trouble isthat in the business world you need to be able to communicate quickly andunder pressure -and it can often be hard to find that grammar rule or find thatword 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; stockexpressions, idioms, I mean the list goes onTo give you an example, I suppose, just withthe word business - you can be in business, you can go away on business, you cantravel 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 explorethe 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 - andhelping you to get the job youve always wanted because today were looking at


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interview language. Job Interviews are difficult anyway, even more so in asecond 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 officemanager 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 someproblems. 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 thefuture will hold and, in any case, I felt that it was time to start moving up thecareer ladder. And I feel I want a little bit more responsibility. And that combined withthe 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 ininterviews - 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 bitworried about his position in the company at the moment. He said quite a few peoplehave been laid off. Thats another way of saying quite a lot of people ha ve been made redundant, theyve been asked to leave the company, because the company isexperiencing some kind of difficulties and so theyre reducing the number of staff. So, hesays that he doesnt know what the future will hold , he doesnt know whats going tohappen 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 aboutcareers as be ing a kind of ladder - because its something that you try to climb up. So, hebegins to be a bit more positive and, he than goes on tosay

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 moveup 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, whatwould be your priorities in approaching your job.


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-The first would be to make sure that I had the support of the people working underneathme.The second would be to make sure my immediate boss also understood the role that i wastrying to play within the company and third, would be to make sure that the customerswere satisfied.

Carmela Can you tell us a bit about the question form that we heard used by theinterviewer 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 thing s Carmela: .. and why are hypothetical or what would you do questions so commonin interviews?

David : Well, I think it gives the interviewer an opportunity to ask not about theinterviewees 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, Ithink, the important thing from the interviewees point of view - is toremember this is a hypothetical situation, so choose the correct language, inother words you should answ er the question with I would, if I faced that situation I would behave in this way, if I had to deal with that problem, Iwould do this

Carmela Youre listening to Business Language to Go from the BBC WorldService. Something thats very common in i nterviews is asking people about their goodpoints and bad points. Could you elaborate, David.

David Well, its a pretty typical interview question . You know , what are yourstrengths 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, youshouldnt be too hard on yourself. And when you do mention a bad point, its often a good idea to show that youre no t 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 streng ths.Listen out for the language that they use.


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Mary: John, any other strengths that you feel you bring to the job. What are yourstrengths and weaknesses in the workplace?

John: What I'd bring to the job are very, very good organisational skills. I'm stronglymotivated , Im highly committed , very a much a self-starter . I feel that my peopleskills are fairly well developed and I feel there's scope to carry out that side of my dutieseven better. And I firmly believe that the combination of my people skills and myorganisational 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 howwould you summarise them?

Interviewee : Well I would look at it that Im self motivated . I can also work with agroup of people. I know that I can motivate them in a manner that is good for thecompany.

Carmela Lets look at some of the language that was used there to talk about personalstrengths, David?

David Both the interviewees emphasized that they were motivated. I think we heardexpressions like, strongly motivated, self motivated . The first interviewee said he wasa self-starter. We heard the phrase, highly committed

Carmela .and all these expressions, d o they all mean the same thing?

David they all mean roughly the same thing. These are all phrases that emphasize thefact that you are keen to do well, that you want o work hard, that youre ambitious, youwant to succeed.

Carmela We also heard some very concrete examples of things, skills basically.. Tell usabout the language that was used to talk about skills

David : The first interviewee talked about the combination of skills that he can offer inthis new job. I think he talked about his people skills, in other words how well he dealswith people, communicates, manages and, he also mentions hisorganisational ability . In other words he was trying to explain that he wasefficient, well organized, good with systems. I think another key- term thats often heard ininterviews 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 hea ra 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?


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John: I'd just like to know what the time scale is? When do you expect to be able to letus know?

David Did you notice the expression pretty much ? The interviewer there said , I thinkright, 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 theinterview to an end. . And we heard the interviewee reply .. Id just like to know whatthe time scale is - Again that word just which the interviewee is using to makeeverything a little bit softer, a little bit gentler, so that he doesnt come across as being tooaggressiveCarmela OK, thanks David. And ,just to say that David Evans will be joining me next


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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 wontlearn from your text book. Its probably a good idea for you to get a pen and some paperso that you can note down the expressions from todays programme. Today well hear howto 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 properlyand 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 threeimportant things and leave it there.

Carmela: Lets hear an ex ample of somebody being shown round on their first day atwork. Were going to Deep End - a web design company which is based in London.Dionne is showing new staff member Helena around.CLIP 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 ifyou need to use that, give Lorna a call. This is reception - Kate and Sanj who bothanswerthe phones and behind them is where we keep all the stationery.

Helena: all right


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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 staffmember 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 askedabout her journey to the office that day. Its a very standard way of breaking the ice. Shethan says Ill give you a quick whizz round . Thats quite a colloquial expression whichreally just means Ill show you round Now, she uses this kind of informal phrase, Ithink, because she simply wants to put Hellena at her ease, to make her relax and feelwelcome.

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 well if 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, wherethings 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 recept ion 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 importanttoo. Heres another example of someone being shown around on their firstday.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 goesthrough like that.So thats the fax machine. The printer is over here on our right and the photocopier is justnext to that. Let me show you how the photocopier works . OK, so what you do, youlift


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the lid, and place the piece of pap er face down and Ill give you the code to make it worka bitlater 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 tounderstand what was happening. She emphasized this with the phrase - Its reallystraightforward , 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 shesaid 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 systemworks and so on.

Carmela: You re 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 toHelena.

