BTS Informatique de gestion 1re année Lesley Stewart
Anglais Cours
Directrice de publication : Valérie Brard-Trigo Les cours du Cned sont strictement réservés à l’usage privé de leurs destinataires et ne sont pas destinés à une utilisation collective. Les personnes qui s’en serviraient pour d’autres usages, qui en feraient une reproduction intégrale ou partielle, une traduction sans le consentement du Cned, s’exposeraient à des poursuites judiciaires et aux sanctions pénales prévues par le Code de la propriété intellectuelle. Les reproductions par reprographie de livres et de périodiques protégés contenues dans cet ouvrage sont effectuées par le Cned avec l’autorisation du Centre français d’exploitation du droit de copie (20, rue des Grands Augustins, 75006 Paris).
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Avant-propos Objectifs de la formation Cette première année consiste en une mise à niveau comportant des activités nombreuses, riches et variées mais ne portant pas uniquement sur les compétences de l’examen. Le cours de deuxième année (année de l’examen), également disponible au Cned, vous propose un entraînement systématique aux épreuves de l’examen. Cette première année vise à vous amener, à travers l‘étude de documents oraux et écrits, à acquérir une partie du lexique couramment utilisé dans le monde de l’informatique et à maîtriser les structures du langage dans lesquelles ce vocabulaire est véhiculé.
Composition de la formation Avant de démarrer votre formation, nous vous conseillons de faire l’inventaire du matériel pédagogique que vous venez de recevoir afin de vérifier que vous avez bien à votre disposition : Quatre fascicules : • un fascicule cours ; • un fascicule d’autocorrection ; • un fascicule Lexique, transcriptions et informations ; • un fascicule devoirs contenant cinq devoirs, dont quatre à envoyer à la correction. Deux CD : • un CD de cours contenant des enregistrements et les activités correspondant au fascicule cours ; • un CD de devoirs oraux. Les devoirs sont à envoyer à la correction selon la procédure indiquée dans le fascicule devoirs.
Le fascicule Cours Il est composé de six unités, articulées autour des thèmes suivants : Unit Unit Unit Unit Unit Unit
1: 2: 3: 4: 5: 6:
Presenting, companies departements and jobs IT evolution: problems and solutions Inter & intra… net Security, security, security Storage and outsourcing Software and sales
Description détaillée d’une unité de cours Preview : vous trouverez ici deux petits « tests » visant à présenter du vocabulaire et de la grammaire que vous allez rencontrer dans l’unité. Surtout ne vous découragez pas si vous faites beaucoup d’erreurs. Ce sont les erreurs qui vous font apprendre. Vous reverrez ce vocabulaire et la grammaire tout au long de chaque unité. Reading : cette section contient des documents écrits que vous allez exploiter progressivement pour vous préparer aux épreuves de compréhension écrite du BTS. Listening : cette section vous donne l'opportunité de vous entraîner aux épreuves orales au travers de l'étude de différents documents sonores. Language Focus : nous vous proposons ici de revoir les points fondamentaux de la grammaire anglaise et les principales structures nécessaires à l’élaboration d’une expression écrite et orale
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pertinente. Cette section vous propose également des activités pour consolider vos connaissances et pratiquer des points nouveaux. Vocubulary : cette section est orientée vers l’acquisition et l’enrichissement du vocabulaire usuel et spécialisé. Speaking : cette partie vous permettra d’améliorer votre expression orale et de vous entraîner à l’épreuve orale. Writing : vous aurez ici l’opportunité de développer et de mettre en pratique les techniques de rédaction et d’expression écrite. Checklist : à la fin de chaque unité, vous trouverez un petit test sur le vocabulaire et la grammaire étudiés et pratiqués tout au long de l’unité. Ce test est important : il permet de vérifier que vous avez acquis les points grammaticaux ainsi que le vocabulaire nécessaire pour bien vous exprimer en anglais.
Le fascicule Autocorrection Dans le fascicule autocorrection, vous trouverez les réponses des différentes activités proposées dans le fascicule cours. Vous pourrez ainsi vous reporter à ce fascicule autocorrection pour vérifier vos propres réponses. Vous trouverez également des conseils et des remarques pour vous aider.
Le fascicule Lexique, transcriptions et informations Ce fascicule contient le lexique des 6 unités, trié par unité et par ordre alphabétique. Vous y trouverez également les transcriptions des documents de compréhension de l’oral (Listening: deux documents par unité). À la fin du fascicule, vous trouverez la section Info Files qui contient des informations utiles telles que la liste des verbes irréguliers en anglais.
Le Fascicule et le CD devoirs Cette formation comporte cinq devoirs : • un premier devoir entièrement résolu qui sert de modèle pour vous familiariser avec les devoirs BTS et vous guider dans la marche à suivre pour la rédaction des autres devoirs ; • quatre devoirs à envoyer à la correction. Il s’agit de devoirs écrits ou oraux. Les différentes activités proposées correspondent à celles prévues au programme de votre BTS Pour le détail sur le type de devoirs à faire, reportez-vous à votre fascicule devoirs.
Les épreuves L’épreuve écrite (coefficient 2 – durée 2 heures) Une partie à rédiger en français Elle permet d’évaluer la compréhension de la langue anglaise. Elle compte pour environ 3/5 des points. Elle prend la forme d’un résumé, d’un compte rendu ou d’une traduction de tout ou partie du ou des documents proposés. Il peut aussi y avoir des questionnaires à choix multiple. Les documents proposés sont en langue anglaise et en relation avec le domaine professionnel.
Une partie à rédiger en anglais Elle permet d’évaluer l’expression écrite en langue anglaise. Elle compte pour environ 2/5 des points.
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Elle peut comporter la rédaction en anglais de messages de type professionnel et/ou de réponses à apporter à des questions sur le ou les documents proposés.
L’épreuve orale en langue anglaise (coefficient 1) L’examinateur vous propose un document inconnu de vous, récent et court, de type professionnel, contenant par exemple : des articles techniques récemment parus dans la presse, des plaquettes de présentation d’un produit, des publicités, des notices techniques, etc. Il peut être accompagné ou non d’un document iconographique qu’il conviendra de commenter également. Vous avez 20 minutes de préparation. Pendant ce laps de temps, et sans l’aide d’un dictionnaire, vous rédigerez un plan de compte rendu (oral) en anglais et vous vous préparerez à un court dialogue avec l’examinateur, presque toujours issu du sujet du document présenté ou bien à une discussion sur votre expérience professionnelle.
Comment organiser votre travail Tout d’abord, nous vous recommandons de faire toutes les activités proposées dans cette formation, dans l’ordre indiqué. Il vous faut adopter un rythme de travail régulier et, si possible, quotidien. En effet, vous progresserez plus rapidement en adoptant ce rythme de travail qu’en avançant trop vite et par à-coups. Les différentes parties répertoriées dans les six unités de la formation ne demandent pas toutes la même quantité de travail. Certains documents supports sont plus longs et denses que d’autres, et exigent par conséquent une étude plus poussée. La compréhension de l’oral ainsi que l’expression orale requièrent un lexique riche et varié, adapté au BTS Informatique de gestion. Vous parviendrez à maîtriser ce vocabulaire grâce à des activités créées dans ce but. Pour finir, il faut penser à consacrer une partie de son temps d’étude à la lecture des exercices soumis à l’autocorrection. Faites de même pour les devoirs qui vous seront retournés par les professeurs-correcteurs du CNED, dûment annotés. Ces derniers ont pour but de vous faire progresser en vous proposant une correction individualisée précise destinée à mettre en lumière les erreurs que vous commettrez à l’écrit comme à l’oral. Vous ne devez pas vous décourager si vos productions écrites et/ou orales contiennent des maladresses. Essayez en revanche et surtout d’éviter les « récidives » pénalisantes. Ainsi, avant de réaliser vos devoirs vous devrez vous assurer que le vocabulaire et les structures que vous venez d’acquérir ont bien été assimilées. C’est armé d’un maximum de rigueur et de respect constant des consignes données tout au long des unités, des avant-propos cours et devoirs et des conseils promulgués par votre professeurcorrecteur, que vos progrès seront constants et rapides.
Les conseils pour les activités La première fois que vous vous trouverez devant une activité nouvelle, vous trouverez des conseils pour vous aider à bien la réussir. Dans le fascicule Devoirs, vous trouverez à nouveau des conseils pour les activités de type examen : comment faire un compte-rendu, une traduction, un résumé, etc. Pour la partie grammaire, regardez les explications grammaticales dans la partie language focus, et refaites les exercices nécessaires. Si besoin est, utilisez une des grammaires conseillées ci-après pour trouver des explications plus complètes en français ainsi que des exercices d’entraînement.
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Après avoir travaillé sur les textes, regardez les à nouveau pour une meilleure compréhension du vocabulaire. On arrive parfois à comprendre certains mots dans leur contexte. Si vous conservez des doutes sur la compréhension de ce vocabulaire, consultez votre fascicule Lexique, transcriptions et informations. Avant de passer à l’unité suivante, il est conseillé de relire les textes pour bien s’imprégner du vocabulaire rencontré. Les deux conseils les plus importants 1. Étalez votre travail sur plusieurs séances et n’essayez surtout pas de faire une unité en une seule fois. 2. Il faut voir et entendre plusieurs fois du vocabulaire pour bien le retenir. N’hésitez pas à relire, à réécouter, à vérifier le sens des mots, à essayer de les employer à l’écrit comme à l’oral.
Des ouvrages indispensables et/ou conseillés Il est évidemment difficile d’étudier seul, à distance, sans professeur à vos côtés, notamment en cas de doutes ou de problèmes liés à votre formation. Pour vous permettre de renforcer votre apprentissage, vous trouverez ci-après les références de quelques ouvrages qui pourront vous être utiles.
Dictionnaires L’usage d’un dictionnaire bilingue est autorisé aux épreuves écrites. Il vous faudra par conséquent vous procurer un dictionnaire de qualité. Nous vous suggérons par exemple : • le Robert & Collins « Senior » ou « Super Senior » (deux tomes). • le grand dictionnaire, Hachette & Oxford. Il existe aussi des dictionnaires monolingues qui ont l’avantage de ne pas vous renvoyer à votre langue maternelle (ce qui reste la façon la plus naturelle d’apprendre du vocabulaire nouveau !), ce que fait un dictionnaire bilingue. Éviter au maximum le recours à sa langue maternelle reste la meilleure façon d’apprendre et comprendre l’anglais : • Le Collins Cobuild ; • Longman Essential Activator ; • Oxford Advanced Learners.
Grammaires Comme nous vous l’avons déjà indiqué, cette formation avec le Cned prévoit une « révision » des points grammaticaux les plus importants. Si vous ne disposez pas d’une grammaire anglaise, pensez à vous en procurer une. Cet achat sera bénéfique pour votre apprentissage. Parmi les grammaires les plus courantes, nous vous conseillons : • Pratique de l’Anglais de A à Z, Hatier Cette grammaire est tout à fait suffisante ; elle est simple, claire et peu onéreuse ; • English grammar in use, Raymond Murphy, Cambridge University Press Une grammaire agrémentée de centaines d’exercices avec leurs corrections. Simple et claire, cette grammaire est en anglais ; • How english works, Michal Swan and Catherine Walter, Oxford University Press Un des meilleurs livres sur le sujet, mais attention, il est tout en anglais.
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La presse Les sujets de votre examen de BTS Informatique de gestion s’appuient sur des articles ou extraits tirés de la presse anglo-saxonne. Aussi la lecture régulière de revues, journaux, etc. en langue anglaise vous permettra d’acquérir peu à peu davantage de vocabulaire, vous donnant ainsi une plus grande aisance en compréhension comme en expression. La plupart des grands quotidiens et magazines spécialisés sont dorénavant disponibles en ligne.
Revues informatiques en kiosque et en ligne PC World PC Magazine Computer Active
www.pcworld.com www.pcmag.com www.computeractive.co.uk
Revues informatiques en ligne Web Active Information Age Computer Weekly ZD Net Entrepreneur Security Focus Network World World Wide Web How Stuff Works Computer Security Computer Security Webopedia Open Source
www.webactive.com www.infoconomy.com www.computerweekly.com www.zdnet.com www.entrepreneur.com www.securityfocus.com www.networkworld.com www.w3.org www.howstuffworks.com www.sans.org www.cert.org www.webopedia.internet.com www.opensource.org
Presse anglophone en ligne Royaume Uni The Economist The Guardian The Times The Observer The Independent The Telegraph
www.economist.com www.guardian.co.uk www.timeslonline.co.uk www.observer.co.uk www.independent.co.uk www.telegraph.co.uk
États-Unis NY Post New York Press NT Times Washington Post Newsweek LA Times
www.nypost.com www.nypress.com www.nytimes.com www.washingtonpost.com www.newsweek.com www.latimes.com
Pour vous entraîner à la compréhension de l’oral, n’hésitez pas à tirer parti des nombreuses ressources que vous offre la Toile (Web).
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Radio et télévision en ligne The BBC CNN ABC News
www.bbc.co.uk www.cnn.com http://abcnews.go.com/
Et n’oubliez surtout pas : The Podcast Directory www.podcast.net Un site qui liste tous les sites d’information, presse etc. et qui vaut le détour : http://www.thebigproject.co.uk/index.htm
Dictionnaires et encyclopédie en ligne Vous trouverez ci-dessous les adresses de nombreux dictionnaires en ligne (conjugaison, grammaire, synonymes, citations et proverbes anglais…). Wikipedia http://en.wikipedia.org/wiki/Main_Page Cambridge http://dictionary.cambridge.org/ Myriam Webster www.m-w.com
Équipement audio Il vous faudra un lecteur CD ou un ordinateur équipé d’une carte son pour lire vos CD de cours et devoirs. Pour l’envoi et la correction de vos devoirs oraux, vous avez deux options. 1. Internet : pour cela, il vous faut un ordinateur équipé d’une carte-son et d’un casque. Sur le campus-electronique© sont indiqués les logiciels gratuits permettant l’enregistrement de vos devoirs oraux ainsi que le mode d’emploi de la correction par Internet. 2. Enregistrement sur cassette : seules les cassettes de taille standard sont autorisées. Il faut dans ce cas se procurer un magnétophone avec microphone.
Les pictogrammes
M V
Compréhension de l’écrit Expression écrite
Expression orale
D
Compréhension de l’oral
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Vocabulary
O
Lexique Attention Aide
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Unit 1
Presenting companies, departments and jobs Cette première unité va vous présenter le vocabulaire lié au monde du travail, notamment celui des entreprises, de leurs départements et des profils de postes. Ce vocabulaire vous sera présenté par le biais de documents de compréhension de l’oral et de l’écrit. Les points de grammaire étudiés dans cette première unité seront les présents simple, progressif et passif, que vous serez sans nul doute amené à utiliser lors de votre entretien oral avec un examinateur. Vous allez ensuite réinvestir ces points de grammaire et de vocabulaire dans la réalisation d’activités d’expression écrite en présentant une société et en décrivant votre journée type. Vous allez vous entraîner à l’expression orale dans le cadre d’un entretien d’embauche.
Contents Section 1: preview .................................... 10
Section 6: speaking .................................. 28
Vocabulary: matching definitions Grammar: Present tenses, passive and questions
Interviewing someone about his / her job. Going for a job interview. Social English.
Activities 1 à 3
Section 2: reading ..................................... 12
Activities 22 à 24
Presenting a company Computer and Information Systems Manager - A job outline
Section 7: writing .................................... 31
Activities 4 et 5
Activities 25 à 26
Section 3: listening .................................. 15
Section 8: checklist .................................. 33
Presenting an IS department Computer Department Manager A Typical Day
Vocabulary. Grammar.
Activities 6 à 9
Activities 27 à 28
Article / press release: presenting a company Your typical day
Section 4: language focus ....................... 20 Present tenses Present passives Making questions Activities 10 à 14
Section 5: vocabulary .............................. 24 Vocabulary exercises: reading and listening texts Frequency adverbs and expressions. Verbs and prepositions. Activities 15 à 21
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Unit 1
a
Section 1
Preview Before starting this unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts. Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary Activity 1 Choose the correct definitions. Choisissez la définition qui correspond le mieux. Turnover r number of employees starting work r money generated by a company
Consumer r a person buying products r a person selling products
Increase r to go up r to go down
Convenient r sufficient r practical
Abroad r another region r another country
Duties r tasks r installations
Staff r personnel r management
Oversee r summarise r supervise
Replicated r reinforced r reproduced
Discrepancy r difference r discredit
Rely r reproduce r depend
Provide r prove r give
Main r principal r maintain
Stems r originates from r sees
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Grammar Try this grammar test to see what you know or don’t know. Testez votre grammaire. Thinking about the present tenses. Below there are examples of the present simple, present continuous, present perfect and the passive structure. Les temps du présent. Ci-dessous des exemples de présent simple, présent continu, present perfect, et la forme passive.
Activity 2 Put the verb in brackets into the correct tense. Be careful, it can sometimes be negative. Mettez les verbes entre parenthèse au temps qui convient. Attention à la forme négative. a) (to be) .......... you interested in photography? b) Jenny (to walk) .......... to work every day. c) Where’s Frieda? She (to give) .................... a presentation. d) We (to make) .......... finally .......... our decision. e) I (to go out) .......... .......... .......... it’s raining! f) It (to depend) .......... on the traffic, but usually I’m early. g) (to work) .......... Josie and Fred .......... for the same company? h) No thank you. I (to smoke) .......... i) The marketing department (to manage) .......... .......... by Stella Cribbs.
Activity 3 Make questions for the sentences below. Mettez les phrases suivantes à la forme interrogative en vous aidant des indications entre parenthèses. a) I have had this car for three years. b) I work in Milan. c) Jane likes books and the cinema. d) Oh ... I’m going to work. e) At eight o’clock. f) I go on the underground. g) It costs 450 euros. h) She’s the new girl in marketing.
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(How long .....?) (Where .....?) (What .....?) (Where .....?) (When .....?) (How .....?) (How .....?) (Who .....?)
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Unit 1
M
Section 2
Reading Read the following text. Lisez le texte ci-dessous.
Document 1
Flucksons Co Ltd
A household name, the Flucksons Company Limited to give it its full name, has its head office in Sofia in the west of Bulgaria. The company has a workforce of around 15000 employees today, with a little over half of them working in Bulgaria. Flucksons manufactures goods in most parts of the globe, in Europe, South America and Asia. The largest factory is still based in Sofia where the company was founded over a hundred and fifty years ago. The company expanded rapidly in its early days thanks to the long-range vision of its founder, Herbert Fluckson, who was convinced that advertising and marketing were of the utmost importance. Most businesses in that day and age were still only selling their products locally. This forward thinking has helped Flucksons to rank today as a multinational company, with products and brand names recognised in almost every country around the world. The company, with a turnover which runs into billions of dollars, is divided into three geographical regions Asia & the orient, The Americas and Europe. The lion’s share (over two thirds) of its turnover is still generated from its original manufacturing processes, but recent hi-tech products including software
systems and interactive communication tools are all part of this expanding company. These sectors are organised into two separate business units, Flucksons Manufacturing and Flucksons IT. Flucksons has subsidiaries worldwide. Some of the work is contracted out to other specialised companies. For example, interactive communication tools are manufactured by sub-contractors in Argentina. Flucksons has invented a great number of products since it was founded and has patented many of them over the years. For example, it obtained a patent for one of its manufacturing processes as long ago as 1879. It has led the way with an abundance of innovative products and processes to make manufacturing processes simpler, highly practical and more cost-effective. In fact, today Flucksons is known not only for these innovative manufacturing processes but also for integrated software systems used in a variety of leisure, business, entertainment and scientific applications. This sector of production is growing rapidly. Flucksons is proof that older well-established companies can adapt to new markets and continue to be successful.
Activity 4 Answer the following questions. Tick (T) for True, or (F) for False. Répondre aux questions en cochant la bonne case. (T) pour vrai ou (F) pour faux.
1) Less than 50% of the workforce is in Bulgaria. 2) Flucksons manufactures in Bulgaria and abroad. 3) Flucksons is exactly 150 years old. 4) The company took a long time to grow. 5) Flucksons fame comes mainly from manufacturing processes. 6) The company turnover is equally shared between the business units.
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T r r r r r r
F r r r r r r
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Presenting companies, departments and jobs
7) All production sites are owned by Flucksons. 8) Flucksons aim is to make manufacturing processes easier. 9) Flucksons has always been at the forefront of manufacturing processes. 10) The software systems sector is expanding.
r r r r
r r r r
Read the following text Lisez le texte ci-dessous Document 2
C & IS Manager, A Job Outline
Computer and information systems managers are involved in every aspect of a company’s computerrelated activities. Their principal role is to plan, coordinate, facilitate and direct research and design. C & IS managers’ duties vary. They are involved in activities such as, systems design, programming, installing and upgrading both hardware and software, developing computer networks and setting up internet and intranet sites. They are often concerned with the maintenance and security of networks. They usually work closely with senior management in order to analyse the computing and information needs of their organisation, and decide on the immediate and long-term staff and equipment requirements. A C&IS manager must always stay abreast of the latest technology in order to ensure that the organisation does not fall behind competitors. Within the framework of any given project, he or she is often required to provide a variety of services, from design to administration. One example of this is a company’s local area network (LAN), which connects staff within a company. The C&IS manager directs the network and its related computing environment, including hardware, systems software, applications software and all other computer-related configurations. C&IS managers need good communication skills as they frequently have to liaise1 with all departments, financial, production, marketing, etc., as well as contractors and suppliers of equipment and materials. They are sometimes expected to work long hours to meet deadlines or solve unexpected problems. Some
of them experience considerable pressure in meeting technical goals within short time frames or within a tight budget. As networks continue to expand and more and more work is carried out remotely, Computer & IS managers have to communicate with and oversee offsite employees and e-commuters2 using laptops, e-mail, and the internet. Technological advancements are boosting the employment of a computer-related workforce; as a result, the demand for managers to supervise these workers is also on the increase. Employment prospects for C&IS managers’ remains very good. In order to remain competitive, firms are continually installing more and more sophisticated computer networks and setting up more complex internet and intranet sites. Keeping a computer network running smoothly is essential to almost every organisation. In addition, due to the upsurge in e-commerce, network security has become increasingly important. Companies need to have a better understanding of the vulnerability of their systems and how to protect their infrastructure and their internet sites from viruses, hackers and other acts of cyber-terrorism. As a result of the emergence of these ‘cyber-security’ issues, the demand for managers proficient in computer security issues is rising. Due to the explosive growth of e-commerce and the capacity of the internet to create new relationships with customers, the role of Computer and Information Systems Managers will certainly continue to evolve in the future.
Vocabulary 1. to liaise = from “liaison” 2 e-commuters = telecommuters = teleworkers
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Unit 1
Activity 5 Answer the following questions. Justify your answers quoting the text when possible. Répondez aux questions. Justifiez votre choix en citant le texte si vous le pouvez. 1) Why is this job not monotonous? (§. 2) ................................................................................................................................................................... 2) Why is it important to keep up to date with recent technology? (§.2) ................................................................................................................................................................... 3) Give at least 3 examples of a C & IS Manager’s responsibilities? (§.2/3) ................................................................................................................................................................... 4) Why do C and IS Managers need to be able to communicate well? (§.4) ................................................................................................................................................................... 5) Name as many departments in a company as you can? (§.4) ................................................................................................................................................................... 6) Find a synonym for “supervise”. (§.4) ................................................................................................................................................................... 7) How do you know this is not an easy-going job? (§.4) ................................................................................................................................................................... 8) Why does the future look promising for C and IS Managers? (§. 6) ................................................................................................................................................................... 9) Which duty is becoming more important today, and why? (§. 6) ................................................................................................................................................................... 10) What do hackers do? (§. 6) ................................................................................................................................................................... 11) What major event is changing the role of C and IS Managers? (§.7) ...................................................................................................................................................................
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Section 3
D
Listening
General advice for ALL the listening exercises Conseils pour tous les exercices de compréhension orale
Pre-listening 1. Read the instructions and questions carefully before listening. This will help you understand better what you are listening for. Avant d’écouter, lisez attentivement les instructions et les questions. Ceci vous aidera à répondre aux questions.
Listening 2. Then listen to the tape once without stopping it. Do not try to answer any questions. Just try to understand the general idea and get used to the voices. (It’s a bit like tuning into a radio!). Puis écoutez une fois le texte en entier. N’essayez pas de répondre aux questions. Le but est de saisir le sens général et de s’habituer au son de la voix.
Post-Listening 3. Read the questions again. Relisez les questions. 4. If possible, answer any questions you can. Répondez aux questions si vous le pouvez. 5. Listen again, this time making notes. Don’t try to write complete words or sentences. Écoutez de nouveau, cette fois en prenant des notes. N’essayez pas d’écrire des mots complets ni des phrases entières. 6. Try to answer as many questions as you can. Répondez au maximum de questions. 7. Check your answers in the “Auto-correction”. Vérifiez vos réponses dans le livre d’autocorrection. 8. Always read the tape script, even if all your answers are correct. There is always something you didn’t hear. Toujours lire le texte de l’enregistrement, même si toutes vos réponses sont exactes. Il y a toujours quelque chose que vous n’avez pas entendu. 9. Check any new vocabulary in a dictionary, write them down and give a translation or a meaning. Cherchez les mots nouveaux dans le dictionnaire. Ensuite notez-les dans un cahier. N’oubliez pas d’écrire un équivalent en français ou en anglais pour vous aider.
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Unit 1
LISTENING 1
Presenting an IS department
D 02
Listen carefully to the following conversation in which an IS Manager explains how his department is organised. Écoutez attentivement la conversation suivante, dans lequel un directeur de systèmes informatiques explique l’organisation de son service.
Activity 6 General comprehension Listen at least twice before trying to answer the True or False questions. The questions are in order. This means question no 1 refers to the beginning of the text and so on. Put (T) for True and (F) for False. Écoutez au moins 2 fois avant de répondre aux questions Vrai (T) ou Faux (F). Les questions sont dans l’ordre du déroulement du texte. T F 1. The organisation is four dimensional. r r 2. He mentions five different networks. r r 3. Conference Call Bridge allows several people to talk at the same time. r r 4. A lot of travelling is involved within the I.S. department. r r 5. Videoconferencing is used more often than Conference Call Bridge. r r 6. Virtual meetings are expensive. r r 7. External access can be used by certain outside companies. r r 8. The different regions work independently. r r 9. All equipment is standard throughout the company. r r 10. I.S. organisation is pyramid shaped. r r 11. Local suppliers deal with hardware requirements. r r 12. First-level support looks after emergencies. r r
Activity 7 Here is an extract from the first part of the listening text. The missing vocabulary is in the box. 1. Before listening, try to complete the text. 2. Listen again to check your answers. Voici un extrait de la première partie de l’enregistrement. Le vocabulaire manquant se trouve dans l’encadré. 1. Sans réécouter le texte, essayez de le compléter. 2. Puis écoutez et vérifiez vos réponses. device - are handled - help desk - broken down - related to voice - focus - point of view - global infrastructure From the technological ___________________ ... well, I’m not very familiar with the way specific applications _________________, because I’m part of the _______________________ team. This team
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is _____________ into 3 or 4 areas, (as sometimes 2 areas are mixed together). Generally speaking, there is the Work Station and _____________ Area, the Server Area and the Telecom Area. …. And these areas are broken down again into different specialised units. Okay so far. … Perhaps you could describe one of these areas in a little more detail. Ehm… If I _______________ on the way the telecom area is organised, for example. ……. There are 4 specialised units. The data network, that’s your personal computer with internet access, connection to one or more servers…eh .well connection to whatever __________ there is on the network. We also have the voice network, everything that’s _____________ voice. The voice area includes, of course, the phone system but also what we call the conference call bridge, mobile... mobile phones, and also the link with videoconferencing and IP phones.
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LISTENING 2
An I.S. manager’s typical day
D 03
Activity 8 Remember the general advice before listening Souvenez-vous des consignes générales avant de commencer. Listen again to the I.S. manager, this time talking about a typical day’s work. Answer the questions (1 – 10) giving as much detail as you can. Écoutez de nouveau le D.S.I. qui parle d’une journée type de travail. Répondez aux questions (1-10) avec un maximum de détails. 1 How much time does he spend in meetings? ........................................................................................................................................ 2 Give the names of at least two different types of meetings he has? ........................................................................................................................................ 3 Who takes part in the European Telecom Managers’ meeting? ........................................................................................................................................ 4 Why does he have resource management meetings with employees? ........................................................................................................................................ 5 How often are these meetings with employees? ........................................................................................................................................ 6 What time does his day usually start? What is the first thing he does? ........................................................................................................................................ 7 What financial task has he been updating? ........................................................................................................................................ 8 What does he say he needs the green light for? ........................................................................................................................................ 9 What is the average number of e-mails he deals with per day? ........................................................................................................................................ 10 What was the problem with the main line with Poland? ........................................................................................................................................