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 closelywithHelena: - 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 littl e tour around and showing herwhere things are etc etc . . so if you need anything just ask Gary , as well. You can sorther out with some keys hopefully.Gary: -Keys or anything you need for the studio, we have fire drills now and then andIll just show you through the basicsHelena: -Oh, sure, great yahDionne: - ..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 meintroduce you to Helena whos just joined to work with me. Rosie: - Hi nice to meet you ..?Helena: nice to meet you.


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END OF CLIP

Carmela: Now, its really useful to have a couple of ways of introducing people, becauseit makes you sound more fluent. And it reduces the monotony too, - it makesthe tour a much more interesting experience - for both of you. David, what arethe 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 thinkshe was using that expression because Nick was some distance away fromthem. If Nick had been standing much closer, she would probably had saidthis is Nick - or indeed she c ould have just said - Meet Nick.

Carmela: OK those are the ways of introducing people - what about the other bits oflanguage 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 heardthe 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 & ReginaClare: I think thats about it really I think Ive wrapped everything up for you . Haveyou 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 everythingshed 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.


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Part 3 Meetings

This programme was first broadcast in 2001This is not an accurate transcript of the programme

Carmela: Forget about dictionaries and grammar books. You dont have the time forthat!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 toomany meetings. But dont worry, today well provide you with some language for running a meeting and also some expressions that you can usewhen 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 e xpert 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 areother times, when the person is having the meeting so that they can get someinput and feedback from the other team members. But whatever type ofmeeting it is, its obviously al ways 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 ameeting with her colleague Alex.

CLIP Office Angels

Sarah: Right thenAlex,

lets get down to business.

On the agenda todayfor our

publicrelations meeting are the research project, the launch of the website, the timeline for pressreleases, 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 MeetingOk everybody thanks for coming. Lets keep this meeting fairly brief really just acouple


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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 offtomorrow.

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 interruptbut Now, its worth noting here that both people apologise when they interrupted and that of course is the proper thing to do. Its not p olite to interruptwithout 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 themeeting. 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, actuallyin the meeting. Listen out for the language used in this next example.

CLIP MeetingSean: The office move as you know , the plans have been up by the main exit for a weeknow. 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 thinkit isdivisive 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 secretariesandtheyre quite keen to all be sitting in the same area and speaking as an editor I think Id

liketo be with other editors so that we can bounce ideas off each other and things so, I think


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Seans floor plan is right .END OF CLIP

Carmela: Fairly typical meeting there with people agreeing and disagreeing. David, canyou pick up some of the phrases that they used?

David: First of all we had a disagreement - and it was quite a forceful disagreementactually. The person used the expression - I really strongly disagree - . If youwanted to make it a little softer, a little more polite if you lie, you could saysomething 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 Seanis right Now if you were being asked whether you agreed or disagreed witha decision or something like that, you could also just simply say - I quite

agree. Thats a nice short way of expressing it.

Carmela: And ther e were one or two extra bits of language that we heard there .There was one individual who used a phrasespeaking as an editor Now, why did she use that phrase

David: I think because she wanted to make it clear that her opinion from herperspective , doing the job of an editor. Now, you can use this to indicate anykind 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. Listenout for it - its really important how to end that meeting

CLIP MeetingSean: OK. Any other business ?

Will: Yes, I would like to say something, an illustrator came in last week and, I think she isvery 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 toraisebefore we wrap up ?


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All: Nope.Sean OK. We will be having another meeting but there are a couple of conflicts in thediary 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 finalstages 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 coveredin the meeting so far. After that we heard the chairperson then sayright, I think thats probably about it, its time to wrap up and thoseare 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 comingThen a phrase to signal the start of the meeting: right lets get started. We alsoheard about the list of points which the meeting will cover - and we heard thatthings were on the agenda". We had a phrase to invite people to put forwardtheir 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 beforethe 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 justinterrupt. 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 formore Business Language To Go .


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Part 4 - Presentations

This programme was first broadcast in 2001This 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 youraudience is, what they expect from you - and of course most importantly, whatthe aim of your presentation is.

Carmela: And if you like to prepare properly for todays programme - than grab a penandpaper 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 hercolleagues.

CLIPLadies and gentlemen , thank you very much for coming along here

today . I hope mypresentation isnt going to take too long and that you will find it interesting. Thepurpose of todays presentation is to discuss how we can improveinternal communications within our company.Now let me begin by explaining that Id like to talk about the business case for

bettercommunication, secondly I want to cover different styles and methods and finally Iwould like to finish off by talking about some of the basics we need to have in placeto deliver good quality, consistent communications across the company. Id bevery happy to invite you to ask questions at the end of the session and Imsure therell be plenty of time for us to discuss some of the points that have beenraised.

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 histalk.


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CLIPGood afternoon ladies and gentlemen, Thank you for finding the time to comeand joinme 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 theaccountsand so on in the company over the last week. Ive invited you here today to have alook atmy findings. First, Id like to have a look at the performance of the company, the sales ofthecompany over the last three years. Then Id like to have a look at our market sha re in thewomens 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

ofyour questions.

Carmela: David, what were some of the key expressions that we heard in those twopresentations.

David: Well, I think it was very interesting that both of those presentations followedthe standard pattern for an introduction. We heard in both cases the standardwelcome ladies and gentlemen, thanks for coming . Than they moved onand they stated the purpose or the aim of the presentation - again with a very

simple phraseThe 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 outthe 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 thatthey are open to questions and that they welcome discussion as part of thesession .

Carmela: Now lets talk about the body of the presentation. This is the main part of the Talk about English BBC Learning EnglishPage 4 of 6bbclearningenglish.compresentation and people often use visual aids to illustrate their points here.

Listen out now for the language used to introduce visual aids.


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CLIPIf you have a look at this first graph you can see that our sales topped 50 million theyearbefore last. Then last year sales dropped to 40 million with a slight recovery at the end ofthefinancial year. However this year sales have continued to drop to an all time low of 30mil

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