Activity 9 The following sentences (from the middle of Listening 2) are not in the correct order. 1. First, put them into the right order. 2. Then, listen and check your answer. Cet extrait du texte (tiré du milieu du Listening 2) n’a pas ses phrases dans le bon ordre. 1. Tout d’abord, mettez les dans le bon ordre. 2. Puis, écoutez et vérifiez votre réponse. 18
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(….)
During the day they’ve been doing an update of all the virus definitions.
(….)
For example, this morning there was a virus attack published during the night.
(….)
…. just to make sure everything’s running smoothly.
(….)
So, I immediately alerted the person in charge of Europe and sent a copy to the security manager in Peru.
(….)
Generally, I connect up to the network from home before leaving for work at about 7:15 a.m.
(….)
….. and then sent a message to all our users, telling them not to touch it if it comes through to them.
(….)
Our American colleagues were not aware of it, because of course it’s still night-time over there.
Write the paragraph below. Écrivez-le paragraphe ci-dessous. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Unit 1
G
Section 4
Language focus
Language focus 1 – The present The present simple On utilise le présent simple pour exprimer : a) une habitude ; b) une routine ; c) des faits. • I usually go shopping on Saturday afternoons (a). • We drive to work every day at 6.00 (b). • Jenny comes from Italy (c).
Activity 10 Find examples of the present simple in Reading document 1. Trouvez des exemples du présent simple dans Reading document 1. Write your answers here: Écrivez vos réponses ici : ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
The present continuous On utilise le présent continu pour exprimer : a) une action en cours (en train de se faire/se dérouler) ; b) une action temporaire (qui n’est pas nécessairement en progrès en ce moment) ; c) un changement. • I’m eating chocolate at the moment (a). • They are studying to be engineers (b). • Petrol prices are going up (c).
Activity 11 Find examples of the present continuous in Reading document 2. Trouvez des exemples de présent continu dans Reading document 2.
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Write your answers here: Écrivez vos réponses ici : ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
The present perfect On utilise le present perfect pour exprimer : a) quelque chose qui a débuté dans le passé et qui n’est pas encore fini ; b) une expérience non déterminée dans le temps ; c) le résultat d’une action passée, souvent récente sans préciser le moment, et / ou pour donner des informations nouvelles. • I have worked for this company for a long time (a). • They have written reports several times before (b). • I can’t find the file. It has disappeared (c).
Activity 12 Find examples of the present perfect passive in Reading document 1. Trouvez les exemples de la forme passive au présent dans Reading document 1. Write your answers here: Écrivez vos réponses ici : ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Language focus 2 – The passive On utilise la forme passive lorsque dans une phrase, l’objet est plus important que le sujet : ce qui se passe est plus important que de savoir qui le fait. • It is broken. • The keyboards are made in China. Si l’on veut préciser l’auteur d’un fait on utilise by. • The keyboards are made in China by a local manufacturer. • The office hours have been changed by the Human Resources Manager.
Activity 13 Find examples of the present simple passive in Reading document 1. Trouvez les exemples de la forme passive au présent dans Reading document 1. Write your answers here:
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Écrivez vos réponses ici : ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Language focus 3 – Making questions Pour poser une question il faut souvent changer l’ordre des mots dans la phrase. Notez que le sujet se place entre l’auxiliaire et le verbe. Auxiliaire Do Is Have Are
Sujet you Martin they cars
Verbe
Complément d’objet
like doing received made
swimming? his homework? the e-mail? in China?
Pronoms interrogatifs Who, what where … L’ordre des mots dans une question ne change pas avec l’addition d’un pronom interrogatif. Généralement, le pronom interrogatif se place au début de la question. Pronoms interrogatifs
Auxiliaire
Sujet
Verbe
Where
do
you
like
What
is
Martin
doing?
Why
are
the cars
made
Complément d’objet swimming? in China?
Au présent le verbe be n’a pas besoin d’auxiliaire. • It is difficult to explain. Is it difficult to explain? Why is it difficult to explain? La plupart des autres verbes nécessitent un auxiliaire. Au présent simple l’auxiliaire est do. • I like my job. Do you like your job? What do you like about your job? NB. In the 3rd person singular, do becomes does.
• She likes meeting customers.
Does she like meeting customers? Where does she like meeting customers?
Au présent continu le verbe be est l’auxiliaire. • We are going to Mexico. Are you going to Mexico? When are you going to Mexico? • He is changing his job. Is he changing his job? Why is he changing his job?
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• I am increasing the power input.
Are you increasing the power input? Why are you increasing the power input?
Au present perfect, le verbe have est l’auxiliaire, et le verbe principal est au participe passé. • We have received the updates. Have we received the updates? Why have we received the updates? • She has left the company. Has she left the company? Why has she left the company? Dans la forme passive, le verbe be est l’auxiliaire et le verbe principal est au participe passé. • They are made in Japan. Are they made in Japan? How are they made in Japan? • The report is late. Is the report late? Why is the report late?
Activity 14 Make logical questions for the sentences below. Trouvez les questions logiques qui correspondent aux réponses. 1) The company is moving offices. ................................................................................................................................................................... 2) He has lost money ................................................................................................................................................................... 3) James and John have re-organised the department. ................................................................................................................................................................... 4) Oh! I live In Argentina ................................................................................................................................................................... 5) Yes, I love my job. ................................................................................................................................................................... 6) It costs about 15000 euros. ................................................................................................................................................................... 7) No, it’s manufactured in Portugal. ................................................................................................................................................................... 8) Yes, I do. I have two children. ................................................................................................................................................................... 9) Nearly. I still have to check the spelling. ................................................................................................................................................................... 10) Not at the moment. ................................................................................................................................................................... 11) I’m working on the new plans. ...................................................................................................................................................................
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B
Section 5
Vocabulary
Vocabulary 1 Activity 15 Match the correct definition to the vocabulary from the reading texts. There is one extra definition you do not need to use. Be careful, when it is a verb it is given in the infinitive. Reliez chaque mot ou expression à sa définition. Une définition ne sera pas utilisée. Attention, les verbes sont donnés à l’infinitif. Document 1 (l.1) household name (l.16) ranks (l.17) brand (l.22) lion’s share (l.29) subsidiaries (l.32) sub-contractors (l.44) entertainment
a) the largest part b) outside companies delegated specific jobs c) amusement d) a famous product e) a product’s name f) to be graded in a list g) the employees h) Smaller companies controlled by the mother company
Document 2 (l.2) involved (l.17) fall behind (l.28) liase (l.30) suppliers (l.32) deadlines (l.34) time frames (l.36) remotely (l.40) boosting (l.43) increase (l.61) relationships
a) meet with people and discuss something b) companies who sell products to other companies c) to lose an order d) to go up e) fixed periods f) from a distance g) interaction with other people h) specific time to finish a project, deal, product, etc i) to concern someone / something j) to lose your position to others k) to push up
Activity 16 The following expressions have been taken from Reading document 2. Put them into the sentences below. Les expressions suivantes sont extraites du texte Reading document 2. Placez-les dans les phrases ci-dessous : long-range - stay abreast - a variety of services - work long hours - considerable pressure - tight budgets setting up - running smoothly - in addition - as a result
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a) The technicians are having problems ……………………… the new network. b) If there is a networking problem at the weekend the manager has to ……………………… c) We have no more money. ……………………… the factory must close. d) It is essential in this job to ……………………… of new technology. e) The salary is high. ……………………… a company car comes with the job. f) This sub-contractor offers ……………………… that we need for our customers. g) We must not spend too much money; we have to keep ………………………. . h) This solution is temporary; we will have to look at the ……………………… effects. i) When there is too much work, the manager is under ……………………… to finish it quickly j) The team is helping and so the machines are ……………………… .
ACTIVITY 17 Find the synonyms used in Reading document 2 for the following words. Trouvez les synonymes des mots suivants dans le texte Reading document 2. Company:
………………………
………………………
Increasing
………………………
………………………
Employees:
………………………
………………………
Involved in:
………………………
Needs:
………………………
Vocabulary 2 – Describing frequency Frequency adverbs On utilise ces adverbes pour exprimer combien de fois ou à quelle fréquence on fait quelque chose, habituellement avec le présent simple, lorsque qu’on parle d’une habitude ou d’une routine. Ils sont : a) généralement placés devant le verbe, pour tous les verbes autre que be ; b) placés après le verbe be ; c) placés entre l’auxiliaire et le verbe principal pour les modaux, le present perfect et la forme passive. • We usually have meetings on Monday mornings (a). • The customer is always right (b). • They must always stay abreast of the latest technology (c). He has usually gone home before I arrive (c). The software updates are never sent automatically (c).
Expressions of frequency Ces expressions se trouvent en general au début ou à la fin d’une phrase. • I write poetry from time to time. / From time to time I write poetry. • Max uses sub-contractors now and again. / Now and again Max uses sub-contractors. • Most of the time our meetings last an hour. / Our meetings last an hour most of the time.
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Activity 18 Put the frequency adverbs and expressions of frequency in a line from 100% to 0%. Some of them show a similar degree of frequency. For example, frequently = very often. Mettez les adverbes et expressions de fréquence sur la ligne de 100% à 0%. Certains d’entre eux sont similaires. sometimes - never - often - from time to time - occasionally - frequently - usually - rarely now and again - always - hardly ever - very often - generally
����
..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... ..................................................................................... .....................................................................................
��
.....................................................................................
Activity 19 Select the most appropriate adverb or expression to complete the dialogue below. Complétez le dialogue suivant avec l’adverbe ou l’expression le plus approprié. most of the time - occasionally - hardly ever - usually (x 2) - never - sometimes - frequently - very often A:
Do you know what we are supposed to do? I ……………………… understand what he’s talking about.
B:
Yes, don’t worry. I’ve worked with him a lot. Although he wasn’t very clear just now, he ……………………… is. ……………………… his instructions are easy to follow. ……………………… I think I have a hearing problem.
A: B:
No, I don’t think so. I suppose it’s his accent. He hasn’t been to Spain ………………………. He should go there more …………… , it would improve his accent. Anyway, up to now, I have ……………………… had any trouble finishing a job correctly. But it is true, ……………………… , I have to ask him to repeat himself.
A:
That’s reassuring. Especially as I ……………………… understand most people.
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Verbs and prepositions Certains verbes ont leur propre préposition. Faites attention de bien apprendre le verbe avec sa préposition. • Le verbe depend est suivi par la préposition on – depend on. la forme interrogative, la préposition se trouve souvent à la fin de la phrase, O Dans contrairement au français. • What are you talking about? • Who do you work with?
De quoi parle-tu? Avec qui travaillez-vous?
Activity 20 Match the beginning of each sentence (1-10) with one of the endings (a-j). Reliez le début et la fin de chaque phrase. 1) Try and listen .......... 2) Who does this CD belong .......... 3) He’s probably in his office. It depends .......... 4) They must decide .......... 5) We really need to ask .......... 6) You can rely .......... 7) The two machine operators never agree .......... 8) She has applied .......... 9) The sales department apologised .......... 10) The trade union doesn’t approve ..........
a) of the redundancies. b) on this machinery. c) to? d) to the instructions. e) on his workload. f) on which processors to buy. g) for more information. h) for the delay. i) for a new job. j) with each other.
Activity 21 Put the prepositions into the following sentences. Use the prepositions in (x 2), of, for, from, to and on (x 2) . Mettez les prépositions dans chacune des phrases suivantes. 1) This job consists .......... adapting software to meet specific needs. 2) After all those problems, she finally resigned .......... her job. 3) They specialise .......... supplying cables. 4) After trying for an hour, I finally succeeded .......... connecting up the computers. 5) The team took the blame ..........the mistake. 6) I object ..........working on a Sunday. 7) We are concentrating .......... launching our latest product. 8) Sally insists .......... receiving a written report every month.
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Section 6
Speaking Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone) soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous entendre parler anglais.
Activity 22 Interviewing someone about his / her job Record yourself interviewing someone about his / her job. Most of your questions should be in the present simple because you are asking about habits and routines. Vous réalisez une interview : vous faites parlez quelqu’un de son travail ; enregistrez-vous. La plupart de vos questions doit être au présent simple, puisque vous interrogez votre interlocuteur sur ses habitudes de travail. Some ideas for possible questions are: • working hours, • responsibilities, • travelling to work (distance and means of transport), • frequency of meetings, type of meetings, • likes and dislikes, • number of people you work with, • future projects, • qualities needed for the job, and any other question you think relevant. For example: • How long is your working day / week? • Do you spend a lot of time outside the office? (Why .....?, Where ....?, etc.) • Who do you report to? Try to ask about 10 different questions. Trouvez une dizaine de questions différentes. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Activity 23
D 4
Going for a job interview You are being interviewed for a job. Listen to the questions recorded on your CD and record your answers. Do not hesitate to add any information you think would be useful. Whenever possible, give an example. Vous passez un entretien pour un poste. Écoutez les questions enregistrées sur votre CD cours et enregistrez vos réponses. N’hésitez pas à ajouter toute information que vous pensez utile. Étayez vos idées par des exemples. Notez l’emploi du present perfect pour parler de l’expérience en général. The question: • Have you ever been abroad? Possible answer: • Yes, I’ve been to several countries in Europe. For example, I’ve already visited Spain, Belgium and Germany. And last summer I spent a weekend in London.
Activity 24 Social English Introductions and greetings Invent 4 short monologues and record yourself. Inventez et enregistrez 4 monologues courts. 1. Greeting someone you know. Dire bonjour à quelqu’un que vous connaissez. 2. Greeting someone you don’t know. Dire bonjour à quelqu’un que vous ne connaissez pas. 3. Introducing yourself. Présentez-vous. 4. Introducing someone to a third person. Présentez quelqu’un à une tierce personne. Below are some typical sentences you can use in these situations. Be careful, they are not in the correct order. Sometimes the sentences fulfil both functions. Ci-dessous vous trouverez des phrases types pour ces situations. Attention, elles ne sont pas données dans l’ordre. Parfois ces phrases remplissent les deux fonctions (le salut et la présentation).
Example sentences /questions: • Good morning/afternoon/evening. My name’s ................. • Hello there. How are you/how are you doing? • Jane. I’d like to introduce you to Steven. He’s just joined the team. • Steven, this is Jane, our maintenance technician. She keeps things running smoothly. • Cynthia. Hi. I haven’t seen you for ages. How are things?
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• Hello. It’s Martin isn’t it? Pleased to meet you. My name’s Sabine. • Shona! It’s good to see you. How’s the family? • Excuse me. Are you Ms Brent, the new travel agent? • How’s life, Brendan? • First of all, let me introduce you to the others and then I’ll find us some coffee.
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V
Section 7
Writing
Activity 25 Write an article or a press release about a company of your choice. Alternatively, you can use the skeleton below and write about the company Mercedes Benz. Écrivez un article ou un communiqué de presse sur une société de votre choix. Sinon utilisez le squelette ci-dessous pour écrire votre texte sur la société Mercedes Benz. Remember to organise your text into separate paragraphs. Pensez à organiser votre texte en paragraphes distincts.
Information Group: Daimler Chrysler Company: Mercedes Benz Some other companies in group: Smart, Jeep, Dodge, etc. Founders: Karl Benz Age: + 100 years Market: worldwide Official language: English Manufacturing facilities: 17 countries Management Board: 10 members Present owners: European, American and other international investors Shares in circulation: approx. 1 billion (all major stock exchanges) Employees: approx. 385,000 Past inventions: ABS, ESP, Airbag Turnover: 1421.4 billion euros Product Sales: cars – 4,006,700/commercial vehicles – 712,000 (year 2004) – Sales in over 200 countries Future projects: investment in safety / environment / research Logo: 3 pointed star Recent contracts: New York City Transport Services – 500 hybrid-electric buses
Activity 26 Write a text explaining your typical day at work / at school / at home. Écrivez un texte donnant les détails d’une journée typique pour vous au travail / à l’école / à la maison.
Lisez l’enregistrement du « listening 2 » pour vous aider. Écrivez quand et où vous faites quelque chose. Pensez que la plus grande partie de votre texte est au présent simple (les habitudes, routines, etc.). N’oubliez pas d’employer des adverbes et expressions de fréquence. 8 A109 TG PA 00
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X
Section 8
Checklist
Vocabulary Activity 27 The words in the box below are all in unit 1. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading texts to see how these words are used. Les mots ci-dessous sont tous dans l’unité 1. Mettez-les dans les phrases pour remplacer les mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading section 2 pour comprendre l’emploi de ces mots. staff - network - deadline - skill - tightly - needs - remotely - keep - issues - proficient - growth - evolve install - conduct - smoothly - running - supplier - oversee - remain - laptops 1) Unfortunately, the company selling us the parts ………………………… often delivers late. 2) The production line worker operates the machine from a distance …………………………. 3) The Human Resources Manager is taking on a lot of personnel ………………………… . 4) The departmental meetings always stay ………………………… the same. Nothing changes. 5) The technician will maintain ………………………… the specification documents. 6) If we don’t deliver the goods before the final date ………………………… , we lose money. 7) Having a useful group ………………………… of contacts keeps me up to date. 8) She likes to supervise ………………………… all the installations herself. 9) Good technical competence ………………………… is hard to find at the moment. 10) Portable computers ………………………… are especially useful when travelling abroad. 11) Could you set up ………………………… that new driver before leaving tonight? 12) Company expansion ………………………… has been remarkable this year. 13) He needs to make sure that everything goes without a problem …………………………. 14) Hardware requirements ………………………… have decreased in size over the years. 15) There are several problems …………………………we need to talk about over the phone. 16) To develop ………………………… in other countries we need an oversees agent. 17) Being competent ………………………… in JavaScript is essential for this job. 18) We must do ………………………… more tests on this product. 19) Jodi needs more time to get the software working …………………………. 20) Overtime is closely………………………… controlled by the supervisor.
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Presenting companies, departments and jobs
Grammar Activity 28 Put the verbs in the text below into the correct tense (present simple, present continuous, present perfect and present passive). Conjuguez les verbes entre parenthèses : soit le présent simple, le présent continu, le present perfect ou la forme passive. Hard-disk drives (to be) ………………………… the major working parts of PC systems. Data (to store) ………………………… at an extremely fast rate whenever the computer (to turn) ………………………… on (except in the case of laptops as they periodically (to switch) ………………………… off to preserve the life of the battery). Every time you (to access) …………… a hard drive you start an incredible performance at supersonic speed. Hard drives are very sensitive to dust and consequently (to contain) ………………………… in metal housing to protect them. If dust (to enter) ………………………… the hard drive it can block the internal components and mean that the drive can (to crash) …………………………. When software or yourself (to order) ………………………… the system to read or write a file, the operating system (to tell) ………………………… the hard-disk to move to the drive’s file allocation. The operating system (to look at) ………………………… and (to decide) ………………………… which parts of the disk are free to be able (to maintain) ………………………… a new file. The hard drive (to be) ………………………… one of the rare components of a computer that (to be) ………………………… both mechanical as well as electronic. They (to change) ………………………… a great deal over the years, reducing in size and increasing in performance. Today, they (to become) ………………………… reasonably cheap compared to the past. In this company, the hard drives (to become) ………………………… old and need replacing. We (to have) ………………………… a particular problem with the magnetically coated platters which (to get) ………………………… dirty. But it is easier (to change) ………………………… them rather than trying to repair them.
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Unit 2
IT evolution: problems and solutions Dans cette unité vous allez découvrir le vocabulaire lié au thème de l’évolution des systèmes informatiques à travers les années. Sont exposés ici également les thèmes de résolution des problèmes et des procédures. Nous allons également en profiter pour reprendre ensemble la structure des passés simple, progressif et passif qui constituera une des clés de voûte de votre épreuve orale, puisque vous serez amené, lors de votre compte-rendu à rapporter des faits passés. À travers les activités d’expression orale, vous parlerez de vos compétences acquises auparavant. Vous exploiterez également le passé à l’expression écrite en parlant d’une erreur commise au passé et de sa solution.
Contents Section 1: preview .................................... 36
Section 6: speaking .................................. 56
Vocabulary: matching definitions Grammar: Present tenses, passive and questions
Talking about a previous job Talking about previous computer knowledge acquisition Social English.
Activities 1 à 3
Section 2: reading ..................................... 38
Activities 24 à 26
IT: The Past Few Years Setting up a network
Section 7: writing .................................... 60
Activities 4 et 8
Describing a company process Describing past mistakes / problems & solutions
Section 3: listening .................................. 43
Activities 27 à 28
A Problem and Its Solutions A Company's IT Evolution
Section 8: checklist .................................. 62
Activities 9 à 12
Vocabulary Grammar
Section 4: language focus ....................... 47
Activities 29 à 30
Past tenses Past passives Past tense questions Activities 13 à 17
Section 5: vocabulary .............................. 52 Vocabulary exercises: reading and listening texts Past time expressions Vocabulary groups Activities 18 à 23
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Unit 2
a
Section 1
Preview Before starting this unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts. Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary Activity 1 Choose the correct definitions. Choisissez la définition qui correspond le mieux. Lifespan r period of existence r product development
Remote r distant r attached
Commonplace r ordinary r co-working
Endless r finished r infinite
Laptops r mobile phones r portable computers
Load r to charge r to empty
Theft r prisoner r robbery
Recovery r restoration r cover again
Sharing r divide equally r work individually
Sockets r plug receptacle r short socks
User-friendly r something that talks to you r something that is easy to use
Nightmare r a bad dream r a nocturnal
Bin r waste receptacle r file saver device
Order r customer complaint r customer purchase request
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Grammar Thinking about the past tenses. Try this grammar test to see what you know or don’t know. Les temps du passé. Testez votre grammaire.
Activity 2 Put the verbs in the sentences below into the correct past tense: (past simple, past continuous or the passive). Be careful, it can sometimes be negative. Mettez les verbes dans les phrases ci-dessous au passé : le prétérit, le prétérit continu ou la forme passive. Attention, à la forme négative. a) I (to think) ………… you (to come) ………… from Holland. b) We (to deliver) …………the printers yesterday. c) New mobiles (to manufacture) ………… ………… last year. d) A few years ago Lawrence (to work) ………… with me. e) It (to rain) ………… ………… when we (to leave) ………… home. f) When she (to arrive) ………… we (to try) ………… ………… to phone her. g) The Accounts Department (to re-organise) ………… ………… a few months ago. h) The phone system (to be) ………… very expensive to install. i) Jennifer (to run) …………the office for many years before she (to retire) ………….
Activity 3 Make questions for the sentences below. Faites des questions pour les phrases ci-dessous. a) I bought this house ten years ago. (When …..?) b) They were finishing the reports. (What ….. ?) c) I had to walk to work because of the train strike. (How …..?) d) The main problem we had was with the delivery times. (What …..?) e) I got married in Jamaica. (Where …?) f) He was a cook for several years. (What …?) g) They forgot to send the cables. (What …?) h) We didn’t have enough time to go for a walk. (Why …?)
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Unit 2
M
Section 2
Reading First, read the text to get a general idea of the subject before attempting the exercises. Avant de faire l’exercice, lisez le texte, afin de comprendre son sens général.
Document 1
IT: The Past Few Years
(1) ……………………………………………. ……… …………………………………….Whereas in the past inventions took a long time to get from the drawing board to the market place, nowadays this process has been speeded up and nowhere more so than in the field of information technology. Just looking at the past few years gives us an impressive list of inventions and innovations which includes the MP3 portable player, USB port, USB key (otherwise known as a memory stick), digital technology, ADSL, Wifi, 3G mobiles and so on. (2) ……………………………………………. The main reasons for these creations were size optimization and data transfer speed. One example was the creation of the USB port. The invention of the USB port (universal serial bus) made it possible to connect simply and easily several devices at the same time (one USB port can run well over 100 devices simultaneously). Their overall success stems from their ease of use and ‘hot-swappable’ operation. It was no longer necessary to read through huge and cryptic installation manuals when connecting new peripherals. (3) ………………………………………………………………. It’s commonly called the ‘plug ‘n play’ feature. As
soon as the new device is plugged in the computer loads the necessary drivers automatically. Data transfer speeds become much faster and only the requisite amounts of electric power are distributed to the different peripherals. The memory stick, or USB key, can store large amounts of memory on a device the size of a packet of chewing gum. (4) ……………………………………………………… . Another dramatic change affecting IT services for businesses and homes alike was the introduction of broadband. (5) ……………………………………………. This was connected to cable TV services supplied by an internet service provider. Competition, although limited at first, soon arrived in the form of DSL providing high-speed networking over ordinary telephone lines using digital modem technology. (6) ……………………………………………. However, physical distance remained a problem and it was often unavailable in remote areas. ADSL (asymmetrical digital subscriber line/loop) is a form of DSL. (7) ……………………………………………. All this and much more has changed the face of communication today, giving even the smallest of companies the opportunity to become a global player.
Activity 4 The following sentences (A – G) have been removed from the text below. Put the sentences back into the correct place to complete the text. Les phrases suivantes (A – G) sont extraites du texte ci-dessus. Remettez ces phrases à leur place pour compléter le texte. (A)
It also has a greater lifespan than the now practically obsolete floppy disk.
(B)
The list is endless.
(C)
The first widely available option was the cable modem introduced in the late nineties.
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(D)
Some of the everyday uses of commonplace devices we all use today were still in the minds of their creators only a few years ago.
(E)
DSL particularly targeted small business and home users.
(F)
Satellite services came slowly into the picture widening the availability of internet access.
(G)
This means that anyone can safely plug and unplug devices without turning off the device or the computer.
Activity 5 Below is a list of verbs in document 1. Write the base form of these verbs Be careful, some of them are irregular verbs. Ci-dessous une liste de verbes extraits du document 1. Écrivez la base du verbale pour chacun. Attention, certains de ces verbes sont irréguliers. a) were
_______________
b) took
_______________
c) known
_______________
d) was
_______________
e) made
_______________
f) introduced _______________ g) supplied
_______________
h) targeted
_______________
i) remained
_______________
j) came
_______________
Activity 6 Answer the questions below and justify your answers from the text when possible. Répondez aux questions ci-dessous et justifiez votre choix quand vous le pouvez. 1) Give the names of 3 recent devices mentioned in the text. ................................................................................................................................................................... 2) Why were they created? ................................................................................................................................................................... 3) Why were they successful? ................................................................................................................................................................... 4) Why is the memory stick better than the floppy disk? ................................................................................................................................................................... 5) What was the main problem with DSL initially? ................................................................................................................................................................... 6) What advantage do these changes give to small companies? ...................................................................................................................................................................
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Unit 2
Below is an article. The paragraphs are not in the correct order. Can you put them into the correct order to make a coherent text? There are 7 paragraphs. To help you, one of the answers is given. Paragraph 4 = (C). Dans l’article ci-dessous, les paragraphes ne forment pas une suite logique. Pouvez-vous les mettre dans le bon ordre pour rendre ce texte cohérent ? Il y a sept paragraphes. Pour vous aider, une des réponses est donnée. Paragraphe 4 = (C). Document 2
Setting up a network
(A) Having successfully completed these stages the network was up and running. Some files and folders needed to be shared. This was the company’s initial reason for requiring a network. However, it was essential for security reasons not to be able to share everything on the C drive. Therefore certain folders and files had to be given passwords to prevent anyone being able to access the whole network. Although this took a little time, it was an important task for the future security of the company network. (B) First, the computer was turned off at the mains and the power lead unplugged. A necessary precaution as static electricity can be transmitted to the interior of the PC and cause damage. An empty PCI slot was located and the covering strip on the case was removed with a screwdriver. The card was put in and the screw replaced. The case was put back on and the computer rebooted. The necessary software CDs were inserted as and when requested by the machine. (C) With all the physical wiring done, the following step was getting the network configured. The network card driver supplied enabled the machines to talk to each other immediately and the technicians didn’t need to install protocols. (D) Finally, the broadband was connected. The router had a dynamic host configuration protocol (DHCP) and this software automatically allocated unique IP addresses to all the computers connected to it through the switch. The IP address allowed the computers to recognise each other and pass along data. The technicians followed the wizards carefully on the router. The web browser had to be told to connect up to the internet using the network. This
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was completed by going into tools, internet options and selecting ‘never dial a connection’. A final check was carried out to ensure that computer names were unique, that cables were firmly inserted into sockets, that all the hubs and switches were working and so the network was complete. (E) As the machines were now connected to each other, the next stage was accessing and sharing printers. This procedure was initiated through the network settings. The printer folder was opened and ‘Sharing’ was accessed by right clicking on the printer icon. The administrator gave each printer a name. After that, to check that the network was working the printer folder was opened on another machine and the ‘Add printer wizard’ was run through to make sure it was performing correctly. Fortunately this worked without having to specify the printer name, which is sometimes necessary. (F) Last year a small company decided to set up a network. Once everything was unpacked from the cardboard boxes, the first thing the administrator did was install the network cards as instructed. The instruction manual gave information about any specific requirements relating to their operating systems. Following the instructions carefully was essential as the order of installation was very important for the future well-being of the system. (G) Next, the switch was plugged in and the cables hooked up to the PC. The ADSL router was installed at the same time. The broadband cable was then plugged in to the phone line. As this was not a wireless network it was necessary to measure the distances for cables to the different PCs.
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Activity 7 Put your answers here: Mettez vos réponses ici : 1) ( ) 2) ( ) 3) ( ) 4 ( C ) 5) ( ) 6) ( ) 7) ( ) Now write out the text in the correct order. This may take some time but it is good practice and will help you to check that the order is logical. It will also be easier for you to answer the questions that follow. Écrivez ci-dessous le texte en entier. Ceci prendra un peu de temps, mais c’est un excellent exercice de compréhension et vous permettra de vérifier si l’ordre est logique. De plus, cela vous aidera à répondre aux questions qui suivent. The complete text.
Setting Up A Network ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Unit 2
................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Activity 8 Answer the comprehension questions below and justify your answers from the text when possible. Répondez aux questions de compréhension ci-dessous et justifiez votre choix quand vous le pouvez. 1) What was the first thing the administrator had to do? (§. 1) ................................................................................................................................................................... ................................................................................................................................................................... 2) Why does the computer need to be completely disconnected? (§. 2) ................................................................................................................................................................... ................................................................................................................................................................... 3) What must you remember to do if you are not installing a wireless network? (§. 3) ................................................................................................................................................................... ................................................................................................................................................................... 4) What do you sometimes need to do when accessing and sharing a printer? (§. 5) ................................................................................................................................................................... ................................................................................................................................................................... 5) Why did this company want a network? (§. 6) ................................................................................................................................................................... ................................................................................................................................................................... 6) What security measures did they take? (§.6) ................................................................................................................................................................... ................................................................................................................................................................... 7) Why did they take these security measures? (§ 6) ................................................................................................................................................................... ................................................................................................................................................................... 8) What do IP addresses do? (§7) ................................................................................................................................................................... ................................................................................................................................................................... 42
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Section 3
D
Listening
LISTENING 1
A problem and its solution
D 05
Listen carefully to someone describing a problem they had in a company and the solution they eventually found. Écoutez attentivement quelqu’un qui décrit un problème vécu dans une société et comment ce problème a été résolu.
Activity 9 Answer the following comprehension questions during the second listening. Répondez aux questions de compréhension pendant la deuxième écoute.
N’oubliez pas : écoutez entièrement au moins une première fois l’enregistrement sans répondre aux questions. 1) What were they worried about? ................................................................................................................................................................... 2) Why did they use laptops? ................................................................................................................................................................... 3) What did they start a search for? ................................................................................................................................................................... 4) What were their criteria? (3 possibilities) ................................................................................................................................................................... 5) What were the problems with the first pieces of software they found? (3 possibilities) ................................................................................................................................................................... 6) What does ‘eraser’ use? ................................................................................................................................................................... 7) Who referenced ‘eraser’? (2 possibilities) ................................................................................................................................................................... 8) How would you describe the speaker’s feelings at the end of the text? ................................................................................................................................................................... Listen again, to check your answers. Écoutez encore une fois afin de vérifier vos réponses.
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Unit 2
Activity 10 Translate the following paragraph taken from the listening text. Traduisez le paragraphe suivant extrait de la compréhension orale.
Comme c’est votre première traduction, la précision n’est pas de mise. L’important est de traduire le sens général du texte. Ne vous inquiétez pas si votre texte fini est plus court ou plus long que l’original. Always do a translation in four stages. Faites toujours une traduction en quatre étapes. 1. Read the original text more than once until you have a good idea of its general meaning. Lisez le texte original plusieurs fois pour avoir une bonne idée de son sens général. 2. As you read make notes of the general meaning in French. This means do not translate word for word, but rather translate a complete idea or at least a sentence. Au fur et mesure de votre lecture, prenez des notes en français, donnant le sens général du texte. Ne traduisez surtout pas mot à mot. 3. Using your notes write a text in French. Rédigez un texte à partir de vos notes. 4. Read the original text again to make sure your translation has a similar meaning. Relisez le texte original pour vérifier que votre traduction a retenu les idées principales.
Vocabulary thefts: vols laptop: ordinateur portable bin: corbeille
Well, recently there was quite a bit of worry over the rising number of laptop thefts. A lot of our managers use them especially when visiting customers. The whole point of them having laptops is that they can travel anywhere and still have a record of all the customer’s detailed information to hand. Travelling, of course, increases the risk of theft. We were worried about all the confidential customer information on the hard disk. Our managers believed that when they put files in the bin, that was that, they had eradicated all sensitive data. But, naturally, as you well know, all data can be recovered from a hard disk, so binning files was hardly great security for our customers. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... 44
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LISTENING 2
A company’s IT evolution
D 06
Activity 11 First answer the general comprehension questions. Check your answers in the correction booklet before doing activity 12. Répondez aux questions de compréhension. Vérifiez vos réponses dans le fascicule autocorrection avant de faire l’activité 12.
Si vos réponses à l’activité 11 sont bonnes, l’activité 12 sera facile. 1) Where are his 2 bosses? ................................................................................................................................................................... 2) What were the problems with the big mainframes they had? ................................................................................................................................................................... 3) What were the 2 main drawbacks with the phone system? ................................................................................................................................................................... 4) What did they use for remote access? ................................................................................................................................................................... 5) Why was internet access restricted? ................................................................................................................................................................... 6) What does he say about international communication in the past? ................................................................................................................................................................... 7) Which software system made an ‘enormous difference in communication’? ................................................................................................................................................................... 8) What did ERP do for this company? ................................................................................................................................................................... 9) Can you give one example of what ERP integrates? ................................................................................................................................................................... 10) Why do they wait before buying the latest technology?
Activity 12 These mixed up sentences have been taken from listening 2. Put the words into the correct order to make complete sentences. The words within the slashes are in the correct order. Be careful not to forget the prepositions, articles, pronouns, etc. Ces phrases extraites du texte listening 2 sont mélangées. Mettez les mots dans le bon ordre.
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1) as it is / today / a few years ago / communication / was not / as easy ................................................................................................................................................................... 2) national / our phones / at the time / running / phone company / we had the ................................................................................................................................................................... 3) because again / too high / we had / no printers, / and / very basic servers / the cost was ................................................................................................................................................................... 4) laborious / between countries / so / was / and costly / communication ................................................................................................................................................................... 5) it / company-wide / customer service / integrated IS, / and increases / facilitates / corporate activities / performs core ................................................................................................................................................................... 6) along the path / for example, / the different steps / customer order / it / a / can automate / to fulfilling ................................................................................................................................................................... 7) to maintain / the systems / were easier / meant that / of / they / this standardisation ................................................................................................................................................................... 8) as soon as / on the market / on the / it’s / never jump / as / latest technology / we / an organisation ................................................................................................................................................................... 9) that way / more / it’s / and / cost effective / safer ...................................................................................................................................................................
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Section 4
G
Language focus
Language focus 1 – Past time Past simple Le prétérit simple est utilisé pour exprimer des actions dans le passé qui sont définitivement terminées. Ces actions, souvent à un moment précis, sont généralement utilisées avec une expression de temps passé, telle que : yesterday - a long time ago - a few minutes ago - last week, etc. • I walked to work yesterday. • We sold our car a long time ago. • Phillip ordered 30 webcams this morning.
Regular Verbs La règle de base pour former le prétérit simple est d’ajouter ed à la base verbale. Base verbale (base form)
prétérit simple (past simple)
• walk
• walked
• look
• looked
• play
• played
Si la base verbale se termine déjà par un e, on ajoute seulement d à la base verbale. base form • save
past simple • saved
• like • liked Si la base verbale comporte : • une syllabe et se termine par une voyelle brève + consonne ; • deux ou plus de deux syllabes et si la dernière syllabe est accentuée, ne contient qu’une seule voyelle et se termine par une consonne : on double la consonne. base form
past simple
• stop
• stopped (a)
• prefer
• preferred (b)
Si la base verbale se termine par une consonne + y, le y devient i + ed base form
past simple
• supply
• supplied
• multiply
• multiplied
• obey
• obeyed
• stay
• stayed
Mais
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Unit 2
Activity 13 In Reading document 1 there are nine examples of past simple regular verbs. Can you find them? Il y a neuf exemples de verbes réguliers au prétérit simple dans le Reading document 1. Essayez de les trouver. 1) ………………………
5) ………………………
2) ………………………
6) ………………………
3) ………………………
7) ………………………
4) ………………………
8) ………………………
9) ………………………
Irregular Verbs Les verbes irréguliers sont nombreux en anglais. Une quarantaine d’entre eux sont communs et doivent être appris (c’est la deuxième colonne de vos tableaux de verbes irréguliers au collège). Il est préférable de les apprendre dans un contexte. Les premiers et les plus utilisés sont : • be. • have. • do. • make. Le prétérit simple de ces principaux verbes est donné ci-dessous. Verb be have do make
Person I you / we / they he / she / it I / you / we / they he / she / it I / you / we / they he / she / it I / you / we / they he / she / it
Present simple am are is have has do does make makes
Past simple was were was had did made
N.B. Vous remarquez qu’en anglais seul le verbe be au prétérit à plusieurs formes Tous les autres n’ont qu’une forme.
Activity 14 Underline all the examples of the past simple irregular verbs in Reading document 1. Soulignez tous les exemples de verbes irréguliers au prétérit simple dans Reading document 1.
Past continuous On utilise le prétérit continu pour exprimer : a) une action qui dure (en train de) dans le passé ; b) pour décrire une scène au passé ; c) pour décrire une activité dans le passé qui a été interrompue.
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• The photocopier wasn’t working very well yesterday. (a) • It was raining and the wind was blowing fiercely. (b) • She was reading the report when the phone rang. (c)
Activity 15 Can you find the examples of the past continuous in Reading document 2? Trouvez des exemples de prétérit continu dans Reading document 2.
Language focus 2 – The past passive structure On utilise la forme passive du prétérit lorsque dans une phrase l’objet est plus important que le sujet : ce qui s’est passé est plus important que qui l’a fait. • The TOPGO Company installed new systems a few weeks ago. (ACTIVE) • New systems were installed a few weeks ago. (PASSIVE) Si on veut préciser l’auteur d’un fait on utilise by. • New systems were installed a few weeks ago by the TOPGO Company. Pour mettre à la forme passive on utilise l’auxiliaire be au passé, plus le participe passé du verbe -ed pour les verbes réguliers et la troisième colonne pour les verbes irréguliers (voir Info file 1 dans votre fascicule Lexique, transcriptions et informations). L’auxiliaire be porte le marqueur du temps. • The sensors are repaired by Smiths. (Present simple passive) • The sensors were repaired by Smiths. (Past simple passive)
Activity 16 Can you find the examples of the past simple passive in Reading document 2? Remember to look for the auxiliary be in the past and the past participle of the verb (often ed). Trouvez les exemples de la forme passive au prétérit dans Reading document 2. N’oubliez pas de chercher l’auxiliaire be suivi du participe passé du verbe (souvent ed).
Language focus 3 – Making questions in the past L’interrogation se forme au passé comme au présent. C’est l’auxiliaire qui change pour déterminer le temps. Notez que le verbe principal ne change pas. Past tense
Auxiliary
Subject
Verb
Complement
Simple
Did
you
go
to the bank?
Continuous
Were
you
working
on Monday?
Passive
Were
the computers
repaired
on time?
Au prétérit le verbe be n’a pas besoin d’auxiliaire. • It was an unusual job. Was it an unusual job? La plupart des autres verbes nécessitent un auxiliaire.
Past simple Au prétérit l’auxiliaire est did. • I worked very long hours.
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Past continuous Au prétérit continu l’auxiliaire est le verbe be. • The e-mails were coming in fast. • It was raining yesterday. • She was cooking when we arrived. Au prétérit continu les questions deviennent: • Were the e-mails coming in fast? • Was it raining yesterday? • Was she cooking when you arrived?
Past passive structure Dans la forme passive du prétérit l’auxiliaire est le verbe be. • It was imported from the UK. Was it imported from the UK? • They were dismissed. Were they dismissed? Regardez le tableau making questions dans l’Unité 1. Notez les pronoms interrogatifs : Where, What, Why, When, How, etc. Pour ajouter un pronom interrogatif les règles sont les mêmes au passé qu’au présent. • When did the books arrive? • Why was she late for work? • How did you miss the train? • Where was the file?
Activity 17 Make logical questions for the sentences below. Faites des questions logiques pour les phrases ci-dessous. 1) The CDs came from Italy. .................................................................................................................................................................? 2) He did it because I asked him. .................................................................................................................................................................? 3) No, I didn’t like it at all. .................................................................................................................................................................? 4) They arrived by bus. .................................................................................................................................................................? 5) I don’t know who was driving. .................................................................................................................................................................? 6) Yes, it was very expensive. .................................................................................................................................................................? 7) They were walking down the street. .................................................................................................................................................................?
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8) Liam went to a conference. .................................................................................................................................................................? 9) The Finance Manager was there. .................................................................................................................................................................? 10) Yes, the letter was written in German. .................................................................................................................................................................?
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Unit 2
B
Section 5
Vocabulary
Vocabulary 1 Activity 18 In the following activity there is one word in each line which does not have the same meaning as the other 3. Underline the odd one out. Dans l’activité suivante, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez l’intrus. quantities
sums
amounts
once
located
pleased
situated
placed
infinite
countless
wireless
endless
recovery
removed
distant
remote
commonplace
overall
everyday
ordinary
let
allowed
permitted
allocated
managers
workers
bosses
leaders
chance
opportunity
outside
opening
leap
jump
hop
core
better protected
safer
more secure
cheaper
Activity 19 Put the words you found in Activity 18 into the sentences below. Mettez les mots trouvés dans l’activité précédente dans les phrases ci-dessous. 1) Each computer was ……………….. a different name. 2) Our finance department has ………………. help for the salaries. 3) This software helped to stop ……………….. of old files. 4) The ……………….. were thanked by the managers for doing an excellent job. 5) ……………….. the packages arrived, we opened them to make sure everything was intact. 6) IT was very expensive, but today it is becoming ……………….. . 7) We decided a ……………….. connection was better to reduce the amount of cables in offices. 8) A few problems remained, but ……………….. it was a great success. 9) These are the main or ……………….. activities our company deals with. 10) The software manager was so ……………… with the results, he opened some champagne.
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Vocabulary 2 – Past time expressions Le plus souvent, une expression de temps passé implique que la phrase, question, etc. doit être au prétérit. Une expression de temps passé peut être un seul mot : • last ago yesterday etc. Elle peut être aussi un groupe de mots qui place l’action définitivement dans le passé : • when I was younger as a child in the past etc.
Activity 20 Below is a short text in the past. Underline the past time expressions? Soulignez les expressions déterminantes dans le texte au prétérit ci-dessous. When I was a little girl, I lived in Malta. I don’t remember much about the place, just a few memory flashes. At the age of four I went to a Maltese school, and when I was six I could speak the Maltese language very well. What I remember most about that period of time was the sun and not having to wear shoes. Shoes were too hot so I was always happier without them. Of course, when we went to visit my uncle in Rabat I had to dress nicely and wear real shoes. It felt like torture. We left Malta in the early sixties, and returned to England. When I first arrived in England, all those years ago, I remember my mother saying ‘This is your country. This is where you come from’. I was not happy at all. It was in November 1964, a horrible day and there was a lot of fog. I didn’t know what fog was and it frightened me a little. Although we always spoke English every day at home, I found it very difficult to understand people in England with their different accents. During the first year I spent in England my mother had to translate for me. Of course, I gradually got used to it, but the most difficult part for me was wearing shoes everyday. Today it all seems such a long time ago. Now write them here. Écrivez-les ici. 1) ………………………………………
2) ………………………………………
3) ………………………………………
4) ………………………………………
5) ………………………………………
6) ………………………………………
7) ………………………………………
8) ………………………………………
9) ………………………………………
10)………………………………………
Vocabulary 3 – Vocabulary groups Certaines combinaisons de mots se font dans un ordre bien spécifique. Ils forment des groupes de mots, facile à reconnaître entre interlocuteurs. Ces groupes de mots qui existent aussi dans votre propre langue, rendent la communication plus facile. Par exemple, en anglais, en dirait plus naturellement : • black and white et non pas • white and black.
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Word Families Des mots peuvent aussi être regroupés parce qu’ils appartiennent à la même famille. Verb
Noun
Noun (person)
Adjective/Adverb
to produce
production product
producer
productive productively
Activity 21 Complete the table below to create word families for the following verbs: Complétez le tableau ci-dessous pour créer des familles de mots: Verb
Noun
to attach
Noun (person)
Adjective - Adverb
……………
to communicate
……………
to cost
……………
to decide ……………
to deliver to locate
……………
……………
to print to progress
……………
to restrict
……………
to use to worry
Themes Des mots peuvent aussi être regroupés parce qu’ils sont liés à un même sujet/thème. Sales: to sell product advertising
marketing range domestic market
selling points sales figures trade
design sales representative etc.
Activity 22 Below are words taken from the reading and listening texts. There are two distinct groups. Put the words into the right group. Les mots ci-dessous sont sortis des textes de Reading et Listening. Il y a deux groupes bien distincts. Triez les mots par groupe. software laptop cheaper free files virtual cost driver 54
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digital costly reboot wizards connection mainframes servers expensive
finance department memory stick printers browser market place inexpensive cost effective amounts
internet access wireless security buy data remote access network broadband
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Group 1: Money ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Group 2: IT ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Activity 23 Some words that are found together in Reading 1 and 2 have been separated. Can you put them back together? Some of them are compound nouns or expressions. For more information on compound nouns see Unit 6. Certains mots qui sont ensemble dans Reading documents 1 et 2 ont été séparés. Remettez les ensembles. Certains sont des noms composés ou des expressions. Pour plus d’information sur les noms composés regardez l’unité 6. First part
Answers
drawing
………………..
browser
information
………………..
running
market
………………..
lines
portable
………………..
requirements
size
………………..
amounts
installation
………………..
infrastructure
electric
………………..
gum
universal
………………..
switches
data transfer
………………..
board
large
………………..
speed
chewing
………………..
system
internet service
………………..
place
internet
………………..
technology
telephone
………………..
player
home
………………..
network
global
………………..
optimisation
operating
………………..
power
specific
………………..
users
power
………………..
serial bus
wireless
………………..
manuals
up and
………………..
provider
web
………………..
lead
hubs and
………………..
access
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Second part
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Unit 2
Section 6
Speaking Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone) soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous entendre parler anglais.
Activity 24 Talking about a previous job Talk about a previous job you have done. The type of job is unimportant. If you are in your first job when doing this course you can talk about what you did when you first started. Alternatively, it could be a summer job or evening / weekend babysitting. If you have never had a job, talk about some specific task you completed in school or at home. Remember, you are talking about the past and consequently your monologue should be in the past. Prepare your talk before recording yourself. Parlez d’un travail que vous avez fait. Le type de travail est sans importance. Si vous travaillez pour la première fois, donnez un exemple de ce que vous faisiez initialement. Sinon, parlez d’un travail d’été ou du baby-sitting. Si vous n’avez jamais travaillé, parlez d’une tâche précise faite à l’école ou à la maison. N’oubliez pas que vous parlez du passé et par conséquent votre monologue doit être au passé. Prenez le temps de le préparer avant de l’enregistrer.
Make a plan. Faites un plan. 1. Begin with a past time expression. Commencez avec une expression de temps du passé. • When I was a student …; • Last summer, I …; • In December, 2003 I …; • A few years ago I …; • I recently started a new job, but before that I …; 2. Say the name of the company, what it does and where it is located. Dites le nom de la société, ce qu’elle fait et où elle est située. • The company was called JB and Sonny Corporation and they made plastic bottles. They were located in a small town in the centre of France, near Moulins. 3. Give the name of your job or function in the company. Look it up in the dictionary if possible. Don’t worry if you can’t find the exact job title as they don’t always correspond. Move on to 4th. Donnez le nom de votre poste ou fonction dans l’entreprise. Cherchez le dans le dictionnaire si possible. Ne vous inquiétez pas si vous ne trouvez pas le titre exact ; ils ne correspondent pas toujours. 4. a) Describe the job you did. b) the people you worked with. c) the type of place you worked in. 56
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a) Décrivez le travail que vous avez fait. b) les gens avec qui vous avez travaillé. c) le lieu où vous avez travaillé. to try and use adjectives when you are describing things. O Remember N’oubliez pas d’employer des adjectifs pour les descriptions. • A difficult / easy / busy / part of the job was …; (a) • We had a tight schedule / deadline because …; (a) • The boss / my department / the team leader / my colleague(s) / my workmate(s) was / were very easy-going / friendly / unfriendly / strict / hard-working, etc. (b) • I worked in a small team of five people. (b) • We worked outdoors / in an office most of the time. (c) • We travelled frequently around the region / France / Europe. (c) • Our building was very old and needed a lot of repairs / was very modern with a lot of light. (c) 5. Remember to say what you liked / enjoyed about the job. And / or anything you disliked about the job. What could make the job better? N’oubliez pas de parler de ce qui vous a plus dans ce travail. Et / ou s’il y avait quelque chose que vous n’avez pas aimé. Qu’est-ce qui aurait pu rendre ce travail plus agréable ? • What I really enjoyed about that job was the freedom the boss gave me. As long as the work was done we could complete the tasks in the order we liked and keep our own time schedule. • I really didn’t enjoy the hours in that job. We started very early in the morning and had to take a long lunch break. • If they cut down the lunch break people could leave earlier and so have a shorter day.
Activity 25 Talking about previous computer kowledge acquisition In this 2nd speaking activity you are asked to talk about where your computer know-how comes from. How did you learn about computers? What specific knowledge do you have of computers? You may need to think about this for a while and make some notes before recording. For a lot of people their computer knowledge comes from a variety of sources. Some people began this acquisition in primary/secondary school. A lot of people are self-taught. Others have been on specific IT training courses, either work- based or as part of a higher school programme. Pour ce 2e enregistrement on vous demande de parler de l’acquisition de vos connaissances informatiques. Comment avez-vous appris ces connaissances? Prenez des notes avant de vous enregistrer. Pour beaucoup les connaissances informatiques viennent de sources différentes. Pour certains, cette acquisition a commencé à l’école. D’autres sont autodidactes. D’autres encore ont suivi des stages d’informatique. Think about a (some) specific task(s) you know how to do using computers and go back in time to remember how you learnt about them. Réfléchissez à une tâche que vous connaissez, et remontez le temps pour vous souvenir comment vous l’avez appris.
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If you are entirely self-taught explain any mistakes you may have made or any difficulties you may have had. You can also talk about what training you would have liked to have had in the past if there had been the opportunity. Si vous êtes totalement autodidacte, parlez des erreurs faites dans le passé ou des difficultés rencontrées. Vous pouvez aussi parler d’éventuels stages que vous auriez aimé suivre si l’occasion s’était présentée. Always make notes before you record yourself. Prenez toujours des notes avant de vous enregistrer.
Activity 26 Social English Communicating in English can be difficult for various reasons. Some of these are: Communiquer en anglais peut s’avérer difficile pour différentes raisons. Par exemple : • Regional accents which are difficult for non-native speakers to understand. Des accents régionaux difficiles à comprendre pour les étrangers. • Non-native speakers making mistakes which cause communication problems. Les interlocuteurs étrangers qui font des erreurs créant des problèmes de communication. • Background noise while trying to communicate (traffic, music, machines, other people’s conversations, etc). Des bruits de fond pendant la communication (les voitures, la musique, les machines, d’autres conversations, etc.) • Talking on the phone and therefore not having the help of facial expressions and body language. Parler au téléphone et donc ne pas avoir l’aide des expressions du visage et le langage du corps.) • Native speakers talking very fast to each other making it extremely difficult for a non-native speaker to follow a conversation. Les interlocuteurs qui parlent très vite entre eux leur langue maternelle : l’étranger n’arrive pas a suivre la conversation.
D 07
In this first part you will practice useful expressions to ask people to repeat what they have said or to ask them to speak slowly. Ici vous allez vous entraîner à utiliser des expressions utiles pour demander aux gens de répéter leurs phrases ou de ralentir le rythme.
1) I’m sorry I didn’t quite catch that. 2) How do you spell that please? 3) Could you say that again please? 4) Would you mind repeating that please? 5) Did you say …… Roland or Boland? 6) Do you mean she’s not available? 7) Could you just give me those figures again please? 8) Can I just check that I’ve noted everything down correctly? 9) I’m sorry, did you say 16 (sixteen) or 60 (six O)? 10) Sorry, could you speak a little more slowly please?
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11) Can I just read that back to you to make sure I’ve got everything? 12) I’m sorry, I’m not sure if I’ve understood you correctly? 13) I’m afraid I can’t hear you very well.
D 08
First, make sure you understand these expressions. Then, listen to the nine short extracts on the recording. In the spaces provided on the CD use the sentences / questions above. Sometimes more than one sentence / question is possible. D’abord, vérifiez que vous comprenez toutes ces expressions. Ensuite, écoutez les neuf extraits de l’enregistrement. Dans les silences, utilisez la phrase / question ci-dessus qui convient. Parfois plus d’une phrase/question peut convenir.
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Unit 2
V
Section 7
Writing
Activity 27 Describe a company process In this part you are asked to describe a process in a company. This can be in any company or context. If you work in a company choose a process that interests you. A process can be in manufacturing or in any other department in a company. For example, how a product is made, or how an order is processed, travelling through the various departments. It could also be how decisions are made within a company; or how maintenance is carried out on a particular machine / product. Alternatively, you can invent a process or use the model below. When describing a process remember that you will sometimes need to use the passive. Don’t forget to use linking words which help the reader follow the text logically. Ici, on vous demande de décrire un processus dans une société. Ceci peut être n’importe quelle société, dans n'importe quel contexte. Si vous travaillez actuellement dans une société, choisissez quelque chose qui vous intéresse. Par exemple : comment est fabriqué un produit, ou comment une commande est suivie, expliquant son évolution à travers différents services. Vous pouvez aussi expliquer comment sont prises les décisions dans la société ; ou encore décrire la maintenance d’une machine ou produit. Vous pouvez aussi bien imaginer un processus ou utiliser le modèle cidessous. La forme passive sera parfois nécessaire. N’oubliez pas d’utiliser des mots de liaisons qui aideront le lecteur à suivre la logique du texte. First - Then - Next - After that - When this is - finished - Eventually - Finally Below is an example of notes made for the process of making a picture frame. If you do not have an example of your own use these notes to write a short text describing the process of making a picture frame. Vous trouverez ci-dessous des notes prises pour décrire le processus de fabrication des cadres. Si vous ne trouvez pas d’exemple vous-même, utilisez ces notes pour écrire un texte qui explique ce processus. Document 1
Notes made for process of making a picture frame
1. Necessary materials – choose type of wood; piece of thin glass; joint connectors; tiny nails or tacks; picture hanger or two hooks; piece of string; wood glue; rigid cardboard; material for backing; 2. Measure picture – + centimetres for space; calculate size and quantity of wood; cut wood to size (four pieces); cut each end of each piece of wood at 45° angle; check pieces fit together well: no gaps; make incision / groove inside each piece of wood to make an edge – to put in piece of glass; make design on four pieces of wood and / or paint them. 3. Measure and cut glass to fit inside frame. 4. Place joint connectors in each end of vertical pieces of wood; put wood glue on wood ends; tap wood
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ends together with hammer. (for soft wood put material over hammer head to prevent damage); lie frame flat; check angles; rectify before glue dries; step back for better vision of angles. 5. Wait for glue to dry completely. Place glass inside frame. Place stiff coloured; cardboard on glass face down. Place picture face down inside frame. Centre carefully. Put rigid backing over picture. Make sure picture is in correct position and cannot move. 6. Use nails or tacks to secure backing to frame. Attach frame hanger in centre of frame back. Option: attach 2 hooks to middle of vertical pieces of wood. Measure and attach string. Tie loosely between hooks.
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Vocabulary joint connectors: raccords nails or tacks: clous hanger: attaché hook: crochet backing: rentoilage Tap: taper hammer: marteau frame: cadre Tie: attacher loosely: sans serrer
Activity 28 Describe past mistakes / problem and solution Here you are asked to write a short text about a mistake made sometime in the past. It does not necessarily need to be your mistake. It can be a company error, a team mistake, or a misunderstanding/communication problem. Ici, on vous demande d’écrire un texte court à propos d’une erreur commise dans le passé. Ce n’est pas nécessairement votre propre erreur, ceci peut-être l’erreur d’une société, d’une équipe, ou encore un problème de communication ou un malentendu. Make some notes before you begin. Don’t forget to begin with the time and place the action took place. First describe the mistake. Secondly, think about the problems or consequences that arose from this mistake and/or the people affected by it. Then, in the third part describe how the problem was solved. Finish your text by writing about what you or the team learned from this mistake, and subsequently if anything was changed by this knowledge. Avant de commencer, prenez des notes. N’oubliez pas de commencer par le lieu et le moment où l’action s’est déroulée. D’abord, décrivez l’erreur. Ensuite, expliquez les problèmes ou conséquences survenus à la suite de cette erreur et/ou les gens qui ont été affectés. Dans un troisième paragraphe décrivez comment le problème s’est résolu. Finissez votre texte en écrivant ce que vous ou votre équipe en a appris, et si des changements ont été effectués par la suite. In total, you should write about 4 paragraphs and between 120-180 words. Au total, il faut écrire environ 4 paragraphes et entre 120-180 mots.
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Unit 2
X
Section 8
Checklist
Vocabulary Activity 29 The words in the box below are all in unit 2. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the texts to see how these words are used. Les mots ci-dessous sont tous dans l’unité 2. Intégrez les dans les phrases pour remplacer les mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading pour comprendre l’emploi de ces mots. user-friendly - cost-effective – desktops – lifespan - fortunately - damage - wireless - overall - remote however - empty - thefts - latest - order - sharing - load - available - delivery - restricted - targeted 1) It was lucky that you saw that mistake before we sent the products. 2) Where I work internet access is limited to managers only. 3) The boxes were not full when they arrived. 4) We’d like out network to be with no cables. 5) I like playing computer games. But, I don’t like playing online. 6) The new software application was aimed at young people. 7) Susan found the machines easy to work with 8) The new version will be ready next year. 9) The files will have to be transferred to the office computers. 10) Don’t forget to put in the new drivers. 11) Unplug the electricity or it could cause a problem to the computer. 12) The arrival of the goods was on time. 13) Examining the market before buying is more economic. 14) DVDs usually have a longer life than CDs. 15) Laptop prices are decreasing, but generally they are still expensive. 16) Distant villages were difficult to link up to the internet. 17) Taking things belonging to others can be a problem in a lot of companies. 18) The most recent innovations are not necessarily the best for everyone. 19) There was a mistake on the customer’s purchasing request form. 20) All departments are using the same printers and scanners.
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Grammar Activity 30 Put the verbs in the text below into the correct tense (past simple, past continuous and past passive). Conjuguez les verbes entre parenthèses : soit le prétérit simple, prétérit continu, ou la forme passive du prétérit. According to recent reports the last few years (to see) ………………. IT students leaving universities and schools with the wrong skills. In the past the skills which (to require) ………………………….. to get a job in the IT industry (to cater) ……………….. adequately ……………….. for by schools and universities. It must be said that in the past many companies (to have) …………….. less computer knowledge and (to rely) ………………. on these fresh young students who (to arrive) ……………….. to set up and run computer systems. But IT (to grow up) ……………….. very fast, and this (to mean) ……………….. that company staff quickly (to acquire) ……………….. IT knowledge. Many companies (to organise) ………………. their own in-house training courses or (to send) ………………. staff on specific courses to meet company requirements. Staff also (to learn) ………………. a good deal from those early days of fumbling around in the dark which inevitably (to lead) ……………….. to the acquisition of IT skills. Over the last couple of years students (to leave) …....... ………………. universities and colleges with IT skills that (to be) ……………….. out of date. Consequently companies (to be) ……………….. reluctant to hire them as they (to have) ……………….. to retrain them at their own expense. This (to be) ……………….. particularly noticeable in programming with students who (to finish) …………… …………….. courses and (to pass) ……………….. exams only to find that they (to have) ………………. little training in the most recent programming languages. Large companies (to start) ……………….. to take on younger people and (to begin) ……………….. their own training programmes. These companies (to feel) ……………….. that academics (to listen neg.) ………. ………………. to them. “The academic world needs to adapt IT courses more towards business needs.” (to say) ……………….. one manager.
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Unit 3
Intra & inter…net Les thèmes abordés dans cette troisième unité sont l’Internet, les réseaux locaux et la traduction assistée par ordinateur. Vous allez améliorer vos capacités de compréhension de l’oral et de l’écrit et enrichir votre vocabulaire au travers des divers documents de compréhension. Les sections 4 et 5 vous présenteront le vocabulaire et la grammaire nécessaires à la comparaison entre produits, procédures, tendances, etc. Vous serez amené à décrire des graphiques et des histogrammes à l’oral. En outre, dans la section d’expression orale vous apprendrez comment exprimer votre opinion sur un sujet. À l’écrit vous procéderez à votre première traduction. Vous rédiger également un rapport.
Contents Section 1: preview .................................... 66
Section 6: speaking .................................. 91
Vocabulary: matching definitions Grammar: comparatives and superlatives, quantifiers, countable and uncountable nouns.
Describing a chart or a graph Adjectives and prepositions Dates and figures Describing graphs and charts
Activities 1 à 4
Section 2: reading ..................................... 69 Network differences Designing a website. Activities 5 et 9
Section 3: listening .................................. 75 Search engines The Ins and Outs of C.A.T. Activities 10 à 13
Section 4: language focus ....................... 78
Activities 26 à 28
Section 7: writing .................................... 94 Translation: a short text Report: comparing two websites Activities 29 à 30
Section 8: checklist .................................. 97 Vocabulary Grammar Activities 31 à 35
Comparatives and superlatives Quantifiers Countable and uncoutable nouns Activities 14 à 18
Section 5: vocabulary .............................. 85 Vocabulary exercises: reading and listening texts Adjectives and prepositions Dates and figures Describing graphs and charts Activities 19 à 25
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Unit 3
a
Section 1
Preview Before starting this unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts. Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary Activity 1 Choose the correct definitions. Choisissez la définition qui correspond le mieux. Landscape r scenery r plants
Current r present r common
Overcrowded r too many r not enough
Drawbacks r push back r disadvantages
Annoying r boring r irritating
Faithful r loyal r fatal
Outlay r expense r credit
Awful r great r terrible
Amazing r tempting r astonishing
Unfortunately r unluckily r unbelievably
Range r remote r series
Lack r moderation r definciency
Savings r economies r rescues
Fashionable r exaggerated r in vogue
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Intra & inter…net
Grammar Thinking about the past tenses. Try this grammar test to see what you know or don’t know. Les temps du passé. Testez votre grammaire.
Activity 2 Put the comparative or superlative of the following adjectives into the correct sentence. Mettez les comparatifs et superlatifs des adjectifs suivants dans la bonne phrase. large - small - fashionable - cheap - old - interesting - good - beautiful - useful - expensive a) Your house is ……………….. than my flat, and my flat’s not new. b) Computers were much ……………….. than they are today. Now you can carry them. c) In practical terms, it is more ………………… to have the technical manual than the advertising brochure. d) The components are becoming ……………….. and ………………. You won’t be able to see them soon. e) It is more ………………. to buy a new one than to repair the old one. f) We can easily buy this. It’s as ……………. as the you can find on the market. g) I think that it is the most ……………….. book on networking I’ve seen. h) It’s Mathew’s most recent design. It’s more ……………….. than the old style. i) David is very good, but Jennifer is even ………………. than him. j) Isn’t it magnificent? It’s the most ………………. one in the group.
Activity 3 Put the following quantifiers alongside their definition. Mettez les quantifieurs suivants dans les espaces selon leur définition. a lot of - some - much - many - a lot - a great deal of - any - a few - a little - little - few a) ………………… is used before any noun to talk about a large quantity. b) ………………… is used to talk about indefinite quantity in positive sentences. c) ………………… is used to talk about a small quantity with uncountable nouns. d) ………………… is used to talk about a small quantity with countable nouns. e) ………………… is used to talk about a large quantity when there is no noun. f) ………………… is used with uncountable nouns in questions and negative sentences. g) ………………… is used with countable nouns in questions and negative sentences. h) ………………… gives a negative idea of a small quantity before an uncountable noun. i) ………………… gives a negative idea of a small quantity before a countable noun. j) ………………… is used to talk about a large quantity before an uncountable noun. k) ………………… is used to talk about indefinite quantity in negatives and questions.
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Activity 4 Can these nouns be put into the plural? Do they take an ‘s’? Write the pluriel form in the space provided. Ces noms peuvent-ils être mis au pluriel ? Prennent-ils un « s » ? Écrivez les formes du pluriel. exercise ………………… description …………………
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year ………………… water …………………
information ………………… management …………………
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Section 2
M
Reading Read the following text. Lisez le texte ci-dessous.
Document 1
Network differences
1) Information technology is changing at breakneck speed. Everyday new items are available to upgrade, update or dramatically change our computer systems. Because of this we tend to think of information and communication technology as a recent innovation whereas it has, in fact, turned into a mature industry. Consequently, a lot of the new equipment and software out there is the same but just a lot faster. 2) As the national telephone companies no longer have a monopoly over the telephone industry this means that competitive new telephony is being brought in, driving down the costs of telecommunication. This is an expensive part of any company’s budget and it should follow therefore that no matter how small a company the opportunity to compete on the global stage could be provided at little extra cost. 3) However, Europe is lagging behind the US and Asia in the high-data-rate broadband services on offer today, deployed using fibre optics. Fibre optics are secure and offer virtually unlimited bandwidth capacity. In the US the competitive landscape means operating companies are more aggressive than their European counterparts and are pursuing a fibreto-the-home (FTTH) strategy. Japan is investing at such a rate that half their public telephone network subscribers will be reached by 2010. China is also way ahead of Europe with at least 5 million super broadband connections to date and its role as an economic superpower has barely begun. At its current rate of growth of over 90% a year China will pass the US in total broadband subscribers (fibre optics and copper wire included) by late 2006 to become the world’s largest broadband country. 4) Europe, on the other hand, boasts no more than 500,000 super broadband connections today.
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Fortunes differ within Europe itself with the northern European countries forging ahead with a sustained period of network building. The rest of Europe is far behind and activity is still relatively slow. 5) In the US and Asia there has been supportive regulatory reform recognising the fundamental importance of very-high-speed digital subscriber lines (VDSL) for all. In Europe, for the most part, these reforms have only referred to the large publicsector industries such as airports, power plants and highways. 6) For the very small business, such as a local building firm with a reasonably cheap phone system and basic computers for administrative purposes, changing over to these new super highways can be a costly business and not necessarily worth the investment. After all, there is not only the cost of the equipment to be considered, but usually a need for some re-organisation of the workplace is involved. Specific training for employees could also incur extra costs. However, for a small manufacturing company trading in other countries, the reduction in costs could outweigh this initial outlay. 7) For most people it is financially unwise or downright impossible to buy the latest piece of technology as soon as it comes on the market. There is a balance to be found between the price of new technology and the likely savings for the company once in use. Finding out about the disadvantages and drawbacks of any new system by collecting information from independent observers is probably more important than throwing the company headlong into an exciting new business solution.
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Activity 5 The reading text on page 69 is separated into seven paragraphs. Each paragraph has a title which covers its general theme. Match the paragraph numbers 1 – 7 to their titles A – G. Le texte de la page 69 est séparé en sept paragraphes. Chaque paragraphe a un titre correspondant à son thème général. Donnez son titre à chaque paragraphe. Les paragraphes sont numérotés de 1 à 7 et leurs titres de A à G. A) Asia Moving Ahead Fast B) The Hidden Costs C) Changing Laws To Help Progress D) Inequality In Europe E) IT : Not As Young As It Seems F) Balancing The Pros And Cons G) Communication Getting Cheaper Put your answers here: Mettez vos réponses ici: 1 ……… 2. ……… 3. ……… 4. ………5. ………6. ……… 7. ………
Activity 6 In the following exercise there is one word in each line which does not have the same meaning as the other three. Underline the odd one out. All these words are in Document 1. Dans l’exercice suivant, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez l’intrus. Tous ces mots sont dans le Document1. 1) firm
company
factory
landscape
2) extra cost
pros and cons
advantages and drawbacks
both sides
3) furbish
supply
provide
cater
4) collect
choose
bring together
gather
5) therefore
consequently
so
however
6) workmates
counterparts
managers
colleagues
7) boast
expansion
enlargement
growth
8) country
universal
worldwide
global
9) very possible
probable
alike
likely
10) costly
big
high-priced
expensive
11) generally
occasionally
usually
habitually
12) to date
so far
up to now
so many
13) customers
companies
consumers
clients
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Activity 7 Below are definitions for the 3 words of similar meaning. Match the words to their meaning. Ci-dessous des définitions. Rattachez les 3 mots de même sens à leur définition. 1) ………………, ……………… and ……………… are all people who buy things. 2) ………………, ……………… and ……………… are used to express frequency. 3) ………………, ……………… and ……………… are adjectives which mean a lot of money. 4) ………………, ……………… and ……………… are all places where people work. 5) ………………, ……………… and ……………… all mean to get bigger. 6) ………………, ……………… and ……………… express a period of time to now. 7) ………………, ……………… and ……………… are all people who work together on an equal basis. 8) ………………, ……………… and ……………… express the good and bad points of something. 9) ………………, ……………. and……………… express something that can be reasonably expected. 10) ………………, ……………… and ……………… are linking words to express a connection which follows logically. 11) ………………, ……………… and ……………… are verbs which mean to fulfil a need. 12) ………………, ……………… and ……………… are verbs which mean to assemble, centralise or unite (for example: information) 13) ………………, ……………… and ……………… are adjectives to express enormity of size. (for example: of a company)
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Read the text several times before answering the questions below. Lisez plusieurs fois le texte avant de répondre aux questions ci-dessous. Document 2
Designing a website
Nowadays most businesses have a website. At the same time many internet sites are so awful that they can cause more harm to a business than having disgruntled employees, Unfortunately, a lot of company managers are ignorant of this fact. Some managers do not realise that today a website is an integral part of the business. Why do companies feel the need for a website in the first place? It isn't just because it's fashionable, nor is it the 'keeping up with the Jones' effect. The truth is that most businesses can increase their sales significantly with good on-line services. Good websites provide better up to date service to customers. Availability and any changes in product description can be posted on site within minutes. Consumers today expect websites; but if their shopping experience on a website is an unhappy one, they are unlikely to re-visit the website or, of course, buy the product. In both scenarios the company loses business and money. 'Websites Work Wonders' is certainly a true maxim but only if the potential customer can use it easily and more conveniently than going into the shop or using the phone. From the safe knowledge that they know the company’s wares better than anyone, managers are often too close to their own product and create websites full of company jargon and unnecessary detail. It is essential to create the site from an outsider's point of view. Getting the headline right is one of the first important points as it is often the first thing a customer sees. This can have a huge impact on sales. A successful headline should highlight a problem the target audience faces and stress the main benefits of the product or service in solving this problem. Too many headlines just title the product but not what it does for the customer. This does not incite the visitor to continue reading the rest of the page. Another basic point is the overall design of the site. It's all about focus. A simply designed website offering fewer products will have far greater success than a detailed website with complex graphics that take too long to load. Write a short sales letter focussing on one set of ideas about a leading product, put it on the home page and test the response over a set period. This sales letter should first establish a 72
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problem and then introduce the product or service as a solution to this problem. Detailing the problem shows the audience how the company relates to them. When the reader feels that the company has understood their problem they will feel more confident about it being able to solve it. Building customer confidence is vital for company credibility, and even more so, on the web. One way to do this is to include customer testimonials in the sales letter. A customer testimonial stating how a product greatly benefited them is a great deal more effective than comic-style flashing adjectives and superlatives like “fantastic”, “superb”, “greatest ever”, etc. Another way to create customer loyalty is having an opt-in offer. This tool gathers customers' e-mail addresses and should be in a prominent position on the home page, or even better on every page. The creation of a good website will cost the company money so it is vital that it reaps more than it spends. Therefore, attracting people to the site is as important as its design and layout. Advertising the website can be done through traditional means such as newspapers, product magazines, etc. Special software also exists for attracting readers to specific sites. This is called pay-for-performance advertising where a company bids for certain terms. The company paying the most will come up first in an online search. There are many affiliate schemes where companies provide links to each other's websites thereby lowering the cost of advertising. Other ideas for improving and revamping an existing website are: remembering to use highlighting sparingly, changing the lengths of paragraphs, adding sub-headings to emphasise key messages, using bullet lists for important points, etc. Last but not least, a well-designed website will save money on the marketing of a product range. It should become less necessary to create and print company product brochures; a huge expense. Considerable savings can also be made on postage and packaging as well as on man-hours. These savings relate not only to finance, but also towards a better preservation of the environment in the long-term with the need for less paper based advertising.
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Activity 8 Below are sentences taken from the text. Choose the correct answer which means the same as the original sentence. Ci-dessous des phrases extraites du texte. Choisissez la phrase qui a la même signification. 1. Availability and changes in product description can be posted on site within minutes. r Product modifications are implemented quickly. r The latest product information is made public extremely quickly. r The products are quickly available. 2. It is essential to create the site from an outsider’s point of view. r It is necessary that the website contains detailed company information. r It is necessary to see the website through the customers’ eyes. r It is necessary that managers decide the content of the website. 3. Too many headlines just title the product but not what it does for the customer. r The headline gives the name but not the functions of a product. r The product titles are not clear. r The customers don’t understand the headlines. 4. Detailing the problem shows the audience how the company relates to them. r The company shows its detailed relationship to website visitors. r Giving explanations of customer worries indicates the company understands them. r Customers’ concerns are very important to the company. 5. Building customer confidence is vital for company credibility, and even more so on the web. r On the web, the company must not lose their loyal customers. r On the web, a customer’s trust is difficult to obtain. r It is especially important to create customer trust on the web. 6. They don’t realise that today a website is an integral part of the business. r Managers don’t understand that websites are as important as any company department. r A website should not be run by managers. r Managers don’t understand that they need a website. 7. The creation of a good website will cost the company money so it is necessary that it reaps more than it spends. r It is essential that the website is cheap to design and set up. r Companies spend more on websites than all other forms of advertising. r Websites can be expensive so the company must get some payback. 8. There are many affiliate schemes where companies provide links to each other’s websites, thereby lowering the cost of advertising. r Companies can associate website connections to reduce publicity expenditure. r Publicity is expensive so it is better to cut out website links. r Several companies can use the same website.
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9. It becomes less necessary to create and print company product brochures; a huge expense. r Having a good website is environmentally sound. r Enormous costs are avoided in company literature. r Expensive brochures are a great means of advertising.
Activity 9 Find the synonyms from the sentences in activity 8 above that helped you decide the correct answer: Trouvez les synonymes des mots suivants dans les phrases de l’activité 8, synonymes qui ont déterminé votre choix. 1 changes ______________________
2 extremely quickly _____________________
3 essential ______________________
4 outsider’s point of view __________________
5 title _____________ / ___________
6 problem ___________ / ___________
7 relates ________________________
8 build ________________________
9 confidence _____________________
10 vital ________________________
11 an integral part _________________
12 creation _____________________
13 reaps ________________________
14 affiliate _____________________
15 links _________________________
16 lowering _____________________
17 huge expense _________________
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D
Section 3
Listening
LISTENING 1
Search engines
D 09
First listen carefully to the conversation. Tout d'abord, écoutez attentivement la conversation.
Activity 10 Listen again then answer the questions. Put (T) for True, or (F) for False. Répondez aux questions à la deuxième écoute. T pour vrai, et F pour faux. 1) Google is the only search engine still working. 2) Google expanded rapidly. 3) AltaVista is the most recent search engine on the market. 4) AltaVista and Lycos both worked in the same way. 5) The search engine size wars started in 1994. 6) Google’s simplicity made it popular. 7) Google does not allow pop up ads on its website. 8) Google had 8 million documents in 2004. 9) Most people think that the quantity of documents makes the best search engine. 10) Big search engines are adding new dimensions to their companies.
T r r r r r r r r r r
F r r r r r r r r r r
Activity 11 Below is an extract from the last part of the listening text. Listen again carefully and try and complete the text with the missing words. Voici un extrait de la dernière partie de l’enregistrement. Écoutez attentivement de nouveau, et complétez le texte avec le vocabulaire manquant. Well, now there is a whole new batch of search engines like ask.com which use the ……………………-………… technology developed by TEOMA. Some are ………… ………… but they locate specific groups of like-minded experts and …………. They ………… link-rich pathfinders for you. Some have no index of their own. These are meta-search engines that send out your ………… to other search engines and will sift the information to give you ………… …………. . This is called ………… and it organises the results pages into different subjects. There is also Daypop which gets information from ………… or ‘online diaries’. As blogers are enthusiasts on a given subject they’ll hopefully provide you with ………… …………. .
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LISTENING 2
Ins and Outs of CAT (computer assisted translation)
D 10
Activity 12 Listen carefully to the following presentation. While listening, make notes about the main ideas he puts forward. Écoutez attentivement la présentation suivante. Pendant votre écoute, prenez des notes sur les idées principales. List these points here in French or in English. Écrivez vos notes ici, en français ou en anglais.
Introduction: ................................................................................................................................................................... ...................................................................................................................................................................
Comparison of: ................................................................................................................................................................... ...................................................................................................................................................................
MT is: ................................................................................................................................................................... ...................................................................................................................................................................
MT: advantages and disadvantages (if any): ................................................................................................................................................................... ...................................................................................................................................................................
TM is: ................................................................................................................................................................... ...................................................................................................................................................................
TM: advantages and disadvantages (if any): ................................................................................................................................................................... ...................................................................................................................................................................
Conclusion: ................................................................................................................................................................... ...................................................................................................................................................................
Activity 13 Listen again and answer the questions. Écoutez de nouveau et répondez aux questions ci-dessous.
Ceci pourrait éventuellement vous aider à compléter vos notes du premier exercice.
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1) How many categories of CAT are there? ................................................................................................................................................................... 2) Name the different types of CAT. ................................................................................................................................................................... 3) Complete the sentence: ‘Measuring quality is a complex business for ‘……………………………………..……’ 4) According to the speaker, what does MT lack? ................................................................................................................................................................... 5) Complete the sentence with the missing adjectives: ‘Through bad translation, advertising slogans for some multinationals were ………………. or even ……………….. in certain countries.’ 6) What did the car manufacturer have to do to correct its mistake? ................................................................................................................................................................... 7) What remains the major problem with all MT programs? ................................................................................................................................................................... 8) What is the main difference between MT and TM? ................................................................................................................................................................... 9) Remembering past translations can be useful in which 2 areas? ................................................................................................................................................................... 10) What do large companies use TM for? (two answers) ...................................................................................................................................................................
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Section 4
G
Language focus
Language focus 1 – Comparatives and superlatives On utilise les comparatifs et les superlatifs de supériorité pour démontrer la différence. Les comparatifs sont souvent suivis de than. • He is older than me Il est plus âgé que moi Les superlatifs sont précédés par the. • He is the oldest Il est le plus âgé. Il y a quatre règles principales
1. Adjectifs réguliers à une syllabe adjectif old cheap hard
comparatif older cheaper harder
superlatif oldest cheapest hardest
nice late
nicer later
nicest latest
les adjectifs qui se terminent en e : + - r, - st
fat big
fatter bigger
fattest biggest
adjectifs qui se terminent par une voyelle + une consonne : = consonne doublée + - er, - est
la plupart des adjectifs : + - er, - est
2. Adjectifs irréguliers à une syllabe adjectif
comparatif
superlatif
good bad
better worse
best worst
far
farther further
farthest furthest
distance1 ou additionnel2
old
older elder
oldest eldest
older / elder ou oldest / eldest3
1
On utilise à la fois farther et further pour parler de la distance : • Lyon is farther / further away from here than Paris. Lyon est plus loin d’ici que Paris.
2
On utilise further (jamais farther) pour exprimer la notion d’additionnel (plus amples) : • For further information phone 0141 426 7867. Pour de plus amples informations faites le 0141 426 7867. • This is a further education college. Ceci est un établissement de la formation continue.
3 Elder
et eldest peuvent être utilisés au lieu de older et oldest pour parler de l’ordre de naissance des membres d’une famille. Ils sont utilisés uniquement devant un nom.
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Comparez : • My elder/older brother just got married. Mon frère ainé vient juste de se marier. • He’s three years older than me (elder than me). Il a trois ans de plus que moi. elder brother / sister sont utilises uniquement quand une personne n’a qu’un frère ou une sœur qui est plus âgé(e) ; eldest est utilisé quand il y en a plus. • elder est le plus âgé de deux • older est le plus âgé de deux ou plus !
3. Adjectifs à deux syllabes adjectif lucky
comparatif luckier
superlatif luckiest
funny easy
funnier easier
funniest easiest
simple
simpler
simplest
quiet clever
quieter cleverer
quietest cleverer
quand l’adjectif se termine par y : on remplace le y par – i + er, – i + est
quand l’adjectif se termine avec une voyelle muette, /l/ ou / E(r) /
N.B. : Avec beaucoup d’adjectifs à deux syllabes les deux formes (+ er – + est / more, most) sont possibles.
• more polite • more common
politer commoner
Avec d’autres (notamment les adjectifs qui se terminent en + ing, + ed, +ful, & + less) seul more, most est possible • more stressful • more relaxing En générale la structure avec more , most devient de plus en plus commune. Pour trouver la norme pour un adjectif à deux syllabes vérifiez-le dans un bon dictionnaire à jour !
4. Adjectifs à trois ou plus que trois syllabes ; adjectif intelligent practical effective traditional confident
comparatif more intelligent more practical more effective more traditional more confident
superlatif most intelligent most practical most effective most traditional most confident
avec les adjectifs de trois syllabes et plus on utilise : more, most
N.B. : – As … as est utilisé pour exprimer une égalité entre deux choses. • I’m as good as you are at maths. – Not as… as est utilisé pour exprimer une inégalité entre deux choses. • I’m not as good as you are at French.
Certains comparatifs peuvent être doublés avec la conjonction and pour montrer un changement. • Life is getting more and more expensive. • I work harder and harder every day. • Sales are going down. The figures are getting lower and lower.
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Activity 14 Can you complete the table? Complétez le tableau. Adjective
Comparative
Superlative
happy longer recent competitive secure
competitive secure the most aggressive
large small important fashionable easy great ridiculous
Activity 15 Find the comparatives and superlatives in Reading texts 1 and 2. Trouvez les exemples de comparatifs et superlatifs dans les textes Reading 1 et 2. Reading 1 1) _________________________
4) _________________________
2) _________________________
5) _________________________
3) _________________________
6) _________________________
Reading 2 1) _________________________
5) _________________________
2) _________________________
6) _________________________
3) _________________________
7) _________________________
4) _________________________
8) _________________________
Language focus 2 – Quantifiers Quantifiers Les quantifieurs sont les déterminants qui indiquent la quantité. • a few / few • a little / little • much / many • a lot (of) • a good / great deal (of) • some • any
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Small quantity Des petites quantités
a few / few a few et few sont respectivement les formes positive et négative employées avec les noms dénombrables. • a few people came to the opening. (positive idea) • few people came to the opening. (negative idea)
a little / little a little et little sont respectivement les formes positive et négative employées avec les noms indénombrables. • There’s a little money coming in from the new range. (positive idea) • There’s little money coming in from the new range. (negative idea)
Large quantity Des grandes quantités
a lot of a lot of est employé généralement dans les phrases affirmatives devant les noms dénombrables et indénombrables. • There are a lot of cars in the car park. • There is a lot of traffic in the town centre today. N.B. : On emploie a lot et non pas a lot of, lorsque il n’a pas de nom ou complement dans la phrase. • Yes. I agree with you, there are a lot. • Yes. I agree with you, there is a lot.
a good deal of / a great deal of a good et great deal of est généralement utilisé dans les phrases affirmatives devant les noms indénombrables. • There’s a good / great deal of traffic on the road today.
Indefinite quantity Des quantités indéfinies
much much est employé en général dans les questions et phrases négatives devant les noms indénombrables. • There isn’t much traffic on the road in town. • Is there much traffic on the road?
many many est employé en général dans les questions et phrases négatives devant les noms dénombrables. • There aren’t many people at work today. • Are there many people at work today?
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some some est employé en général dans les phrases affirmatives devant les noms dénombrables et indénombrables. • There is some money on my desk. • There are some people waiting in reception. N.B. Généralement, on utilise some dans les questions quand on s’attend à une réponse affirmative, et quand on propose ou demande quelque chose. • Would you like some coffee? • Could I have some coffee?
any any est généralement employé dans les autres questions et négations devant les noms dénombrables et indénombrables. • Is there any money on your desk? • There isn’t any money on your desk. • Are there any customers waiting in reception? • There aren’t any customers waiting in reception. N.B. any peut être utilisé dans les phrases affirmatives pour dire n’importe quel/quelle. • I can catch any train. It doesn’t matter because they all go to the city centre. • Visit any of our customers; they’ll all give you the same feedback. • You can choose any menu you like. I’m not paying.
D’après les règles ci-dessus vous constaterez que certains quantifieurs sont interchangeables et ont pratiquement le même sens. • A few people = Not many people • A little money = Not much money
Activity 16 Check that you have understood the rules above by completing the sentences with the correct quantifier. Be careful, there is one sentence for each rule! Vérifiez que vous avez bien compris les règles ci-dessus en complétant les phrases avec le bon quantifieur.
O Il y a une phrase par règle ! few - a few - a lot - a lot of - many - a little - little - a great/good deal of - some (x 2) - any (x 2) - much 1) We were hoping for better sales figures this month. But at least we sold .……………. cars. 2) I couldn’t hear you because the machine was making ……… ……… ……... noise. 3) Are there …………….. managers on training courses this week? The office seems empty. 4) Unfortunately, ………….. customers were interested in the latest update. 5) There was ……… ……….. improvement, but we still have a long way to go. 6) I’m afraid there is ……………. chance of increasing the workforce. 7) The car doesn’t use ………………. petrol because it’s mainly electric. 82
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8) You can phone me ……………….. day of the week. It’s all the same to me. 9) Could you send me ……………….. information on your JJMS 15 series? 10) There are hundreds of different types of packaging. There are really ………. ……… 11) I don’t have …………….. money. I’ve forgotten my bag. 12) ……………….. programs are good and ………………. are bad. 13) There is ……… ………. ………. ……… of truth in what you say.
Language focus 3 – Countable and uncountable Countable Certains noms sont dénombrables. • 1 dog 12 dogs • a person some people • one reservation a lot of reservations • one word several words etc.
Uncountable Certains noms sont indénombrables • software • equipment • information • knowledge, etc.
Countable nouns Les noms dénombrables peuvent se mettre au singulier (employés avec a / an / one) et au pluriel. En général on ajoute un s pour faire le pluriel. La terminaison d’un nom en y, devient ies au pluriel. • National telephone companies no longer have a monopoly.
O Certains pluriels sont irréguliers. Singular
Plural
• one person
four people
• one child
a lot of children
• People have favourite search engines. • Are there a lot of people coming tonight? • All the children helped during the holiday.
Uncountable nouns Les noms indénombrables n’ont pas de pluriel et en général ne sont pas précédés par a / an / one. • I was late because of a traffic. I was late because of traffic. • There is a very bad weather. There is very bad weather.
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On peut employer les mots tels que a piece of ou a bit of (informel) devant certains noms indénombrables pour les rendre dénombrables. Singular • a new piece of software. • a piece of equipment. • an interesting bit of information.
Plural three new pieces of software several pieces of equipment really interesting bits of information
Activity 17 Put the following words from the Reading and Listening texts into the correct list: Mettez les mots tirés des textes Reading et Listening dans la bonne colonne : accommodation - firm - manufacturer - technology - computer - industry - communication - hardware - French business - website - manager - consumer - confidence - advertising - packaging - connection - environment tool quality - imagination - product - amount Countable __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________
Uncountable __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________
Activity 18 Read the tape script for Listening 2 ‘Ins and Outs of CAT’. There are nine uncountable nouns in the text. Can you find them? Lisez l’enregistrement de Listening 2 – « Ins and Outs of CAT ». Il y a neuf noms indénombrables dans le texte. Trouvez-les. 1) ______________
4) ______________
7) ______________
2) ______________
5) ______________
8) ______________
3) ______________
6) ______________
9) ______________
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B
Section 5
Vocabulary
Vocabulary 1 – Crossword Activity 19 Here is a crossword. All the words are in Unit 3. This will help you make sure you have really understood how to use these words. Voici une grille de mots croisés. Tous les mots sont dans l’Unité 3. Ceci vous aidera à vérifier que vous avez bien compris comment employer ces mots. 1
2
3
4
5
6
7
8 9 11
10
12
13
14
15 17
20
18
16 19
21
22
23 25
24
26 27 28
29
30
33
31 34
32 35
36
37 38
39 40 41
42
43
44 45
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Across Down
28 words 21 words
Across
Down
1. des guerres
2. la publicité
4. la confiance
3. les abonnés
8. les initiales pour les états-unis
4. actuel/le
9. une gamme
5. les chiffres
10. un jeu (i.e., un jeu d’outils)
6. faire
11. le moins
7. créer
14. le coeur de quelque chose
12. la préposition employée devant l’infinitif
15. des produits
13. poursuivre
17. non
16. les personnes extérieures / étrangères à un service / une société, etc.
19. les initiales qui désigne l’europe
18. organiser
20. restreint (ici)
22. l’ADSL
21. se fier à quelqu’un ou quelque chose
23. jeter
24. utilisateur
27. impressionnant(e)
25. donner
29. le protocole
26. le titre (dans les journaux)
30. à peine
28. synonyme pour l’internet
32. les montants (chiffres)
31. être
(3e
personne singulier du passé)
34. les économies
33. récolter (3e personne singulier)
36. étonnant(e)
35. les moyens
37. l’article un/une
37. région/secteur/domaine
40. l’abréviation pour une société
38. le numéro un
43. payer
39. l’usage 40. le coût 41. la monnaie japonaise 42. aller 44. envoyer 45. le plus récent 46. probablement
Vocabulary 2 – Adjectives and prepositions Certains adjectifs ont leur propre préposition. Faites attention de bien apprendre l’adjectif avec sa préposition. interested est suivi par la préposition in to be interested in something.
Activity 20 Put the following prepositions into the following sentences. In some cases there are two possibilities. Mettez les prépositions suivantes dans les phrases suivantes. Il y a parfois deux solutions. of (x 4) - at (x 5) - to (x 4) - for - with - about - by - from
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1) I was not very good ………. maths when I was at school. 2) TM is also capable ………. helping you remember past texts. 3) No. It’s not the same. It’s different ………. / ………. the last report you read. 4) She’s never late for work. She is afraid ………. losing her job. 5) We are tired ………. working long hours. 6) The customer was very nice ………. me. 7) The marketing department is responsible ………. designing new advertisements. 8) The receptionist was shocked ………. / ………. the driver’s language. 9) Joe was very clever ………. changing the subject. 10) That company is very bad ………. updating their website. 11) I’m not accustomed ……… using a laptop. 12) This new model is similar ………. the old one. 13) Looking at the figures they should be worried ………. the future. 14) He was skilful ………. negotiating new contracts. 15) The project manager was proud ………. his team. 16) I was fed up ………. all those annoying ads. N.B : Quand un adjectif et une préposition sont suivis d’un verbe, le verbe se termine toujours par -ing.
Vocabulary 3 – Dates figures and numbers En anglais britannique la date s’écrit de la même façon qu’en français. • 10/09/06 10 September 2006. Les américains cependant, mettent le mois en premier. • 10/09/06 October 9, 2006 ou 9 October 2006 En anglais parlé on dit: • 10/09/06 the tenth of September, two thousand and six. (UK) October ninth, two thousand and six. (US) • 23/08/14 Mais • 1995 • 1920
the twenty third of August, two thousand and fourteen
nineteen ninety-five. nineteen twenty.
N.B : voir aussi Info File 2 dans votre fascicule Lexique, transcriptions et formations. On utilise les nombres ordinaux pour les dates, les fractions, et pour la position dans une liste :
• 1st
first
• 2nd
second
• 3rd
third
• 4th
fourth
• 5th
fifth
N.B : voir aussi Info File 3 dans votre fascicule Lexique, transcriptions et formations.
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Activity 21 Practice saying these dates. Entraînez vous à dire ces dates. 01/01/2008
06/11/1999
17/03/2010
22/04/1989
31/07/06
Activity 22 Write the dates as they should be spoken: Écrivez les dates comme elles doivent être dites : ________________________________
_____________________________
________________________________
_____________________________
________________________________
_____________________________
Activity 23 Listen to the examples on your CD then practice saying the sentences. Écoutez les exemples enregistrés sur le CD puis entraînez vous à dire les phrases.
Part 1
D 11
When saying a series of numbers, we say each number individually. Pour dire un nombre ou une série de nombres, on énonce chaque chiffre. • Phone: 008 653 15744 is said: double O, eight, six, five, three, one five seven double four. In decimal numbers we say: • 428.6 = four two eight point six. In an e-mail address we say:
[email protected] = j, o, d, j, y, at f, d, k dot g, h
O À la fin d’une phrase, on ne dit pas dot mais full stop. Part 2
D 12
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When describing graphs and charts we often use percentages and fractions. Les pourcentages et les fractions sont souvent utilisés dans les graphiques et les tableaux. 15% 48% 3/4 1/2 1/3
Fifteen percent of the maintenance costs can be saved. We increased sales by forty eight percent. Three quarters of the paper is recycled. Half of the staff are on holiday. A third of all translations are difficult to understand.
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Vocabulary 4 – Describing graphs and charts Pour décrire les graphiques et les tableaux on peut utiliser : To go up
To go down
Verbes
Verbes
to rise, to increase, to soar, to skyrocket
to fall, to decrease, to plummet, to drop
Noms
Noms
a rise, an increase
a fall, a decrease, a drop No change Verbes
to remain stable / steady / unchanged, to stay the same Les adjectifs et les adverbes ci-dessus sont souvent employés avec les verbes et noms : slight / ly, small, gradual / ly, dramatic / ally, sudden / ly, sharp / ly, steady / ily N.B : 1. Un adjectif est employé avec un nom et est en général placé devant ce nom. • The graph shows a gradual / slight rise. • The chart indicates a sudden / sharp / dramatic/steady increase. 2. Un adverbe est employé avec un verbe et est en général placé après ce verbe. • Sales rose gradually / slightly. • The market increased suddenly / sharply / dramatically / steadily.
Up and Down
+
Verbes
Noms
to fluctuate
fluctuation
• The graph shows a fluctation in costs. • The chart informs us of our fluctuating costs.
We use different types of visual aids to help make a presentation clear: graphs, pie charts and bar charts are some of them. Nous utilisons différents visuels pour rendre une présentation plus claire : graphiques, camemberts, histogrammes, par exemple.
Activity 24 1. Use the Bar chart to complete the text with the following pairs of words. Utilisez l’histogramme pour compléter le texte avec les groupes de mots suivants.
Figure 1 – Bar chart
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sharp increase - rose gradually - steady fall - dropped dramatically - increased slightly 2. Check your answers in your correction book. Vérifiez la correction dans votre fascicule autocorrection. 3. Listen to the recording and repeat. Écoutez l’enregistrement sur le CD cours et répétez.
D 13
As you can see from the chart the South sector ……………… ……………… from 2002 to 2003. There was a ……………… ……………… in 2004, and then in 2005 sales ……………… ………………. The North sector’s sales …………………… …………………… between 2002 and 2003. Since 2003 there has been a ……………… ………………. The North sector is doing better than the South at the moment.
Figure 2 – Pie chart
Activity 25 1. Use the Pie chart above to complete the text with the following words. Utilisez le camembert ci-dessus pour compléter le texte avec les mots suivants. skyrocket - largest - stable - slightly - increase - smallest 2. Check your answers in your correction book. Vérifiez la correction dans votre fascicule autocorrection. 3. Listen to the recording and repeat. Écoutez l’enregistrement sur le CD cours et répétez.
D 14
Asia is definitely the leader with the ………………… share of the market; a total of 41%. The ………………… share is in Africa, although the US is only ………………… better at 17%. Our European market is ………………… in that it has remained the same for several years. We need to ………………… our efforts in Africa where reports tell us the market is going to ………………….…… 90
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Section 6
Speaking Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone) soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous entendre parler anglais.
Activity 26 Record yourself. Describe the following graph. Enregistrez-vous. Décrivez le graphique suivant. Remember to use percentages. You do not need to give the exact percentage. Utilisez les pourcentages. Il n’est pas nécessaire d’être très précis. Remember to use the language given in Vocabulary 4 to describe how the sales figures change. Utilisez le langage donné dans la partie Vocabulary 4 pour décrire les changements des chiffres de ventes. • This graph makes a comparison of sales of two models from 1998 up to today. Let’s start with model A: Between 1998 and 2000 there was a gradual/small/slight increase/rise in sales. Or • Between 1998 and 2000 sales increased/rose gradually/slightly to nearly 40 %. J J S M
E x is C o
S a le s
M odel A
M odel B
100 90 80 70 60 %
50 40 30 20 10 0 1998
2000
2002
20 04
2006
YEAR
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Activity 27 Giving your opinion Choose one of the subjects below and record yourself. Give your views on this subject. Try to give examples whenever possible. Choisissez un des thèmes ci-dessous et enregistrez vous. Donnez votre opinion sur ce sujet. Illustrez vos propos, si possible. 1. Work should be fun. A company is more successful if the staff are having fun when doing their job. 2. There should be no fixed retirement age. People should be able to stop work when they want, and continue after 65 if they feel like it.
Organisation Make some notes stating your opinion. Écrivez quelques notes donnant votre opinion.
Recording 1. Introduce the subject. 2. Give your opinion. 3. Give reasons for your opinion. 4. Try and give examples, real or imaginary. 5. Conclude by re-stating your opinion using different words. Starting: • “I agree with …”;
• “I disagree / don’t agree with …”;
Giving your opinion: • “I think …”; • “In my opinion / view, …”;
• “Personally, …”
Activity 28 Social English When meeting with customers and foreign colleagues it is useful to know how to have a social conversation with them and not just talk about business. This is called ‘small talk’ in English. There are several occasions when this can happen. For example: before or after a meeting, conference or presentation; when travelling together; at a business lunch or dinner, etc. What can you talk about and how do you introduce topics? Quand on rencontre des clients et des collègues étrangers, il est utile de savoir non seulement parler affaires, mais également être capable d’avoir des conversations générales. En anglais, on appelle ceci « small talk ». Cela peut se produire à différentes occasions. Par exemple : avant ou après une réunion, une conférence ou une présentation ; en voyageant ensemble ; pendant un repas d’affaires, etc.
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Below are some subjects you can talk about socially. Record yourself asking questions to introduce the topics below, as well as some follow up questions. Ci-dessous quelques sujets que vous pouvez aborder. Enregistrez vous. Posez des questions qui introduiront ces sujets de conversation, et d’autres afin de les poursuivre. family and children local customs television music
hobbies and interests weather the news holidays
sport food travelling
cinema
Be careful, questions which give a yes / no answer are less productive. Try to ask open questions beginning with what, where, when, how, who, why, etc. Attention, les questions amenant à une réponse oui ou non sont moins productives. Posez des questions ouvertes commençant par what, where, when, how, who, why, etc. • Do you like sport ? • Are you interested in sport? • What sports do you like? • Which sport do you prefer to watch play?
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V
Section 7
Writing
Activity 29 Translating a short text This is your second translation exercise. Translate the text below. Look at the notes on translation in Unit 2 Listening 1 activity 10. Ceci est votre deuxième traduction. Traduisez le texte ci-dessous. Rappelez vous des consignes de traduction de l’unité 2 Listening 1 activity 10. 1. Make notes in French of the meaning of each sentence. 2. Re-write your notes into good French. 3. Read the English text again. Compare that your sentences still have the same meaning as the original text. Computers, using the internet are the largest source of easily available information today. The world-wide web is a rich source of information on practically any topic. But more importantly, computers are also becoming the main means of communication with an enormous variety of resources. The most well-known of these is the e-mail. As more and more people receive unlimited broadband access e-mail has become the most cost-effective means of communication. Apart from the individual e-mail, group e-mailing also exists in the form of discussion lists or newsgroups, for example. These forums can be closed lists where a person needs to ask to become a member or open where any person can contribute their ideas to an on-going subject or debate. IRC (internet relay chat) lines are by far the most popular on-line means of communication, where text is typed on one computer and almost instantly appears on another computer. For a lot of young people, communicating in this way has replaced the telephone and for some, the television as well.
First draft Paragraph 1 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Paragraph 2 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Final text ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Activity 30 In this unit we have spoken about the importance of a good website. Now, make a comparison between two websites of your choice. Dans ce chapitre on a parlé de l’importance d’un bon site web. Maintenant, faites une comparaison entre deux sites Web de votre choix. 1. First, choose two different websites. D’abord, choisissez deux sites Web différents. 2. Secondly, make a column for each website and answer as many of the following questions as you can. Ensuite, faites une colonne pour chaque site Web et répondez succinctement à un maximum de ces questions. 3. Your general impression. – Does the website make you feel confident about this company? Why / why not? – Do you think they answer a potential customer’s questions/problems about a product? – Do they give you good reasons to buy their product? – Do you think the home page is attractive? Why / why not? – Would it attract customers? Why / why not? – Does the home page make you want to continue reading and looking for more details? Is it easy to extract/see the information you need from the homepage? Why / why not? – Is it clear? Why / why not? – Is the whole website easy to use? Or is it complicated and overcrowded (too much information)? – Is there unnecessary detail which slows you down in your search for specific information? – Can you move quickly from one page to another? – Are the graphics annoying and/or slow to download? – Is the text well-written or are there any mistakes? 4. Using your notes write a text comparing the two websites. Utilisez vos notes pour écrire un texte comparant les deux sites web. First, write a short introductory paragraph explaining what you are doing and presenting the two websites of your choice. Premièrement, écrivez un court paragraphe d’introduction expliquant ce que vous faites et présentant les deux sites Web de votre choix. Your second paragraph should give your general impression as well as a general comparison of the 2 websites. Dans votre deuxième paragraphe, donnez votre impression globale ainsi qu’une comparaison de ces deux sites Web. Then use your columns to make a more detailed comparison of the good and bad points you listed. Ensuite utilisez vos colonnes de notes pour faire une comparaison plus détaillée des points pour et contre. Your final / concluding paragraph will confirm your overall impression as well as stating which is the best website in your opinion. Votre conclusion (paragraphe final) réitérera votre impression générale, et indiquera lequel de ces sites est le meilleur selon vous.
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X
Section 8
Checklist
Vocabulary Activity 31 The words in the box below are all in unit 3. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading and listening texts to see how these words are used. Les mots ci-dessous sont tous dans l’unité 3. Mettez les dans les phrases pour remplacer les mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et Listening pour comprendre l’emploi de ces mots. pros and cons - astonishing - cheaper - trust - emphasise - firm - topics - outlay - increasing - famous - likely awful - counterparts - current - solve - overcrowded - favourites - advertising - headline - figures 1) She had to underline ………………… all the benefits before they decided to invest. 2) The present model is less expensive ………………… than the old one. 3) The present ………………… model will be available in November. 4) We need to look at the advantages and drawbacks ………………… before we invest. 5) I’d like to work in publicity …………………. 6) The staff are often in contact with their co-workers ………………… in other countries. 7) The company is very well-known ………………… for its quality products. 8) He’s making a list of subjects ………………… to discuss at the meeting. 9) Looking at the sales figures blue and red are the ones people prefer ………………… . 10) Our company ………………… is expanding. 11) Salaries are rising ………………… by 5% this year. 12) Our website is full of unnecessary detail ………………… . 13) It was an atrocious ………………… meeting, we’ll have to do it again. 14) I’d like to look at those numbers ………………… again. 15) I think we should change the title ………………… of this article. 16) After the initial investment ………………… there is nothing more to pay. 17) It is probable ………………… that the reports will be late. 18) They have a serious maintenance problem to sort out ………………… . 19) The managers have lost the staff’s confidence ………………… . 20) It was an extremely surprising ……………….. competition.
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Grammar Activity 32 Comparative or superlative? Put the adjective in brackets into the correct form. Complete the following sentences with a comparative or a superlative. Complétez les phrases ci-dessous avec un comparatif ou un superlatif en utilisant l'adjectif entre parenthèses. 1) As I work, this course is getting (easy) ………………. and ……………….. . 2) Maïa said he was (nice) ………. …………….. boss she had ever had. 3) You are so good at adapting software. I’d like to be as (good) ………… ………. you. 4) It was (funny) ……….. ……….…… film I’ve ever seen. 5) The monitors were not as (expensive) ……………… ……….. we thought. 6) It’s (important) ……….. …………….. to reduce delivery times ………… prices. 7) My new car goes a lot (fast) …………… ….…… the old one. 8) Our sales are going up. The figures are (high) ………. …………… last year. 9) Holland is (small) ………….. ………. Germany. 10) The reports are not (short) ………. ………… ……….. we usually receive.
Activity 33 Complete the following sentences with the right quantifier. Complétez les phrases ci-dessous avec le bon quantifieur. 1) I don’t know how to finish the month. I have very ………. money to spend. 2) Yoann has ……… ………. ………. work. He’ll find it difficult to take a holiday. 3) Do you have …………… exercises to do? 4) I telephone Argentina every day. I telephone there ………. ….…….. . 5) Jasons Ltd doesn’t have ………….. time before the bank closes the company completely. 6) There is ………. ………. ………. ……… software to install. It’ll take us a long time. 7) Broadband is ………. ………. cheaper today, but not much. 8) We’ll finish quickly. There are not ………. translations to do. 9) Very ………. engineers go on this course. It’s not very popular. 10) There is ………. chance of delivery before June, we don’t have any drivers available.
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Activity 34 Complete the following sentences with some or any. Complétez les phrases ci-dessous avec some ou any. 1) ……….. of the graphs show a rise, but not very many. 2) New search engines are not ………. better than the old ones. 3) Could you give me ………. help, please? 4) Have you received ………. e-mails for me? 5) I’m making ………. progress, but I have to stop because I don’t have ……… more time. 6) It doesn’t matter when you start the tests, ………. time will be fine for us.
Activity 35 Underline the correct noun: countable or uncountable? Soulignez le bon nom : dénombrable ou indénombrable? 1) They have delivered the new equipment / equipments. 2) We need to update our software / softwares. 3) There was a lot of information / informations. 4) Brian got a lot of feedback / feedbacks from the customers. 5) I’ll send you the document / documents when I receive them. 6) Their technicians have a lot of knowledge / knowledges about this problem.
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Unit 4
Security, security, security… Cette quatrième unité a pour thème la sécurité des systèmes informatiques et la cybercriminalité. Vous allez y étudier les auxilliaires modaux au présent et au passé. Vous y apprendrez aussi à utiliser ces modaux pour exprimer les différents degrés de la certitude. Vos activités d’expression orale dans cette unité sont sous la forme d’une présentation de produit et d’un compte rendu. La section 7 vous proposera notamment de rédiger un rapport et d’écrire un courriel.
Contents Section 1: preview .................................. 102
Section 6: speaking ................................ 121
Vocabulary: matching definitions Grammar: modals and certainty
Presenting a product Summarising Social English
Activities 1 à 3
Section 2: reading ................................... 104 Computer security Cybercrime Activities 4 et 8
Section 3: listening ................................ 109 Data protection and electronic signatures Hacking and a hacker's advice Activities 9 à 12
Section 4: language focus ..................... 112
Activities 19 à 21
Section 7: writing .................................. 124 Writing a summary Haw to write an e-mail Activities 22 à 23
Section 8: checklist ................................ 126 Vocabulary Grammar Activities 24 à 26
Modals, present and past Degrees of certainty Activities 13 à 15
Section 5: vocabulary ............................ 116 Vocabulary exercises: reading and listening texts Basic phrasal verb Activities 16 à 18
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Unit 4
a
Section 1
Preview Before starting this unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts. Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary Activity 1 Choose the correct definitions. Choisissez la définition qui correspond le mieux. Worry r happy r concern
Accounts r agreements r records
Teenagers r child r youngster
Buying r purchasing r bringing
Opponent r adversary r anniversary
Prevent r start r stop
Invoice r detailed billing document r internet voice program
Enough r slow r sufficient
Plenty r abundant r less
Agree r to have the same diploma r to be of the same opinion
Knowledge r awareness r agreement
Destroy r ruin r read
False r free r untrue
Watch r observe r obsolete
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Grammar Try this grammar test to see what you know or don’t know. Testez votre grammaire.
Activity 2 Put the following modals into the sentences. Be careful, you can only use them once. Mettez les modaux suivants dans les phrases. Attention, vous ne pouvez les utiliser qu’une fois. couldn’t - shouldn’t - can’t - mustn’t - won’t - wouldn’t - could - should - can - must - will - would - may - might a) I …………… forget my boyfriend’s birthday. (negative) b) I …………… go now, or I’ll miss my flight. c) Children …………… go to bed late at night. (negative) d) …………… you play the guitar? e) I …………… swim, but I would love to learn. (negative) f) Last year, the company …………… sell those products. (negative) g) She …………… come tomorrow. It’s impossible. h) I think you …………… see a dentist about your tooth problem. i) …………… the chairman arrive by plane or helicopter? j) We …………… like to confirm your personal details. k) I need some help. …………… you give me a hand? l) Oh, I saw him. He was with the designer. He …………… still be there. m) It’s going to very difficult, but I …………… be able to get an appointment. n) I don’t believe he would do that. He …………… just walk out. (negative)
Activity 3 Put the following modals into the sentences, according to the degree of certainty. Placez les modaux suivants dans les phrases, selon le niveau de certitude. can - can’t - may - might - must a) It’s absolutely out of the question. You …………… leave early tonight. b) There’s a good chance that there …………… be a new job for you in Accounts. c) It …………… be the same car. It’s unique. d) …………… we walk or is it too far? e) They …………… be late, but I don’t think so. What do you notice about verbs which follow modals? Que remarquez vous à propos des verbes qui suivent des modaux ? ...................................................................................................................................................................
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Section 2
Reading
First read the text below and answer the questions which follow. Lisez le texte ci-dessous et répondez aux questions qui suivent. Document 1
Computer secutity
In today’s highly documented, widely travelled world most people know about risk, but everything depends on the type of risks you take - in computers as in life. For example, if you’re walking down the street a flowerpot might fall on your head, or a cyclist could run onto the pavement and knock you over. However, these dangers and risks to your health and well being escalate if you’re skiing down a mountain rather than strolling along a suburban street. The same applies to computer security. A home computer used for family photos, recipes, personal accounts, etc., requires minimum security, i.e. the recording and saving of files, together with back up using a memory stick or by putting data onto a CD. A lone standing computer at work or a laptop will require the same. However, often or not in a working environment the need arises for some file privacy; in the case of sensitive customer data, private staff information or finance accounts, for example. One essential method is that private files must have password access. Consequently, in addition to back up, encoding software is necessary. This software scrambles data to prevent unauthorised reading. The scrambled data will be unintelligible unless the correct code is used. In the workplace security cables should be put in to stop PC theft; equipment must be protected; e.g. the screen should be in an open well-aired space, otherwise its components will deteriorate. No computer equipment should be too near a radiator. Earthed equipment has to be used as the slightest electrical surge can destroy components. All of the above though are small-fry in comparison to the dangers that may come from the
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internet: viruses, trojans, worms, phishing, keylogger, spyware, adware, etc. These attacks can use 4 main routes to enter your computer: the electronic mailbox, downloads, web navigators and the network. Most people know that via their electronic mailbox they might receive viruses, in particular in attached files, and that spamming is an ever annoying problem. Considerable damage could also be caused through address book theft. There is little doubt that computers must be equipped with antivirus software. Downloads are another source of worry in that spyware, viruses or trojans can enter the computer with the free download. These hidden programs start up automatically when starting up the new program and some of them are malicious. The third source is web navigators. Cookies are implanted in your computer and are, on the whole, fairly harmless in that they simply trace your internet habits (where you go on the web). The information gathered is used mainly by the company to justify to their advertisers how many people visit the site and hence see their adverts. There are no consequences for the user. However this text could be used by others to send you targeted adverts and can also hide malicious programs. Up to 80% of viruses are created in the hope of extracting money from people. Others are sometimes made for a bet or just for fun. The rest are created with the intention of using your computer as a host. Illicit or illegal data, such as pornography, can be sold through your computer without you being aware of it.
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Activity 4 Answer the questions below about the text. Put (T) for True, or (F) for False. Répondez aux questions : T pour vrai, et F pour faux.
1) The more dangerous the activity, the more the risks will increase. 2) Passwords are vital. 3) It is illegal to change open source software. 4) Too much heat can damage computers. 5) The worst problems come from the web. 6) Anti-virus software is useful but not essential. 7) Downloads are virus protected. 8) Cookies collect information about you 9) Cookies can’t damage your computer. 10) Most people do not know their computer is being used as host.
T
F
r r r r r r r r r r
r r r r r r r r r r
Activity 5 Match the beginning of the following sentences to their meanings. Reliez les débuts de phrases à leurs sens. 1) In today’s highly documented
a) the accumulated knowledge
2) A lone standing computer
b) digital information in code
3) The scrambled data
c) individual non-networked pc
4) All of the above
d) the remaining are made
5) These hidden programs
e) without any results
6) The information gathered
f) in the current widely recorded
7) There are no consequences
g) concealed software
8) The rest are created
h) everything previously stated
Activity 6 Find synonyms in the text for the following words. Cherchez dans le texte les synonymes des mots suivants. 1) road ...........................
2) sidewalk ...........................
3) client ....................................
4) necessary ...................
5) principal ...........................
6) irritating ..............................
7) go in ..........................
8) innocent ..........................
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First read the text below and answer the questions which follow. Lisez le texte ci-dessous et répondez aux questions qui suivent. Document 2
Cybercrirme
On of the worst dangers out there on the web is phishing, computer speak for fishing. Massive mailshots, called spamming, are sent out in the form of e-mails claiming to be from a legitimate company, for example a bank. The e-mail asks the customer to update private information by clicking on a link to connect up directly to the bank’s website. The link takes them to a bogus website created by the hacker. By spamming thousands of people, the hacker hopes that some will actually be customers and will unwittingly give out personal information such as credit card details, account numbers, etc. When using a direct link it is very important to check that the link name which appears on the screen is exactly what it should be and that a secure website has https:// and not http://. When visiting the false website the user can also become the victim of a Trojan. In the case of private individuals the computer becomes a zombie remotely controlled by the hacker, often or not used in a bot network (botnet). The bot network can be used to send tons of spam mail to a company. Firewalls, routers, filters, in fact all security systems cannot cope with such great numbers of data arriving at once and the company server goes down. The company has to shutdown the security systems to rearm them and this is when a virus or a trojan starts up. Trojans or Trojan horses are programs that open back doors into a computer. They are extremely discreet and for the most part the user has no knowledge of their existence. Another common example when a Trojan horse can be implanted in a computer is when using P2P file sharing. To access
data, the user must open up the system and a hacker can take advantage to infiltrate the computer and consequently the network with a Trojan. Once inside the computer the Trojan is constantly active awaiting orders from its master. It can be programmed to open up silently, discreetly at certain times, for example during the night, and the user will not know that it is there. The Trojan’s job is to open doors giving total access to the computer and its sister computers in the network. The hacker uses this access to put data into the computer or to steal it and has total control of the computer. This is essentially used for attacking companies. Once control is established the company is contacted and blackmailed. The threat being that the company must pay a certain sum of money or the Trojan horse will destroy all data on the computer and /or network. Administrators need specific equipment for detecting Trojan horses. Anti-virus software cannot detect them as unlike a virus they do not reproduce themselves. One possible way to detect a Trojan is to watch for suspicious activity on the network. TCP/IP protocol uses a known set of numbers between 1 and 1124. Certain numbers are used for specific actions. For example no. 22 is used for secure e-mail while no.21 is used for non secure e-mail. No. 139 is the windows protocol for sharing printers. If a computer is using very high numbers there could be suspicious activity on the network. Trojans might be using numbers up in the 5000s. They are certainly one of the most dangerous attacks around today as once inside they are capable of almost anything.
Activity 7 In your own words, answer the questions below. En utilisant vos propres mots, répondez aux questions ci-dessous. 1) Can you explain what spamming is? (§1) ................................................................................................................................................................... ...................................................................................................................................................................
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2) What is the difference between https:// and http://? (§ 1) ................................................................................................................................................................... ................................................................................................................................................................... 3) What do you think a zombie is in the computer world? (§ 2) ................................................................................................................................................................... ................................................................................................................................................................... 4) Why do companies have to shutdown their security systems? (§ 2) ................................................................................................................................................................... ................................................................................................................................................................... 5) Give examples of how Trojans can be implanted in computers. (§ 2 & 3) ................................................................................................................................................................... ................................................................................................................................................................... 6) What do hackers use Trojans for? (§ 4) ................................................................................................................................................................... ................................................................................................................................................................... 7) Why do administrators need specific equipment for Trojans? (§ 5) ................................................................................................................................................................... ................................................................................................................................................................... 8) How can Trojans be detected? (§ 5) ................................................................................................................................................................... ...................................................................................................................................................................
Activity 8 Find the sentences in the text that the following translations correspond to. There is one mistake in each sentence. Can you correct it? Trouvez les phrases dans le texte qui correspondent aux traductions ci-après. Dans chaque traduction il y a une erreur. Corrigez-la. 1) Le lien les emmène à un vrai site web crée par le pirate. Line …..…
Correction ......................................................................................................
2) En visitant un site web l’employeur peut aussi devenir victime d’un cheval de Troie. Line …..…
Correction ......................................................................................................
3) L’ordinateur doit arrêter les systèmes de sécurité pour les réarmer et c’est à ce moment que le virus ou le cheval de Troie démarre. Line …..…
Correction ......................................................................................................
4) Ils sont extrêmement ouverts et la plupart du temps l’utilisateur ne sait pas qu’ils existent. Line …..…
Correction ......................................................................................................
5) Une fois à l’extérieur, le cheval de Troie est constamment en activité attendant les ordres de son maître. Line …..…
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Correction ......................................................................................................
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6) Le cheval de Troie sert à ouvrir des portes donnant libre accès à l’ordinateur et aux autres ordinateurs du service. Line …..…
Correction ......................................................................................................
7) Une fois le contrôle établi, la société est envoyée pour lui faire du chantage. Line …..…
Correction .......................................................................................................
8) Les administrateurs de systèmes ont besoin d’outils spécifiques pour augmenter les chevaux de Troie. Line …..…
Correction .......................................................................................................
9) Une manière impossible de détecter un cheval de Troie est de chercher les activités suspicieuses sur le réseau. Line …..…
Correction ......................................................................................................
10) Si un ordinateur utilise les cartes très élevées, il y a peut-être des activités suspicieuses sur le réseau. Line …..…
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Correction .......................................................................................................
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D
Section 3
Listening
LISTENING 1
Data protection and electronic signatures
D 15
Listen to this extract from a meeting. 3 people are talking about improving data protection and electronic signatures. Écoutez cet extrait d’une réunion. 3 personnes parlent d’améliorer la protection des données et des signatures électroniques.
Activity 9 Who says what? Qui dit quoi? Sonia (S)
Gerhard (G)
James (J)
1) Whose idea is it to introduce electronic signatures?
(
)
2) Who gives an example to illustrate the dangers of message interception?
(
)
3) Who is sceptical at the beginning?
(
)
4) Who asks for James?
(
)
5) Who says digital certificates are popular?
(
)
6) Who thinks it isn’t essential for all management to have them?
(
)
7) Who explains that all managers can spend company money?
(
)
8) Who explains that the company doesn’t create the certificates themselves?
(
)
9) Who wants to understand how the electronic signatures work?
(
)
10) Who explains how the key pairs work?
(
)
11) Who suggests the signatures must be easy to remember and hard to falsify
(
)
12) Who asks for a report on electronic signatures?
(
)
Listen again and check your answers before doing activity 2. Écoutez de nouveau afin de vérifier vos réponses avant de faire l’activité 2.
Activity 10 Translate the following language often used in meetings. Traduisez les extraits suivants souvent employés dans le langage des réunions. 1) ‘The next item on the agenda …’ ................................................................................................................................................................... 2) ‘… put forward a proposal …’ ................................................................................................................................................................... 3) ‘Let’s discuss it …’ ...................................................................................................................................................................
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4) ‘The main idea …’ ................................................................................................................................................................... 5) ‘…we could bring James in here…’ ................................................................................................................................................................... 6) ‘… to give us more details…’ ................................................................................................................................................................... 7) ‘Right, to talk about …’ ................................................................................................................................................................... 8) ‘I agree entirely.’ ................................................................................................................................................................... 9) ‘Well, let’s take …’ ................................................................................................................................................................... 10) ‘So, I suppose …’ ................................................................................................................................................................... 11) ‘And, on the other hand …’ ................................................................................................................................................................... 12) ‘…can we leave this with you?’ ................................................................................................................................................................... 13) ‘… a short report …’ ................................................................................................................................................................... 14) ‘…outlining the costs …’ ................................................................................................................................................................... 15) ‘… and timescale for implementation …’ ................................................................................................................................................................... 16) ‘… can we move on …’ ................................................................................................................................................................... LISTENING 2
Hacking and a hacker’s advice
D 16
Acttivity 11 Listen to a hacker talking about the world of hackers. Listen to the complete recording once and then try to answer the questions. Écoutez un pirate qui parle du monde des pirates informatique. Écoutez l’enregistrement une fois en entier avant d’essayer de répondre aux questions. 1) How old was he when he became a hacker? ................................................................................................................................................................... 2) What was the initial reason for becoming a hacker? ................................................................................................................................................................... 3) When did everything change for him? ................................................................................................................................................................... 110
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4) What do most hackers do it for? ................................................................................................................................................................... 5) Why do record companies try to catch hackers? ................................................................................................................................................................... 6) Why does he use a proxy server? ................................................................................................................................................................... 7) What does the FBI do to try and catch hackers? ................................................................................................................................................................... 8) Why did 2 hackers have a contest? ................................................................................................................................................................... 9) What recent development has created new methods of hacking? ................................................................................................................................................................... 10) What do sniffers do? ................................................................................................................................................................... 11) What advice does he give to people using wifi? ................................................................................................................................................................... 12) What does he describe as being ‘an open book’? ……………………………………………………………………………………………… ................................. 13) What type of software does he say should be avoided? ...................................................................................................................................................................
Activity 12 Listen again and complete the missing words in the paragraph. Écoutez encore une fois et complétez le paragraphe. Once I have the …………… …………… I can infiltrate the whole ……………, send instructions to disconnect everyone from the …………… and then change the address from my own MAC address, ………….. ………….. …………… …………… ……………, to one of the people connected up to the router. Every ………… …………… leaving a factory has a unique MAC address. So then if I want to do anything illegal on the internet, everything’s directed back to the …………… ……………, guarding my anonymity. This is called …………… .
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Section 4
Language focus
Language focus 1 – Modals: present and past Les modaux sont utilisés pour exprimer ; • l’obligation ; • le conseil ; • la permission ; • la capacité de faire ; • la possibilité ; • la probabilité. Ils ne sont pas utilisés pour parler des choses en train de se passer, mais donnent une signification supplémentaire au verbe principal. • She talks on the telephone.
She must talk on the telephone
N.B : Le verbe qui suit un modal est toujours mis à sa forme de base. Il n’y a pas de s à la troisième personne du singulier (voyez la question dans preview).
Les modaux sont employés essentiellement au présent. En général, on utilise d’autres verbes pour parler du passé et du futur.
Must Pour exprimer une obligation forte on utilise must. • I must go to work every day. • People must drive on the left in England. • Pour exprimer une obligation forte négative on utilise mustn’t. • We mustn’t forget the office party. • People mustn’t light fires in forests in the summer.
Have to Must peut être remplacé par have to. C’est une forme moins personnelle et elle est utilisée pour des règles générales. • I have to go to work every day. • People have to drive on the left in England.
O Don’t have to ne peut pas remplacer mustn’t. • I mustn’t go to work before 9 o’clock. (Je n’ai pas le choix) • I don’t have to go to work before 9 o’clock. • Don’t have to marque l’absence d’obligation. Must et mustn’t ne peuvent pas être mis au passé ni au futur pour exprimer une obligation. On emploi had to au passé, et will have to au futur. • They had to pay a very high penalty for the delay. (Passé) • They will have to pay a very high penalty for the delay. (Futur) 112
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Should should et shouldn’t sont généralement employés pour donner un conseil ou une opinion. • I think you should apply for the job. (Conseil) • You shouldn’t drive so fast. It’s dangerous. (Conseil et opinion) • They think more people should qualify for tax reductions. (Opinion) Le passé de should et shouldn’t est should/n’t + perfect infinitive (have + been / gone / done / seen, etc.). • They shouldn’t have lost the contract. • They should have negotiated better.
Can can, can’t, could et couldn’t sont utilisés pour exprimer la capacité de faire, et la permission. Ils sont souvent utilisés aussi pour faire des demandes. • You can go now. (permission) • He can’t drive. capacité de faire • I can read in several languages. capacité de faire De manière générale, could est de style plus soutenu que can. Par conséquent, il est toujours plus poli d’employer could quand on est demandeur. • Could you get me a coffee, please? could est le passé de can quand on parle de capacité de faire quelque chose. • Karl could repair a computer when he was a young child.
May may peut être employé pour exprimer la permission et est de style plus soutenu que can. • You may smoke here.
Will will et would sont utilisés pour formuler des demandes, pour prendre des décisions spontanées et pour faire des offres. • Will you come to my party? (Requête) • I didn’t know you were having a party. Yes, I’ll come. (Décision spontanée) • The phones ringing and I’m on my mobile. ‘That’s OK. I’ll answer it.’ (Offre) would est un peu plus soutenu dans ces cas. • Would you do me a favour? (Requête) • I’d be very pleased to see her again. (Décision spontanée) • Would you like me to help you? (Offre)
Activity 13 Read the following conversation between two colleagues. Complete the conversation with the modals in the box below. Lisez la conversation suivante entre deux collègues de travail. Complétez la conversation avec les modaux ci-dessous.
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Mark: should have - should (x 2) - could - will / ’ll (x 2) - can’t - would - must have to - could have - can Dave: have to - will/’ll (x 2) - would - had to - must - couldn’t - can (x 2) - has to M:
So Dave, how are things in your Department?
D:
Mark, how are you? I haven’t seen you for ages! I’m fine, but things here are very busy.
M:
Good, that’s the way it ……………… be. Go on then, give me an update. But, …………… you make it quick as I ……………. leave for an appointment at 10 o’clock.
D:
OK. But first, …………… you like coffee or tea?
M:
I ………. have tea, please.
D:
Well, recently we’ve been co-ordinating the transfer of mother board production to Poland. We ………….. ………. link up all the production areas. Oh, excuse me, the phone! I ………. just answer it. ‘Hello. No, I’m sorry she’s not here today. ………. I take a message? OK. I ………. give her the information. Goodbye.’ Right, where was I? Building the websites took a long time, because we …………. ………… wait for the German translation to be finished. It’s finished now, but it still …………… ………… be checked. And then, we’re up and running. I’m giving a presentation next week to the staff. …………… you come?
M:
Oh, I’m sorry, I ……………. I ………… ………… go to a conference in Luxembourg.
D:
Never mind. Apart from that, we’ve had a lot of minor problems in the office. The photocopier broke down and the technician ……………. repair it, so we …………... buy a new one.
M:
You ………….. …………. sent me an e-mail. I ………….. …………… lent you one. …………… you like me to order one for you? I ………. get you one quickly.
D:
Really, that’s wonderful. Colin’s been off work again. I don’t know what the problem is.
M:
He’s often absent. He …………… go and see a doctor. I ………….. to him.
Language focus 2 – Degrees of certainty La plupart des modaux ont deux sens. Dans Language Focus 1 nous avons vu les modaux pour exprimer l’obligation, le conseil, la permission et la capacité de faire. Ici nous voyons les modaux utilisés pour exprimer la probabilité et la possibilité. must est utilisé pour exprimer une très forte certitude, cannot ou can’t est son opposé. • I must be right. I’ve calculated it 3 times. (Je suis certain d’avoir raison) • I can’t be right. I’ll calculate it again. (Je ne suis pas sûr d’avoir raison) Pour must et can’t au passé, on ajoute la « perfect infinitive » (have + participe passé). • Jutlees must have taken over the company because they’ve changed the name. • She can’t have finished the report. She has been away on holiday. may, might et could sont utilisés pour exprimer une possibilité. May not et might not sont leurs opposés. Couldn’t est rarement employé. De manière générale, might est moins positif que may et could. • It may / could be true. (It’s possible, but I’m not sure) • It might be true. (It’s possible but I really don’t know) 114
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• There is a problem at the airport. They may / might not arrive on time. (possibility) Il faut ajouter le perfect infinitive (have + participe passé) pour former le passé de may / may not, might / might not et could. • It may / could / might have been true in the past, but today everything’s changed. • Theo might have taken the file home, but he doesn’t usually. • The Sales Department may / might not have sent the order last week. They’re very busy.
Activity 14 The following modals are in Reading document 1. For each one, give the reason why it is used. The first one is done for you as an example. Les modaux qui suivent sont dans le Reading 1. Pour chacun d’eux, dites pourquoi il est employé. Le premier est donné comme exemple. Line 5 - might (small possibility)
Line 31 - has to
Line 6 - could
Line 34 - may
.............................
Line 20 - must …………………………
Line 36 - can
.............................
Line 26 - should …………………………
Line 40 - might .............................
Line 27 - must …………………………
Line 42 - could
.............................
Line 28 - should …………………………
Line 44 - must
.............................
Line 30 - should …………………………
Line 47 - can
.............................
…………………………
Activity 15 Put the modals of certainty into the sentences below. Be careful, there are examples of the present, the past and negatives. Mettez les modaux de certitude dans les phrases ci-dessous. Attention, il y a des exemples du présent, du passé et des formes négatives. must
can’t
may
might
could
1) I don’t know why the driver is late. Hazel is her friend, so she ………… know. 2) There ……………… be a problem with tomorrow’s deadline. We’re not ready. 3) Linda is not here. She ………….. ………….. gone to work. 4) We …………… ………… spent all that money on memory sticks. We only have 25. 5) Flucksons say they didn’t receive the parts, and as the plane was late they …………… …………. ……….. done. 6) Thelma …………… have a higher salary than me. She’s going on a world tour, and I can’t afford it. 7) The bar chart …………… be right! Sales weren’t much higher in Italy than in Hungary. 8) I’m waiting for confirmation. I …………. ………… made a mistake. I’m not sure. 9) The plan …………. be good, but I’m not convinced.
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Section 5
B
Vocabulary
Vocabulary 1 Activity 16 Word search Find the words in the Word search below. All the words are in Unit 4. Cherchez les mots dans le « mots mêlés » ci-dessous. Tous ces mots sont dans l’unité 4. There are: 13 words across 14 words down 4 words diagonally
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Activity 17 Put the words you found in the Word search into the following sentences. Be careful, in some sentences two words are necessary. Mettez les mots du « mots mêlés » dans les phrases suivantes. Attention, certaines phrases contiennent deux mots. 1) We need to make an ………………. for the meeting tomorrow. 2) Spyware is usually ………………., but can be malicious. 3) I’ll give you my ………………. so that you can access my files. 4) We ………………. to give the technicians an extra day’s holiday. 5) Can you attach the …………….. to the e-mail, and I’ll read it immediately. 6) The manager needs a ……………….. before making a decision. 7) This ………………. must be paid when the goods arrive. 8) The graph shows profits increased this year. We’re …………… more than last year. 9) You shouldn’t give details of bank …………... on the internet. It’s too …………… 10) To launch our new range of webcams, we need to ……………… more ………………. on advertising. 11) Sales figures fell dramatically. We ……………… 20% less than last month. 12) I’ll ……………… to Bennie about it. He always listens to me. 13) You can find all the information on this subject on the ……………… . 14) There are no cartridges for the photocopier. Could you …………… some, please? 15) You should change your electronic ………………. It’s too easy to ……………… . 16) We need better software to stop ………………. My mailbox is full of advertising. 17) ………………. is a constant ……………… It gets in when downloading freeware. 18) I don’t have any brothers, just one …………….. . 19) The total amount, or ………………, includes VAT. 20) The ………………. took me to a bogus website. 21) A digital signature is like an electronic ………………. . 22) The Maintenance Department needs passwords for file ………………. with the Production Department. 23) These monitors are old. We’re ……………… a new flat ………….. for everybody.
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24) ………………. to protect people from hackers are difficult to implement. 25) Wifi is easy to infiltrate. You just need to ……………. the energy. 26) Public and private …………… are needed to send and receive encrypted messages.
Vocabulary 2 – Basic phrasal verbs What is a phrasal verb? Un phrasal verb est un verbe avec une ou plusieurs particules.
O Souvent la particule peut être une préposition ! • look for (chercher) • come in (entrer) • go out (sortir) • look after (s’occuper de) • take care of (prendre soin de) La plupart des « phrasal verbs » ont des verbes synonymes d’un seul mot. • look for search • come in enter • go out exit Il en existe des centaines en usage commun, surtout en anglais parlé. Il peut être compliqué pour les étrangers de les employer correctement. Surtout parce que certains phrasal verbs ont plus d’une signification. Il y a souvent une signification littéraire et un sens figuratif. Un dictionnaire vous dira les différentes significations. to put up • I put up the agenda on the wall. J’ai posé/affiché l’ordre du jour sur le mur. literal meaning • I put up my brother’s friends last night. J’ai logé des amis de mon frère hier soir. figurative meaning To take off • It’s hot in here. Can I take off my coat? Il fait chaud ici. Puis-je enlever mon manteau. literal meaning • Our plane took off late. Notre avion a décollé avec du retard. Dans l’unité 1 nous avons vu des verbes avec leur propre préposition, qui ne change jamais. Par contre, pour certain phrasal verbs, le changement de préposition change le sens du verbe. Attention à ne pas confondre les verbes et prépositions avec les phrasal verbs. • look for chercher • look after s’occuper de • look at regarder • look up rechercher dans un livre/dictionnaire Il est plus facile pour les non anglophones d’utiliser le verbe simple quand cela est possible. Cependant, il est important de pouvoir comprendre les phrasal verbs. Certains sont si communs qu’il faut les apprendre. L’emploi de phrasal verbs rendra votre anglais plus naturel.
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Les phrasal verbs les plus communs sont : go, come, put, look, take, get, keep, turn, bring, give et make. Parfois le sens est évident : • go up monter, • go down descendre • put on mettre • take off enlever • turn on allumer • turn off éteindre Mais regardez ces differences : • bring up élever un enfant introduire une idée/sujet dans une conversation / réunion • come across trouver / rencontrer par hazard – quelque chose / quelqu’un trouver une idée • take up sens littéraire : monter quelque chose / quelqu’un sens figuratif : commencer / démarrer quelque chose – par exemple une nouvelle activité • give up abandonner / arrêter quelque chose • take up inventer se réconcillier • get up se lever • get away partir / s’échapper • get away with en toute impunité / sans être inquiéter • get across faire comprendre • go on continuer • keep on continuer • carry on continuer • get on with s’appliquer à faire quelque chose
Activity 18 Put the correct verb in the sentences below. Be careful of the tense. Mettez le bon verbe dans les phrases ci-dessous. Attention au temps du verbe. 1) There is no more room. We can’t ………… everybody up. 2) If you ............ on working like that, you’ll get the sack. 3) We had so much work that we couldn’t ………… away for a holiday this year. 4) She ………… up some slogans for launching the latest model. 5) We ………… across the Spanish delegation. They were eating in the same restaurant. 6) I’d love to …………. up your offer. I feel ready to start a new job. 7) Let’s watch the film. Fred, could you …………. off the lights and close the door? 8) Its freezing in here. Can someone ………… on the radiator?
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9) I’m sorry, but I have to ………… on with my work. 10) We need to ………… up with some fresh plans to present at the meeting. 11) Don’t stop. ………… on working. I’ll ………… after the travel arrangements. 12) Kumiko has resigned. We need to ………… for a new programmer. 13) He ………… up tennis because he wants to ………… up golf. 14) The lack of canteen facilities was ………… up at the last meeting. 15) I’d like to ………… at the proposal in more detail.
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Section 6
Speaking Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone) soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous entendre parler anglais.
Activity 19 Presenting a product Record yourself presenting a product. Présentez un produit. Enregistrez vous. First, choose a product. You can choose any product you like, but make sure you have access to sufficient information on it to be able to present it clearly. Alternatively, you can invent a product and the information. D’abord, choisissez un produit. Vous pouvez choisir celui que vous voulez, mais faites attention d’avoir accès à suffisamment d’informations afin de pouvoir le présenter clairement. Below are some guidelines to help you prepare the presentation. Make notes on each point. Vous trouverez ci-dessous un guide pour vous aider à préparer la présentation. Prenez des notes sur chaque point. 1. Decide why you are making the presentation. Décidez pourquoi vous faites cette présentation. Est-ce pour vendre, informer ou former, par exemple ? 2. Brainstorm your ideas. Mettez toutes vos idées sur papier. Puis, organisez-les et choisissez les plus importantes. N’essayez pas de dire trop de choses. 3. Prepare your introduction. Préparez votre introduction. Ceci doit expliquer de quoi vous allez parler, et l’ordre dans lequel vous allez le faire. • ‘I’m going to talk about the new model 3XG telephone. First, I’ll explain what it is. Secondly, I’ll talk about its main features. Then, I’ll move on to talk about its selling points, before concluding with some practical information.’ 4. Prepare your conclusion. Préparez votre conclusion. Celle-ci doit faire ressortir les points les plus importants. • ‘To sum up, …’, ‘I’d like to conclude by saying …’, ‘Finally, …’ 5. Keep the language simple and clear. Utilisez un langage simple et clair. Évitez l’emploi du jargon. 6. Use linking words to help the listeners follow you logically. Dites quand vous avez terminé un point et quand vous passez au suivant. Employez des mots de liaison afin d’aider vos auditeurs à suivre votre logique. • ‘I’d like to start by …’, ‘First of all, …’, / ‘Secondly, …’, ‘After that, …’, ‘Then, …’, / ‘I’ll move on now to …’, ‘I’ve spoken about …, now I’d like to talk about …’, ‘Now, I’d like to look at …’, ‘That’s all I’d like to say about …, so now I’ll turn to …’ 8 A109 TG PA 00
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7. Examples and / or anecdotes. Quand cela est possible, donnez un exemple pour illustrer vos dires, ou bien personnalisez la présentation avec une anecdote.
Activity 20 Summarising Le résumé d’un discours, d’une réunion ou d’une présentation est très important. L’orateur peut ainsi vérifier qu’il n’a rien oublié. Ceci aidera également l’auditeur à se focaliser sur les points les plus importants et lui donnera l’opportunité de vérifier qu’il a tout compris. C’est souvent le moment pour les auditeurs de poser les questions afin d’avoir plus de détails sur certains points. • ‘To sum up, …’ • ‘Let me summarise that for you, …’ • ‘To go over the main points again, …’ • ‘Let me point out the main ideas, …’ • ‘To recap, …’ • ‘In a nutshell, …’ • ‘In summing up, I’d like to say …’ Read the tape script for Listening 2 Hacking and a hacker’s advice, and write notes on the main points the hacker makes. Summarise his talk, using the expressions above. Add any other advice you can think of to help people fight hackers. Lisez la transcription de Listening 2 « Hacking and a hacker’s advice », et prenez des notes sur les points principaux du discours du pirate informatique. Résumez le discours à l’aide des expressions ci-dessus. N’hésitez pas à ajouter vos conseils, afin d’aider des gens à combattre le piratage des ordinateurs.
Activity 21 Social English Dans cette unité nous venons de voir les modaux. Ils sont souvent utilisés pour donner des conseils. Le plus commun pour cela est should. Ought to peut aussi être utilisé pour donner des conseils. Should donne une opinion personnelle, alors que ought to est un peu moins personnel. • You don’t look very well. You should go and see a doctor. • I think you should go and see a doctor. • Rich people ought to pay more taxes. We can also use expressions to give advice. The most well-known expression is used to put ourselves in the place of the person we are advising, or in the same situation. We begin by: • If I were you, I would / I’d …. On peut également employer des expressions pour donner conseil. La plus connue d’entre elles est celle où l’on se met à la place de la personne que l’on conseille, ou dans la même situation. On commence par : • If I were you, I would / I’d … (Si j’étais toi/vous, Je + verbe au conditionnel). • If I were you, I’d go and see a doctor. • I would go and see a doctor if I were you. • If I had that problem, I’d go and see a doctor. 122
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What advice can you give people for the following problems and situations? Prepare your ideas and answers using the different structures above then record yourself. Quels conseils pouvez-vous donner aux gens pour les problèmes et situations suivants ? Préparez vos idées et réponses en employant les structures de phrases ci-dessus puis enregistrez vous. • “I don’t know how to find a job.” • “I have difficulty working with a particular colleague.” • “I’m not very good at learning languages.” • “I’m new to this town. I don’t know anybody. How can I meet people?” • “My car’s very old, but I don’t have enough money to buy a new one.”
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V
Section 7
Writing
Activity 22 Writing a summary Choose one of the reading texts in this unit and write a summary. Read the complete text again and start your summary by introducing the main theme of the text. Then, make a note of the main idea of each paragraph. Finally, reiterate the main theme in your conclusion using different words. Remember to use linking words. Your summary should consist of no more than two paragraphs. Choisissez un des textes dans cette unité et en faire le résumé. Relisez entièrement le texte et commencez votre résumé par une introduction qui explique le thème principal. Puis, prenez des notes sur les idées principales de chaque paragraphe. Enfin, dans la conclusion, utilisez d’autres mots pour reformuler le thème principal. N’oubliez pas d’employer des mots de liaison. Votre résumé ne devra pas dépasser les deux paragraphes. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Activity 23 Writing an e-mail Almost everybody knows how to write an e-mail. Unlike letters, there are no strict rules for writing e-mails. However, making them clear and concise will be helpful. Some basic rules for writing clearly, concisely and effectively are:
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Presque tout le monde sait comment écrire un courrier électronique. À l’inverse des lettres, il n’y a pas de règles strictes pour les écrire. Néanmoins, les rendre clairs et concis sera toujours utile. Ci-dessous, des règles de base pour une écriture claire, concise et efficace. 1. Whenever possible, use the active rather than the passive. Préférez la forme active à la forme passive. 2. Don’t make sentences too long. N’écrivez pas de phrases trop longues. 3. Use simple language. Utilisez un langage simple. 4. Try not to use long and complicated words. Évitez l’emploi de mots longs et compliqués. 5. Try not to use clichés. Éviter les clichés. 6. Read through what you’ve written and delete any unnecessary words. Relisez ce que vous avez écrit et supprimez tous les mots inutiles. 7. In e-mails (and letters) we generally begin with ‘Dear’. En général, on commence les courriers électroniques (et les lettres) par ‘Dear’. Using the above rules, write an e-mail in reply to one of the following: À l’aide des règles ci-dessus, écrivez un courrier électronique en réponse à une des questions suivantes. 1. Dear Staff We’re looking for volunteers to work on Christmas Day this year. A bonus can be negotiated. Full Christmas dinner provided. Contact your Departmental Manager for further information. Thank you. We look forward to hearing from you. The Management 2. I’d like to take a course in Business English. Do you know where I can get some information, and can you recommend any useful books? ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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X
Section 8
Checklist
Vocabulary Activity 24 The words in the box below are all in unit 4. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading and listening texts to see how these words are used. Les mots ci-dessous sont tous dans l’unité 4. Utilisez les pour remplacer les mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et Listening pour comprendre l’emploi de ces mots. issued - stay ahead - short - payment - false - bypassing - brought up - plenty - outlining - factory - approval agenda - foolproof – recording - entirely - believe - enough - shutdown - aware - otherwise 1) Time is not a problem, we have more than enough ……………. The deadline is not till next month. 2) The goods are faulty and must be sent back to the works …………… . 3) We must have a copy …………… of all the data. 4) Managers are not always conscious .………….. of staff problems. 5) We can’t pay the invoice until we have the consent …………… of Head Office. 6) That was an excellent idea you put forward …………… at lunch. 7) To keep in front …………… we must innovate. 8) I don’t have sufficient …………… information to make a decision. 9) The investors seem happy. If not, …………… they won’t put money into the project. 10) Getting past ……………. the security codes is a real challenge. 11) I completely …………… agree with you. 12) A brief ……………. letter explaining the problem should be sent to the technicians. 13) Settlement ……………. of the invoice is required on the goods arrival. 14) If somebody invents 100% safeguarded …………… computers they’ll be rich. 15) A lot of countries are convinced …………… that they have the best manufacturers. 16) If we have to stop ……………. the network running, we will lose money. 17) The boss interrupted when he was giving a general idea of …………… the project. 18) We need to make the list of points to discuss ……………. for the next meeting. 19) I thought the link was genuine, but in fact it was a bogus …………… one. 20) I’ve sent out …………… new passwords to all the employees concerned.
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Grammar Activity 25 Rewrite the following sentences replacing the words in bold by words from the box. Be careful of the tenses. Réécrivez les phrases suivantes en remplaçant les mots en gras par les mots ci-dessous. Attention au temps. must (x 3) - can - can’t (x 3) - shouldn’t - should - should have - might - may - will have to - couldn’t - ought to mustn’t - don’t have to (x 2) 1) We don’t work flexitime, so I’m not allowed to arrive at 10 am. ................................................................................................................................................................... 2) It is advisable to write clearly. ................................................................................................................................................................... 3) It’s a 5 star hotel. It is supposed to be good. ................................................................................................................................................................... 4) We can’t possibly drive any faster, or we’ll have an accident. ................................................................................................................................................................... 5) It is not recommended to drink the water here. ................................................................................................................................................................... 6) There is no obligation to use public transport. ................................................................................................................................................................... 7) We absolutely need the latest update. ................................................................................................................................................................... 8) I need to learn how to program. I don’t know how to do it. ................................................................................................................................................................... 9) If you don’t like it, you don’t need to buy it. ................................................................................................................................................................... 10) I declare the meeting formally open. Ivan, you have permission to begin. ................................................................................................................................................................... 11) Am I able to help you? ................................................................................................................................................................... 12) It is necessary that I remember to get up early tomorrow. ................................................................................................................................................................... 13) There is a small possibility that you’ll meet someone interesting at George’s. ................................................................................................................................................................... 14) She was very upset that it wasn’t possible to go to the party. ...................................................................................................................................................................
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15) It is not possible. They must be the wrong size. ................................................................................................................................................................... 16) Why didn’t you tell me yesterday? I was in the office all day. ................................................................................................................................................................... 17) There has to be a mistake. My hotel was booked on the Internet. ................................................................................................................................................................... 18) Next month, it will be necessary to lay off some members of staff. ...................................................................................................................................................................
Activity 26 Complete the table below with the modals and the expressions from Activity 25. An example is given. Complétez le tableau ci-dessous avec les modaux et les expressions de l’activité 25. Un exemple vous est donné.
Obligation
Negative obligation
No obligation
………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….…
… I am not allowed to ... ………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….…
………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….…
Permission
Possibility/probability
Advice/opinion
………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….…
………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….… ………………………….…
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Unit 5
Storage and outsourcing Plusieurs thèmes sont abordés dans cette cinquième unité, le stockage et la sauvegarde des données, la capacité de croissance des PME et la délocalisation des services. La section « language focus » vous aidera à parler d’événements futurs. L’emploi de la base verbale précédée de « to » sera opposé à celui de la base verbale + ing. En recourant aux points de grammaire acquis dans cette unité, vous allez commencer par fixer un rendezvous au téléphone puis le modifier ultérieurement. À l’écrit, vous procéderez à votre deuxième traduction. Vous apprendrez à rédiger de manière formelle et correcte une réponse à une offre d’emploi.
Contents Section 1: preview .................................. 130
Section 6: speaking ................................ 148
Vocabulary: matching definitions Grammar: future forms, verb + ing or verb + infinitive
Making future arrangement Changing plans Social English
Activities 1 à 3
Activities 20 à 22
Section 2: reading ................................... 132
Section 7: writing .................................. 151
Data storage today and tomorrow Limiting costs / outsourcing
How to write a letter Translation: text on maintenance
Activities 4 et 7
Activities 23 à 24
Section 3: listening ................................ 136
Section 8: checklist ................................ 155
A small business planning IT growth Ordering goods on the telephone
Vocabulary Grammar
Activities 8 à 11
Activities 25 à 27
Section 4: language focus ..................... 139 Future forms Verb + ing v's verb + infinitive Activities 12 à 13
Section 5: vocabulary ............................ 142 Vocabulary exercises: reading and listening texts Telephone language Money Activities 14 à 19
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a
Section 1
Preview Before starting this unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts. Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary Activity 1 Choose the correct definitions. Choisissez la définition qui correspond le mieux. Foreign r unusual position r from another country
Storage r retention of data r shopping area
Daily r once per day r all day
Removal r distance r extraction
Surface r over the top r outer layer
Outsourcing r work ginven to an outside company r employees working from home
Widespread r extensively distributed r small area
Founder r carrier r creator
Overhaul r too hot r complete repair or renewal
Basically r fundamentally r horizontally
Training r practical educating r driving test
Trend r tendency r test
Extended r expanded r existed
Tight r lacking space r a piece of clothing
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Grammar Try this grammar test to see what you know or don’t know. Testez votre grammaire.
Activity 2 Complete the following sentences using the correct future form. Choisissez la forme du futur qui convient pour compléter les phrases. a) Steven (be) ………… ……….. 25 next week. b) I can’t come to the meeting. I (see) ………… ………… a customer at 2 p.m. c) We went to the Travel Agents yesterday. We are ………… ………… (going) to Barbados. d) I think I (stop) ………… ………… working soon. e) ‘My car has broken down.’ ‘Don’t worry. I ………… ………… (drive) you to the airport.’ f) Sheila is …......... ………… ………… (retire) next month. g) I didn’t know that. What is she ………… ………… ……….. (do)? h) She isn’t sure yet. She ………… probably ……….. (travel) a bit. i) I ………… ……….. (phone) you as soon as I get some news. k) Look at that sky! It’s ………… ……….. ………… (rain). l) No. I’m ……….. ………… ………… (take) the train. m) It ………… (leave) at 11.15 tomorrow morning.
Activity 3 Put verb into its correct form in the following sentences: infinitive or –ing. Mettez le verbe dans sa forme correcte dans les phrases suivantes : l’infinitif ou –ing. a) I find …………… (meet) new people very exciting. b) …………… (drive) a motorbike is dangerous in big cities. c) She really wants …………… (leave) the country. d) Nicola enjoys …………… (go) water-skiing. e) Flucksons have stopped …………… (manufacture) that model. It’s out of date. f) We have finished ……………. (test) on the TDA654. g) The Sales Manager thinks ………… (increase) the price is a bad idea. h) Would you like …………… (come) to the pub for a drink this evening?
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M
Section 2
Reading
First read the text below and answer the questions which follow. Lisez le texte ci-dessous et répondez aux questions qui suivent. Document 1
Data storage today and tomorrow
One of the things we do best today is create vast amounts of data. For legal reasons companies are obliged to save more and more of this information. They also need to be able to retrieve it with ease and as often as they like. It is difficult for companies to cope with the enormous amounts of data that need to be stored. Consequently, a lot of companies are looking to outside storage companies that offer all-inclusive solutions. Companies can then choose when and how they record information, and perhaps more importantly, can retrieve it on demand. As the need to keep data on record increases so storage is becoming a fast growing industry. There are two forms of storage: primary storage and secondary storage. Generally we use the term ‘memory’ when referring to the temporary storing of data, and the word ‘storage’ when talking about a more permanent means of storage. Primary storage uses volatile memory and secondary storage uses non-volatile memory. Volatile memory needs an electrical input to keep the stored information and is therefore temporary. Nonvolatile memory maintains stored information without electrical input and so is more suitable for secondary storage. The main technical differences between primary and secondary storage devices relate to the method and speed of access to data. Primary storage is basically part of the computer itself as it is directly connected to the CPU (central processing unit). It is necessary for the CPU to be able to function correctly. Primary storage can be sub-divided into three kinds. Processor registers, which are part of the CPU, contain information to carry out current instructions. Main memory contains the programs that are currently running and can transfer information from the processor register to main storage. In computers today, RAM (random access memory) is used for main memory, and is directly connected to the CPU via a memory bus and a data bus. Cache memory is internal memory used to increase performance or throughput by keeping on hand the most recently and frequently used data.
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Secondary storage, also called long-term storage or off-line storage, is used for maintaining data on a more permanent basis. The hard disk is an example. Wellknown uses include backup, archiving and disaster recovery. Backup and archiving are similar processes of offline storage and data protection. The difference between them is that whereas backup is the duplication of data, archiving is the removal of data for permanent storage. Disaster recovery refers to the recording and protection of data away from the possibility of localised disasters. Magneto-optical disc storage and optical disc storage are common mass storage devices. The first stores information on a magnetic surface, which is read optically. This type of storage is non-volatile, sequential access, slow write, fast read. Optical disc storage, the most common today, uses a laser diode to illuminate the disc surface and read the information stored in etched pits. DVD, CD, DVD-RW and DVD-RAM are some of the forms of optical disc storage in current use. Where is data storage heading? The key words today are smaller and faster. And recent developments are heading in that direction. The Blu-ray and HD DVD storage devices are examples of products which are going to come onto the market soon. They will increase the memory capacity of a single DVD by more than 5 times. Current discs use red laser to read and write data, but blu-ray uses blue laser light, as its name indicates. Blue laser light has a shorter wavelength than red and can therefore be focussed with much higher precision. This means that data can be put closer together on a disc, taking up less room. Consequently, the same size DVD or CD will contain a far greater amount of information. Other future possibilities in the research and development stages include the holographic data storage system (HDSS), capable of storing 1 terabyte of data on something the size of a lump of sugar. But, of course, just around the corner, who knows what we’ll be using? The only thing we can be sure of is that everything is going to get smaller and faster.
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Activity 4 Describe what each paragraph is talking about. Do not write more than two sentences. Décrivez l’idée principale de chaque paragraphe. N’écrivez pas plus de deux phrases. Paragraph 1 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Paragraph 2 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Paragraph 3 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Paragraph 4 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Paragraph 5 ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... Paragraph 6 ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Activity 5 Using the sentences you wrote above to help you, invent a suitable title for each of the six paragraphs. Look at previous titles in this book and notice how they are constructed. They are usually short, in the present tense and rarely use articles - a - an - the. En vous aidant des phrases écrites ci-dessus, inventez un titre qui convient pour chacun des six paragraphes. Regardez les titres des articles précédents de ce livre et remarquez leur construction. Ils sont généralement courts, au temps présent et utilisent rarement des articles a - an - the. Paragraph 1 ............................................................................................................................................ Paragraph 2 ............................................................................................................................................ Paragraph 3 ............................................................................................................................................ Paragraph 4 ............................................................................................................................................ Paragraph 5 ............................................................................................................................................ Paragraph 6 ............................................................................................................................................
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Read the article and answer the following questions. Lisez l’article et répondez aux questions suivantes. Document 2
Limiting costs / outsourcing
More and more companies are turning to outsourcing as a means of limiting costs. Although outsourcing has almost always existed it was, in the past, in a much less structured fashion and the types of company tasks outsourced were very different from those today. Sub-contracting parts of the manufacturing and maintenance process to a specialist in a particular area with expensive specialist tools and equipment is a well-known accepted form of outsourcing. The massive growth in the hi-tech industry and in particular the speed of this growth saw the demand for outsourcing rise dramatically in order to reduce costs. The nature of the industry along with the development of internet communication has facilitated outsourcing. The money saved is being used for investment and on better paid staff. This, in the long term, means the development of improved products for customers. Although financial gains are the main motivation behind outsourcing, a company having more time to focus on their specific competences and business strategy is an important added attraction. The question is: Do these benefits outweigh the possible drawbacks? One problem with outsourcing is poor customer service which can harm the reputation of a company. Customers can become extremely frustrated when trying to receive technical support and find that communicating with the person on the other end of the telephone is extremely difficult due to a limited knowledge of the language. In the case of offshoring (similar to outsourcing, but in another country), companies sometimes have difficulty with local laws which may be very different from the laws that they follow in their own country. Because staff turnover is
much higher in outsourcing companies, the continual retraining of staff can be expensive and quality will inevitably drop. Companies can lose customers from the outsourcing of important customer related services in these conditions. One change that is occurring in the ever growing outsourcing industry is a return to outsourcing nearer to home. This is particularly true of European countries, which are looking to other European countries, especially the more recently joined members of the European Union. The advantages of working with other European countries are manifold. In the medium term the newer European states labour force is cheaper. European law applies to all companies and countries. Widespread second language training, usually in English, means ease of communication between these countries is developing rapidly. Although the larger companies are already well-established in the use of outsourcing, growth is still slow in the small to medium business sector (SMB). This is partly due to a lack of confidence in remote IT services, and a loss of control feared by the head of the company who is often the founder, and finds handing over any part of the company’s workings difficult to envisage. It is thought that outsourcing will continue to grow at an ever increasing rate, probably doubling over the next few years. Some estimations consider that this will cut costs in the IT industry by more than half. Interestingly, in some areas of thought, outsourcing is seen as a revolution akin to the development of mass production back in the 19th century, eventually bringing greater prosperity to all. But that’s another story…
Activity 6 List the points for and against outsourcing according to the author. Faites une liste des points pour et contre l’externalisation/sous-traitance selon l’auteur. Advantages: .......................................................................................................................................... ................................................................................................................................................................. ................................................................................................................................................................. .................................................................................................................................................................
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................................................................................................................................................................. ................................................................................................................................................................. ................................................................................................................................................................. Drawbacks: ........................................................................................................................................... ................................................................................................................................................................. ................................................................................................................................................................. ................................................................................................................................................................. ................................................................................................................................................................. ................................................................................................................................................................. .................................................................................................................................................................
Activity 7 Finish the sentences in your own words. Sometimes one or two words will do. You may use some words and / or synonyms from the text. Terminez les phrases avec vos propres mots. Parfois un ou deux mots suffiront. Vous pouvez employer certains mots et/ou synonymes du texte. 1) (line 1) More and more companies are turning to outsourcing as a … ................................................................................................................................................................... 2) (line 16) The money saved is being used for investment and on … ................................................................................................................................................................... 3) (line 23) The question is: … ................................................................................................................................................................... 4) (line 25) One problem with outsourcing is poor customer service which can harm … ................................................................................................................................................................... 5) (line 50) Widespread second language training, usually in English, means ease of communication between these countries is … ................................................................................................................................................................... 6) (line 63) Some estimations consider that this will cut costs in the IT industry by … ...................................................................................................................................................................
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D
Section 3
Listening
LISTENING 1
A small business – planning I.S. growth
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Activity 8 Listen carefully to the following discussion and answer the general comprehension questions. Écoutez attentivement la discussion suivante et répondez aux questions de compréhension générale. 1) three people are talking, Andy, Delia and Josh. Who do you think is the boss? ................................................................................................................................................................... 2) Who is more enthusiastic about Rewfringes? ................................................................................................................................................................... 3) Who would prefer Fromalston? ................................................................................................................................................................... 4) Who gives detailed information about the maintenance contracts? ................................................................................................................................................................... 5) Who do they finally decide to give the contract to? ...................................................................................................................................................................
Activity 9 Listen again and answer these more detailed questions. Écoutez de nouveau et répondez à ces questions plus détaillées. 1) What does ‘given the green light’ mean? ................................................................................................................................................................... 2) Why does Delia say the timing is perfect? ................................................................................................................................................................... 3) Andy gives five reasons for changing their IT equipment. Name as many as you can. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... 4) What will be the main restriction? ...................................................................................................................................................................
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5) What does Josh say he has to do before joining the discussion? ................................................................................................................................................................... 6) What does Josh say is the main difference between the two companies? ................................................................................................................................................................... 7) What does Andy think is the most important reason for choosing a supplier? ................................................................................................................................................................... 8) Which company is a little cheaper? ................................................................................................................................................................... 9) Josh gives two reasons for preferring Rewfringes. What are they? ................................................................................................................................................................... ................................................................................................................................................................... 10) Which possible problem with Rewfringes does Delia highlight? ................................................................................................................................................................... 11) What does Andy say they are basing their decision on? ...................................................................................................................................................................
LISTENING 2
D
Ordering goods on the telephone
18
Listen carefully to the telephone conversation and answer the questions. Écoutez attentivement la conversation téléphonique et répondez aux questions.
Activity 10 Four people speak during the telephone conversation. Circle the number which corresponds to the order the person speaks in. The first person to speak is number 1, the second is number 2, etc. Quatre personnes parlent pendant la conversation téléphonique. Encerclez le numéro qui correspond à l’ordre dans lequel chaque personne intervient. La première personne à parler = 1, la deuxième = 2, etc. Secretary:
1
2
3
4
Switchboard Operator/Receptionist:
1
2
3
4
Purchasing Manager:
1
2
3
4
Sales Representative:
1
2
3
4
Activity 11 In this telephone conversation there are a lot of numbers: product reference numbers, prices, quantities, fractions, etc. Dans cette conversation téléphonique il y a beaucoup de chiffres : numéros de référence de produit, des prix, des quantités, des fractions, etc. Complete the extracts by filling in the missing numbers. Complétez les extraits avec les chiffres qui manquent.
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1) We’re still working with TDA ………… . 2) … he suggested the TDA ………… as the most suitable upgrade. 3) We have ………. TDA ………… on site, but currently use about ………… of them. 4) Bought individually they cost ………… €. 5) … there is a reduction for every ………… ordered. 6) … you need to have about ………… in stock. 7) The speed has been ………… and the size cut by ………… . 8) … the lifespan of the TDA ………… has been extended by ………… years. 9) What sort of discount can I expect on ………… units? 10) An initial …………% discount is given on ………… units. 11) So, that’s ………… € per unit, giving a total of ………… €. 12) This will give you a full …………% discount, bringing the price down to ………… € per unit. 13) … could we ask for the full ………… % discount on ………… units, instead of ………… .
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G
Section 4
Language focus
Language focus 1 – Future forms Il est généralement reconnu qu’en anglais il n’y a pas un temps du futur spécifique, comme on en trouve dans d’autres langues. Il y a quatre façons pour exprimer le futur. • le présent simple • going to • le présent continu • will
Present simple Le présent simple n’est, en général, employé que pour exprimer un futur basé sur des horaires fixes ; la plupart du temps les horaires d’avions, trains, bus, etc. • My train leaves next Friday at 10pm.
Present continuous Le présent continu est, en général, employé pour exprimer un futur prévu. Il est souvent appelé the diary future parce qu’un rendez-vous, une réunion, un projet, etc. est prévu à l’avance. • I’m seeing the customer tomorrow.
Going to 1. going to est employé pour exprimer les projets et les intentions futurs. Dans ce cas, il y a peu de différence avec le présent continu, sauf que going to peut démontrer une volonté personnelle. • We’re going to get our tickets for the concert soon. 2. going to est aussi employé pour exprimer un futur pour lequel il y des preuves que l’action va se passer. • Look at those clouds. It’s going to rain.
Will will est employé ; a) pour exprimer un futur sur lequel la personne qui parle n’a aucun contrôle ; c’est en général des faits ; b) pour exprimer des décisions pour le futur qui sont prises au moment de parler ; c) quand la personne n’est pas très sûre de ses intentions. Dans ce cas, will est souvent précédé de ‘I think. • The company will be 150 years old next year. (a) • I didn’t know she was ill. I’ll go and visit her tomorrow. (b) • I don’t like it here. I think I’ll look for a new job. (c) NB: En anglais parlé, on dit rarement la forme pleine, I will, they will, it will, etc. La plupart du temps on fait la contration et on dit : I’ll, they’ll, it’ll, etc.
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Activity 12 Put the correct future form into the conversations below. Choisissez l’expression du futur qui convient dans les conversations ci-dessous.
Conversation 1 A: Mehdi, ………… you ………… next week? (work) B: No, I’m on holiday. A: Really! Where ............ you …………? (go) B: I don’t know. I have very little money. Do you have any ideas? A: Why don’t you go camping? That’s not expensive. B: That’s a good idea. I ………… ………… to Jane about it. But where? (talk) A: There’s a lovely place on the west coast. Would you like me to find the address? B: Oh yes. Jane loves the west. OK. That’s decided, we ………… ………… there. (go)
Conversation 2 A: Mehdi, ………… you ………… next week? (work) B: No, I’m on holiday. A: Really! Where ............ you …………? (go) B: We’re ………… ………… Mexico. (go) A: Wow! That’s great. Who ………… you ………… with? (go) B: Jane, of course. We ………… ………… ………… the tickets after work. (pick up) A: How are you ………… ………… ………… to the airport? (get) B: I’m not sure. A taxi, I suppose. A: No, don’t do that, it’s expensive. I ………… ………… you if you like. (take) B: Wonderful. But the plane ………… at 7am. (leave) A: That’s alright. I ………… ………… ………. early for once. (get up)
Language focus 2 – Verb + ing / Verb + infinitive Vous avez peut-être remarqué qu’en anglais quand un verbe suit un autre ce deuxième est soit à l’infinitif (comme en français) soit au gérondif ‘-ing’. a) Certains verbes peuvent être suivis par l’infinitif ou le gérondif avec peu de changement dans le sens. • I prefer to go home on foot. • I prefer going home on foot. Je préfère rentrer chez moi à pied. • I like to go home on foot. • I like going home on foot. J’aime rentrer chez moi à pied. b) D’autres verbes ne peuvent être suivis que de l’un ou de l’autre. • I want to go home on foot. Je veux rentrer chez moi à pied.
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• I enjoy going home on foot. Je prends plaisir à rentrer chez moi à pied. c) Dans certains cas mettre l’infinitif ou le gérondif change le sens du verbe. • I stopped to go home on foot. J’ai arrêté ce que je faisais pour rentrer chez moi à pied. • I stopped going home on foot. Je ne rentre plus chez moi à pied. Un verbe est généralement au gérondif quand il est le sujet d’une phrase et la commence. • Going home on foot is better for the environment. • Driving to work this morning was terrible because of the traffic jams. • Working for Rewfringes is exciting. • Putting the customer first is our company slogan. NB. : La traduction en français par l’infinitif. Reading police stories is my favourite hobby. Lire les romans policiers est mon passe-temps préféré
Dans l’unité 1 on a vu des verbes qui ont leur propre préposition. depend on, consist of, succeed in, concentrate on, ask for, etc. Regardez de nouveau cette activity dans l’unité 1 et remarquez que quand un verbe suit un verbe + préposition, il est toujours au gérondif. • This job consists of adapting software to meet specific needs. • After trying for an hour, I finally succeeded in connecting up the computers. • We are concentrating on launching our latest product.
Activity 13 Decide if the verbs in brackets are ‘-ing’ or infinitive, or either. Décidez si les verbes entre parenthèses sont à l’infinitif ou se terminent en ‘-ing’, ou si les deux sont possibles. A Nigel thinks (walk) ……………. to work or (take) ……….…… the bus is more environmentally friendly. B It depends on where you live. I love (walk) ….…………. but public transport takes too long. Ask him if he wants (try) …….……… the bus service where I live? I’m sure he wouldn’t like (wait) ……….…… for the bus for hours. To change the subject, have you finished (repair) …….………. that printer yet? A No. I stopped (try) ……………. to fix it a week ago. I decided (send) …………….. it back to the manufacturer. I expect (hear) …………….. from them soon. B I suppose they’ll forget (call) ……………. you when it’s ready. They often do. Did Nigel offer (help) …………….? A He absolutely refused (touch) ……………. the machine. He hasn’t arrived yet. That’s unusual. Perhaps he forgot (put) …………….. his alarm on. B Probably. Why don’t you try (phone) …………….. him? A I suppose so. 8 A109 TG PA 00
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B
Section 5
Vocabulary
Vocabulary 1 Activity 14 Below is a list of words from Reading 1 and 2. Make sentences using these words to show that you have understood their meaning. You have already seen some of these words in previous units. Ci-dessous une liste de mots des Reading 1 et 2. Employez ces mots dans des phrases afin de montrer que vous avez compris leur sens. Vous avez déjà vu certains de ces mots dans les unités précédentes. retrieve - growing - storage - basically - outsourcing - reduce - quality - tasks - country - staff Example: When the computers went down we thought we had lost the files, but we managed to retrieve them. 1. ............................................................................................................................................................... ................................................................................................................................................................... 2. ............................................................................................................................................................... ................................................................................................................................................................... 3. ............................................................................................................................................................... ................................................................................................................................................................... 4. ............................................................................................................................................................... ................................................................................................................................................................... 5. ............................................................................................................................................................... ................................................................................................................................................................... 6. ............................................................................................................................................................... ................................................................................................................................................................... 7. ............................................................................................................................................................... ................................................................................................................................................................... 8. ............................................................................................................................................................... ................................................................................................................................................................... 9. ............................................................................................................................................................... ...................................................................................................................................................................
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Activity 15 There are several commonly used expressions in the Reading and Listening texts. Look at these expressions in context before doing the following Activity. Then draw a line between these expressions and their French meaning. Dans les textes des sections Reading et Listening il y a plusieurs expressions d’usage commun. Avant de faire l’exercice suivant, regardez ces expressions dans leur contexte. Puis, reliez-les à leur sens. Reading 1 and 2: (Read the texts first) all-inclusive on demand keeping on hand the key words a lump of sugar just around the corner handing over that’s another story
un morceau de sucre ça, c’est une autre histoire céder (dans le sens du pouvoir) tout compris garder sous la main à la demande les mots clés d’ici peu de temps
Listening 1 and 2: (Read the tape scripts first) just down the road hold us back half way round the globe these days in the long run out of date on the other hand I’m on my way as you put it up and running teething problems at the end of the day asap (abbreviation: as soon as possible) on behalf of a bit tight not in my hands
j’arrive toute de suite n’est pas de mon ressort à long terme des difficultés initiales un peu serré dès que possible installé et en marche après tout à l’autre bout du monde au bout de la rue périmé de nos jours de la part de/au nom de d’un autre côté nous freiner/nous bloquer comme vous dites
Activity 16 Replace the words in bold by one of the expressions from Activity 15. Remplacez les mots en gras par une des expressions de l’activité 15. 1) That’s one idea, but alternatively ……………………………. we could stop production. 2) Just stay there, I’m coming right now ………………………………. . 3) I’m speaking for ………………………………. Sarah when I say thanks for everything. 4) Don’t buy those yoghurts. They’re past their sell by date ………………………… . 5) Things are a little difficult ……………………………… financially at the moment.
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6) I’ll phone you back as quickly as I can ……………………………… . 7) Nowadays ……………………………. most people have a mobile phone. 8) We’ll try and persuade them, as you say ……………………………… . 9) When the machines are installed and working …………………………… I’ll contact you. 10) There will probably be some initial difficulties …………………………… . 11) This maintenance contract is as complete as possible …………………………….. . 12) The new law will stop us from making progress ……………………………… .
Vocabulary 2 – Telephone language On utilise un certain nombre de phrases types au téléphone. Certaines expressions sont utilisées presque uniquement au téléphone. • I’m putting you through, caller. Je vous le passe. • When can I reach him? Quand est-ce que je peux le joindre de nouveau ? • The line’s engaged. La ligne est occupée. • Hold the line, please. Restez en ligne, s’il vous plaît. Généralement, les gens répondent au téléphone en donnant soit leur nom, soit leur numéro, soit le nom de la société. • Hello, Joanne Bloggs speaking. • 052044392. Good morning / afternoon. • Spricksmiths. Good morning / afternoon. Le langage employé au téléphone n’est pas toujours le même utilisé lorsque l’on est face à quelqu’un. Question Réponse • Are you Stella Johns?’ Yes, I am. Au téléphone la réponse à cette question serait : Speaking. Question Réponse • Are you Stella Johns? Speaking.
Activity 17 Draw a line to match the telephone expressions with their equivalent face to face expressions. Reliez les expressions téléphoniques à leurs équivalentes en situation de face à face. I’m Stella Johns. A Are you Stella Johns? B Yes, I am. C What’s your name? D She’s busy. E Would you wait a moment, please? F
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1 Hold the line, please. 2 Could you give me your name, please? 3 This is Stella Johns. 4 She’s tied up. 5 Speaking. 6 Is that Stella Johns?
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Activity 18 Put the following telephone conversations into the correct order. Mettez les conversations téléphoniques suivantes dans le bon ordre.
Conversation 1 A: The line is engaged. Can I take a message? B: Good morning. Could you put me through to Nayan Pajare, please? A: No, thank you. I’ll try again later. B: Spricksmiths. Good morning. A: Hold the line, please. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Conversation 2 A: I’ll give him your message as soon as he comes out of the meeting. B Stella Johns. A: Spricksmiths. Good afternoon. A: Does he have your number? B: Yes, could you ask him to call me back? A: Who’s calling, please? A: Could you spell Johns for me, please? B: Certainly. That’s J-O-H-N-S. B: I think so. I’ll give it to you just in case. It’s 0356893211, extension 244. B: Could I speak to Simon Brampton, please? B: Thank you. A: I’m afraid he’s in a meeting at the moment. Can I take a message? ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Conversation 3 B: I’ll put you down for 2 o’clock then. Phone me back if there’s any change? B: Simon. Hi. I’m fine. Everything OK down your way? B: OK. Let me just get the diary on screen … when were you thinking of? B: No, I’m afraid not. She’s tied up all day with meetings. What about Wednesday? A: Is that Stella? A: I will. I look forward to seeing you on Wednesday. Thanks Stella. Bye A: I’m going to Paris next week and I need to see her before that. Is she free tomorrow? B: OK. Talk to you soon. Bye. B: Speaking. A: Wednesday’s fine by me. I’m free anytime after 2 o’clock. A: Hello Stella. How are you? It’s Simon here. A: Yes, fine. Listen, I’m calling to make an appointment with your boss. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
Vocabulary 3 – Money On a déjà vu quelques chiffres dans l’unité 3. Quand on parle de l’argent on n’énonce pas les chiffres individuellement. 7520 € seven thousand, five hundred and twenty euros.
O N’oublier pas and devant les chiffres inférieurs à 100 dans les tranches de 100. Voir aussi : Info File 3 dans votre fascicule Lexique, transcriptions et informations. La virgule (comma) et le point décimal (decimal point) sont inversés entre le français et l’anglais. 450,000,000 four hundred and fifty million 2,500,209 two million, five hundred thousand, two hundred and nine 12.3 twelve point three 64.64 sixty four point six four / six four point six four Tous les chiffres après le point décimal sont énoncés individuellement, sauf quand on parle O d’argent, ex : • 64.64 €
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sixty four euros sixty four / sixty four euros and sixty four centimes.
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En lisant la transcription du Listening 2 écoutez le représentant parler d’argent. Il y a aussi beaucoup de vocabulaire en rapport direct avec l’argent.
Activity 19 In the sentences below replace the euro sign with a word from the box. Dans les phrases ci-dessous remplacez le signe euro par un des mots suivants. loss - capital - commission - tip - profit - dividends - bonus - fees - overtime - perks 1) Profits were so good that each employee received a € …………… of 500 €. 2) My basic salary is not very good but I receive a 10% € …………… on each sale. 3) When I work on a public holiday I am paid € …………… . 4) The restaurant service was so good that we left a large € …………… . 5) The company shareholders complained that the € …………… were not high enough. 6) Some computer consultants charge very high € …………… for their work. 7) As well as a good salary, I receive good € …………… like a company car, for example. 8) Before the merger with Flucksons, we need to increase our € …………… by 10 %. 9) We made a € …………… this year so there won’t be any performance related bonuses. 10) If we continue selling so well, we’ll make a huge € …………… this year.
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Section 6
Speaking Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone) soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous entendre parler anglais.
Activity 20 Making future arrangements Before doing this Activity read through the Vocabulary Section on telephone language. (Referring back to Unit 2, Speaking Activity 26, may also help you with this speaking Activity.) 19 Avant de faire cet exercice relisez la partie vocabulaire telephone language. (Le Speaking activity 26 dans l’unité 2 peut aussi être utile.) You are going to telephone Brian Peacock and make an appointment to see him. (Invent a reason.) Below is a copy of your diary for the week. Read it carefully before making your telephone call. Vous allez téléphoner à Brian Peacock pour prendre un rendez-vous afin de le rencontrer (inventez une raison). Ci-dessous une copie de votre agenda de la semaine. Lisez-le attentivement avant de passer votre coup de fil.
D
Monday 14/07 am 9.00 dental appointment pm 2.00 Mr Black 4.00 Ms Rohr
Tuesday 15/07
Wednesday 16/07
Thursday 17/07
Friday 18/07
am lunch with Charlie
am if poss. keep morning free to prepare for tomorrow pm 4.00 flight to Stockholm
am all day presentation in Stockholm pm all day presentation in Stockholm
am 10.00 arrive back from Stockholm pm 3.00 bank manager
pm 5.00 departmental meeting
Some expressions to help you Quelques expressions pour vous aider
Vocabulary I’m not free on …/ at … I’m available at …/ on… I’m afraid I can’t make it on …/ at … I have to be back in the office at … What about …? / How about …? Would … suit you? Would … be convenient?
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I’d like to speak to … I’d like to make an appointment to talk … I’ll look forward to seeing you on … Yes, … will be fine. I’m sorry, but I’m away in/at … … would suit me fine. I look forward to meeting you.
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Conversation plan You
Brian Peacock
Ask to speak to BP.
He answers the phone.
Say hello. Explain your reason for calling. (Invent a reason for the appointment)
He agrees. He suggests a time and date.
Explain why it is not possible. Suggest Tuesday 2 p.m..
He can’t. He suggests another date.
Agree. Suggest a time.
He can’t and suggests another time.
Agree. Confirm and say goodbye.
He confirms and says goodbye.
Activity 21 Changing plans A problem has arisen and you need to change the arrangements you made in Activity 20. Make a telephone call apologising and requesting another time and date. Make a note 20 of useful expressions. Invent a reason for the change of plan. Listen to Brian’s side of the conversation before recording yourself. Un problème est survenu et il est nécessaire de changer le rendez-vous pris en activity 20. Passez un coup de fil pour vous excusez et demandez une autre date et un autre horaire. Notez les expressions utiles. Inventez une raison pour le changement de rendez-vous. Écoutez les paroles de Brian avant de vous enregistrez.
D
Activity 22 Social English Responding We use certain words and expressions called social responses to show someone that we are listening and interested in what they are saying. Naturally, there are a lot of these 21 expressions. Although understanding them all is very useful, for practical reasons it is a good idea to adopt just one or two of them to use in each of the following situations. On emploi certains mots et expressions appelés « social responses » afin de montrer à quelqu’un que l’on écoute et qu’on est intéressé par ses paroles. Naturellement, il en existe beaucoup. Bien qu’il soit utile de toutes les comprendre, pour des raisons pratiques je vous conseille d’en adopter une ou deux à utiliser dans chacune des situations suivantes.
D
To show surprise: Pour montrer la surprise : • Really! • What a surprise! • Amazing! • That’s terrific! • Great! Fantastic! • Is that so? • Great news! • Wonderful! • Good idea!
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To show sympathy: Pour montrer la compassion : • What a pity • What a shame. • How/That’s awful. • That’s terrible. • Bad luck. • Don’t worry. • Never mind. • Oh dear. I am sorry. 149
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We can also show that we are listening to someone by using reply questions. These are not real questions and follow a specific rule. The verb in the reply corresponds to the auxiliary used to make a question. On peut aussi montrer qu’on écoute quelqu’un en employant des reply questions. Ce ne sont pas de vraies questions et elles suivent une règle spécifique : le verbe dans la réponse correspond à l’auxiliaire que l’on emploierait pour faire une question. Reply question • I’m going to Jamaica on Friday. • We won the contract! • Samantha has got a new job. • The bank is asking for more money.
Are you? Did you? Has she? Is it?
Another way to show interest when listening to someone is to repeat the subject or the end of the sentence. Une autre façon de montrer de l’intérêt pour les dires de quelqu’un est de répéter le sujet ou la fin de la phrase. • I’m going to Jamaica on Friday. Jamaica? / On Friday? • Samantha has got a new job? Samantha? / A new job? • The bank is asking for more money. The bank / More money? Listen to the situations on the recording and make suitable responses to show your interest, surprise or to express sympathy. Make sure you vary the type of responses you give. Use more than one of the expressions above each time. For example: Écoutez les situations suivantes sur votre Cd et faites les réponses qui conviennent pour montrer votre intérêt, surprise ou compassion. Variez vos réponses. Utilisez plus d’une expression ci-dessus à chaque fois que vous parlez. Par exemple : • I’m going to Jamaica on Friday. Jamaica? That’s terrific! • We won the contract! Did you? Wonderful! • The bank is asking for more money. The bank? Oh dear.
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V
Section 7
Writing
Activity 23 Writing a letter There are rules to follow when writing a letter. These rules are changing with the evolution of e-mails but they can still be useful in the case of a formal letter to apply for a job or to make a complaint, for example. In formal letters we do not contract: I’m = I am. Il y a des règles pour écrire une lettre en anglais. Ces règles changent avec l’évolution des courriers électroniques, mais restent encore utiles dans le cas de lettres formelles, pour postuler pour un travail ou faire une réclamation, par exemple. Dans ce genre de lettres on ne fait pas de contraction : I’m = I am.
Useful phrases Beginning • Dear Sir or Madam • Dear Mr / Ms Princetown • Dear Susan / Duncan
Ending Yours faithfully Yours sincerely Best / Kind Regards
Introduction • With reference to …. • I am writing … to inform / to request / in reply to / to confirm
Main body • Please find enclosed … • I enclose … • I would like to … • Could you / Would you … • I would like to add that …
Future reference and closing • I look forward to receiving / hearing / meeting … • Please do not hesitate to … • I am available for …
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Web Editor’s Assistant Come and join our dynamic web and marketing team and play an important role in the development of our new website to promote the company and its products. You need good writing and some editing skills with some experience of website optimisation. We offer a good starting salary and great career opportunities. To apply, please send your CV and covering letter to the Recruitment Officer: Flucksons Ltd Buywell Industrial Centre Welwyn Garden City UK
The following letter has been written in reply to the above advertisement. If sent, this application will receive a negative reply. The language is informal and the person does not respect the rules for writing a formal letter. Rewrite the letter. Do not forget to make separate paragraphs. Do not hesitate to invent any details you think may help Claire receive a positive reply. La lettre qui suit est une réponse faite à l’annonce ci-dessus. Si elle est postée, la candidate recevra une réponse négative. Le langage est trop familier et la personne ne respecte pas les règles d’une lettre formelle. Modifiez cette lettre. N’oubliez pas de faire des paragraphes séparés. N’hésitez pas à inventer tout détail qui puisse aider Claire à recevoir une réponse positive.
Hello I’m Claire and I saw the ad in the newspaper about the job. I’d like to do it. It looks interesting. But I want more info. You know, how much do you pay, company car, etc? I’ve put my CV in with the letter so you can look at it. I don’t have much experience but I’m a quick learner. Let me know asap when I can come for an interview. I’m free all the time. Write soon Claire
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Activity 24 Translation Before starting the translation go back and read the notes on translating in Unit 2, Listening 1. Avant de commencer cette traduction, relisez les notes sur la traduction dans l’unité 2, Listening 1.
Maintenance agreement We offer two different types of maintenance contracts. Please make your choice and send us the completed form as soon as the equipment is installed. All contracts run for a period of one year and cannot be cancelled before the termination of the first year. After this initial year the contract can be cancelled at any time by letter. The agreement is cancelled deux months after receipt of the cancellation letter.
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Option 1 7 days / 24 hours support with a guaranteed response time of 4 hours. The price includes parts, labour and travel costs. If on-site repair is not possible, replacement equipment will be provided for the duration of the repairs.
Option 2 5 days / 8 hours support with a guaranteed response time of 8 hours. The terms of the guarantee are the same as for Option 1. Our engineers make an appointment to come at a time that is convenient to you. Consequently, you do not have to stay in the office all morning or all afternoon. All our contracts include specially reduced rates for your staff training needs. We, the suppliers, reserve the right to stop all maintenance and support in the event of software modification by the customer. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... 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X
Section 8
Checklist
Vocabulary Activity 25 The words in the box below are all in unit 5. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading and listening texts to see how these words are used. Les mots ci-dessous sont tous dans l’unité 5. Mettez les dans les phrases pour remplacer les mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et Listening pour comprendre l’emploi de ces mots. agree with - putting you through - great - utmost - founder - knowledge - hand over - cutting back - century outsourcing - these days – support - purchasing - green light - rely on - suitable - removal - allows – enormous weekly 1) They don’t want to depend on ……………………. other companies. 2) It is of the highest …………………… importance that we change the laptops soon. 3) The extraction ……………………. of the faulty software took a long time. 4) We are reducing …………………….. our sales force. 5) Nowadays …………………….. people often change companies. 6) The updates arrive every seven days …………............. . 7) When he finds something convenient …………………….. he’ll call us. 8) Congratulations. That was a very good ……………………. presentation. 9) We would like to thank the creator ……………………. of Flucksons. 10) The contract permits ……………………. us a great deal of flexibility. 11) He is responsible for buying ……………………. in the company. 12) It was invented a hundred years …………….……… ago. 13) The costs were so huge ……………………, we had to stop production. 14) The bank has finally given us the go ahead …………….……… for investment. 15) Jambabies are sub-contracting …………….……… their maintenance contracts. 16) If there are any problems ask for technical help ……………………. . 17) Hold the line, please. I’m passing you on ……………………….. to the manager. 18) I think the same as …………………….. Mike. 19) Their comprehension ……………………. of our needs is vital. 20) Florian finds it difficult to give up ……………………. decision making to others.
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Grammar Activity 26 Complete the dialogue with the correct future forms. Complétez le dialogue avec l’expression du futur qui convient. D: Is this the first time you’ve been here? A: No. I come here about once a month. It’s my favourite restaurant. Anyway, what are you ………… ………… ………… (have)? D: I don’t know. I think I ………. ………… (have) a steak. A: That’s not very exciting. Why don’t you try the goulash. I think you ………… ………… (love) it. D: OK. What about you? A: Oh, I know already. I’m ………… ……….. ………. (have) the paprika chicken. It’s wonderful. Here’s the waiter for our order. Hello, Emerson. How are you? E: Hi, Annie. I’m fine, thank you. ……….. you ……….. (have) the paprika chicken as usual? A: Naturally! E: I can recommend today’s special if you feel like a change. A: Alright. I ………… ………… (try) it. D: Hello. I ………… ………… (have) the goulash, please. E: Right. ………… you ………… (have) anything to drink? A: No. We have to get back to work. We ……….. ………… (have) some mineral water, please. D: So, Annie. You invited me here to tell me something important. What is it? A: I had the news yesterday. I’m ………… ………… ………… (have) a baby. Isn’t that great? D: Oh no!
Activity 27 Translate the following telephone conversation into English. Traduisez la conversation téléphonique suivante en anglais. A : Je voudrais parler avec Mr Sims, s’il vous plaît. B : Un moment, s’il vous plaît… Je vous le passe. C : Poste 85. Omar à l’appareil. A: Mr Sims ? C : Désolé, il est occupé ce matin. Puis-je prendre un message? A : Pourriez-vous lui demander de me rappeler ?
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C : Bien sûr. Est-ce qu’il a votre numéro ? A : Oui. Mais au cas ou, c’est 222487900691. ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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UNIT 6
Software and sales Cette dernière unité vous présentera du vocabulaire lié aux trois thèmes suivants : les logiciels libres de droit, la technologie « bluetooth » et le e-commerce. Ce vocabulaire vous sera présenté par le biais de documents de compréhension de l’oral et de l’écrit. Pour finir cette première année, nous allons voir plusieurs formes conditionnelles ainsi que l’impératif. Nous finirons notre révision grammaticale en voyant comment exprimer la notion de capacité à faire quelque chose. À l’oral vous allez vous entraîner à donner des instructions pour compléter une tâche et demander des conseils à quelqu’un. À l’écrit, vous allez rédiger une lettre ou un courriel de réclamation et en guise de conclusion pour votre première année de BTS en anglais, une troisième et dernière traduction.
Contents Section 1: preview .........................................160
Section 6: speaking ........................................183
Vocabulary: matching definitions. Grammar: Conditionals and imperatives Activities 1 to 3
Giving instructions: Installing new software / new system / network. Asking for advice. Social English.
Section 2: reading ..........................................162
Activities 21 to 23
Adaptable Software: OSS. Connectivity: Bluetooth. Activities 4 to 7
Section 7: writing...........................................186
Section 3: listening ........................................168
Activities 24 & 25
Buying and selling. Database marketing. Activities 8 to 12
Section 8: Checklist ........................................187
Section 4: language focus .............................172
Activities 26 to 28
Letter / e-mail: making a complaint. Translation: newspaper article.
Vocabulary Grammar
Conditionals. Ability. Imperatives Activities 13 to 16
Section 5: Vocabulary ....................................178 Vocabulary exercises: reading and listening texts. Business related phrasal verbs and expressions. Money. Activities 17 to 20
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a
Section 1
Preview Before starting the unit, try this pre-test to help you with the vocabulary you will see in the reading and listening texts, and then test your grammar.
Vocabulary Activity 1 Choose the correct definitions Features r fortunes r elements
Short-range r small radius r small rest
Headsets r earphones r hairstyles
Hopping r random jumping r street dance
Incentive r firewall r motivation
Overheads r general expenses r governing bodies
Forecast r presume r predict
Auction r sale r shop
Painless r without problem r without pleasure
Booming r going very badly r going very well
Display r show r information
Monetary r financial r purchasing
Accurate r exact r external
Samples r sizes r examples
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Grammar Try this grammar test to see what you know or don’t know.
Activity 2 The sentences below are all in the conditional. Choose the correct form of the conditional. Les phrases ci-dessous sont toutes au conditionnel. Mettez les verbes à la bonne forme. a) If water (reach) ..…………… 100°, it (boil) ..…………… b) If it (be) ..…………… still sunny tomorrow, we (go) ..…………… for a picnic. c) If people (be) ..…………… more polite, life (be) ..…………… much more pleasant. d) If I (have) ..……………… more information when I started the company, I (lose) ..………………… so much money. e) They (need) ..…………… a lot of advice if they (want) ..………………… to start up on their own next year. f) If my husband (be) ..…………… afraid of flying, we (go) ..………………… abroad more. g) I’m too busy. I (like) ..……………… to analyse our customer needs if I (have) ..……………… more time. h) You (see) ..…………… the sea if you (go) ..…………… to the coast. i) When my computer (down) ..…………… I (call) ..…………… Tony. j) I’m leaving now. As soon as I (arrive) ..…………… I (phone) ..…………… you.
Activity 3 Make the following sentences imperative. Mettez les phrases suivantes à l’impératif. a) You should go and see a manager about that problem. ................................................................................................................................................................... b) When the cycle is finished, could you switch off the machine? ................................................................................................................................................................... c) You need to turn left and you drive straight on for 500m. ................................................................................................................................................................... d) You should walk to work, you’ll find it cheaper. ...................................................................................................................................................................
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M
Section 2
Reading
Read the following text Document 1
Adaptable software: OSS
The term Open Source was coined in 1998 to help explain, in a business-friendly way, the technical and economic benefits of sharing, rather than restricting, the availability of computer source code. A developer's talents, abilities, and education determine what he or she can do with software. The size and connectedness of a developer community determines what they can do when they all work together. A software company can hire talented developers and get them to work together, but when those developers are prohibited from sharing outside their closed community, their potential, and the software they create, is very limited. By contrast, a software license that permits developers the freedom to work on any software, any time, with anybody, creates a far greater potential - given that there are many more developers outside any given company than there are working inside any company. The basic idea behind open source is very simple: When programmers can read, redistribute, and modify the source code for a piece of software, the software evolves. People improve it, people adapt it, people fix bugs. And this can happen at a speed that, if one is used to the slow pace of conventional software development, seems astonishing. We in the open source community have learned that this rapid evolutionary process produces better software than the traditional closed model, in which only a very few programmers can see the source and everybody else must blindly use an opaque block of bits. One well-known software company says that it's a major advantage to have open-source code. “As a lot of security problems derive from the core, a greater number of people keeping an eye on source code
lead to better software security.” Another company, who changed to open source software, reduced its IT costs by over 30% and increased the processing capacity of its web site by almost a third. The Open Source Initiative (OSI) is a non-profit corporation dedicated to managing and promoting the Open Source Definition for the good of the community, specifically through the OSI Certified Open Source Software certification mark and program. You can read about successful sofwre products sthat have these properties, and about our certification mark and program, which allow you to be confident that software really is "Open Source." We also make copies of approved open source licenses. The Open Source Initiative exists to make this case to the commercial world. "Open Source isn't limited to individuals and the hacker community anymore. Organisations of all sizes, state, local and national governments are embracing free and open source software and are adopting it in record numbers. Stresses on the Open Source community, including big corporate involvement and the expectations of a growing user community are challenges OSI can help with", said Russ Nelson, from the OSI Board of Directors. "We'll be offering initiatives aimed at meeting the needs of what has become a serious and professional software ecosystem." Open source software is an idea whose time has finally come. For twenty years it has been building momentum in the technical cultures that built the Internet and the World Wide Web. Now it's breaking out into the commercial world, and that's changing all the rules. Are you ready?
Many thanks to the Open Source Initiative for this information. www.opensource.org
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Activity 4 The sentences below are all taken from the text. Circle the synonym which best corresponds to the words in bold. This activity will help you complete Activity 5. Les phrases ci-dessous sont toutes extraites du texte. Encerclez le synonyme qui correspond le mieux aux mots en gras. Cet exercice vous aidera à faire l'activitée 5. 1) The term Open Source was coined in 1998 to help explain, in a business-friendly way, the technical and economic benefits of sharing, rather than restricting, the availability of computer source code. delivering - distributing - restraining - releasing - shopping - catching 2) By contrast, a software license that permits developers the freedom to work on any software, any time, with anybody, creates a far greater potential depends - relies - allows - restriction - liberty - ban 3) When programmers can read, redistribute, and modify the source code for a piece of software, the software evolves. improves - contrast - change - imitate - reduces - increases 4) And this can happen at a speed that, if one is used to the slow pace of conventional software development, seems astonishing. fast - community - building - surprising - recording - rate 5) As a lot of security problems derive from the core, a greater number of people keeping an eye on source code lead to better software security. company - protection - source - software - serious - community 6) The Open Source Initiative (OSI) is a non-profit corporation dedicated to managing and promoting the Open Source Definition for the good of the community, specifically through the OSI Certified Open Source Software certification mark and program. succeeding - regulating - selling - downloading - supporting - buying 7) We'll be offering initiatives aimed at meeting the needs of what has become a serious and professional software ecosystem. biology - program - targeted - pushed - fired - community
8) Now it's breaking out into the commercial world, and that's changing all the rules. exploding - business - shocking - composing - crime - talented
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Activity 5 Make a summary of the text in English. Your summary should correspond to no more than half of the original text. That is, 250 words or less. Read through the text several times until satisfied you know it well. Make notes of the main ideas in each paragraph. Then, in your own words, write your summary. Remember that the 250 words mentioned above are an absolute maximum and the shorter you make your summary the better. Try to limit your summary to 2 or 3 sentences per paragraph, depending on the length of each paragraph. The lines below are separated into paragraphs. Faites un résumé du texte en anglais. Votre résumé ne devrait pas faire plus de la moitié du texte original. C’est-à-dire, 250 mots ou moins. Lisez plusieurs fois le texte jusqu’à ce que vous le connaissiez bien. Prenez des notes sur l’(es) idée(s) principale(s) de chaque paragraphe. Puis, avec vos propres mots, écrivez votre résumé. Souvenez vous que les 250 mots mentionnés ci-dessus sont un maximum absolu et le plus court est le mieux. Essayez de vous limiter à 2 ou 3 phrases par paragraphe, selon la longueur du paragraphe. Les lignes ci-dessous sont séparées en paragraphes. Your summary: ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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Document 2
Connectivity: bluetooth
Why the name Bluetooth? Bluetooth technology is named after a king of Denmark from the 900s. This king was responsible for uniting Denmark and a part of Norway into one kingdom. This technology is also known as IEEE 802.15.1. Where does Bluetooth come from? In 1994 a team of researchers started a feasibility study to discover how to eliminate cables between devices using short-range low –power wireless connectivity. This idea and the ensuing research saw the development of Bluetooth technology. What is Bluetooth? It is short-range radio technology which allows different devices to talk to each other and can connect up to eight devices at any one time. These devices can communicate with each other when in range. It has a limited range of approximately 10 metres. How does Bluetooth work? It transmits via low-power radio waves and communicates on a frequency band that is set aside by international agreement for the use of industrial, scientific and medical devices (ISM). In order to avoid interfering with other protocols which use the same band, the Bluetooth protocol divides the band into 79 channels and changes these channels up to 1600 times per second. This technique is called spreadspectrum frequency hopping. The various Bluetooth devices hop frequencies in unison so as to stay in contact with each other. In this way the connected devices form an automatic network called a piconet. A piconet (‘pico’ meaning very small + ‘net’ meaning network) is formed during the time of connection with one of the devices acting as the master and the others acting as slaves. The signals sent out are so weak that interference with a system outside the piconet is very rare. What is Bluetooth used for? It is found in a variety of products including phones, headsets, modems, printers, PDAs, keyboards, mice, and many others. It can be used for transferring files and presentations from PDAs to computers for example. It is commonly found in mobile phones, being used to create the link between the phone and the headset or for transferring data from a phone to a computer. Bluetooth is used to avoid the problems
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that infrared systems have. (Infrared must be in line of sight and is a one-to-one connection only). What are the advantages of Bluetooth? It is relatively cheap, automatic and wireless. Power consumption is low and it does not require expensive hardware. This means devices connect to each other in real peer-to-peer fashion. Bluetooth replaces cables in a wide variety of applications unlike Wi-fi connections. Because devices use a radio communications system they do not have to be in line of sight with each other making it useful for communicating with devices in other rooms. Bluetooth uses the SAFER + algorithm for authentication and passkey creation enabling the user to establish trusted pairs of devices. A device that wants to communicate only with a trusted device can authenticate the identity of the other device. Trusted devices may also encrypt the data that they exchange over the air making eavesdropping on Bluetooth-enabled devices difficult. What are the disadvantages of Bluetooth? Its range is limited to about 10 metres and it is therefore not suitable for networks that need to be accessed from remote locations. Certain devices (some printers for example) allow any device to use their services by default. Bluebugging is a potential threat where hackers can remotely access a user's phone and use it to make calls and send text messages, without the user’s knowledge. Software also exists called the Car Whisperer which allows hackers to send and receive sound via a Bluetooth-enabled car stereo. Thieves have been known to use Bluetooth-enabled phones to track mobile networking connections left in cars, such as laptops. Where is Bluetooth heading? The next version of Bluetooth will include increased security features. For example, atomic encryption change will mean that passkeys can be changed periodically. Looking further ahead, Bluetooth plan to adopt ultra-wideband radio technology, enabling very fast data transfers. This could see the development of software radios. New versions will enable high quality video and audio to be used for portable devices, television sets and in wireless VOIP applications.
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Activity 6 In the following activity there is one word in each line which does not have the same meaning as the other 3. Underline the odd one out. At least one of the words on each line is in Reading document 2. Dans l’activité suivante, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez l’intrus. Au moins un mot de chaque ligne se trouve dans le Reading document 2. king
slave
prince
queen
research
learn
teach
study
join
link
connect
separate
strong
weak
feeble
faint
appliance
device
computer
equipment
similarity
variety
diversity
difference
low
sparing
little
high
real
true
genuine
false
difficult
hard
easy
awkward
near
remote
far
distant
lose
track
follow
trace
Activity 7 Find the sentences from the text which mean the same as the sentences below. Trouvez les phrases dans le texte qui ont la même signification que les phrases ci-dessous. 1) This man succeeded in bringing together 2 areas to create a nation. ................................................................................................................................................................... ................................................................................................................................................................... 2) If some pieces of equipment are within a certain distance from each other they are able to connect. ................................................................................................................................................................... ................................................................................................................................................................... 3) The different pieces of Bluetooth equipment remain connected by moving very quickly from channel to channel. ................................................................................................................................................................... ...................................................................................................................................................................
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4) It doesn’t use much electricity and it is not necessary to have machines that cost a lot of money. ................................................................................................................................................................... ................................................................................................................................................................... 5) A piece of equipment that wants to connect just to another piece of recognised equipment can check that it is the right one. ................................................................................................................................................................... ................................................................................................................................................................... 6) It doesn’t work at a great distance and is consequently not good for groups of devices which are very far away from each other. ................................................................................................................................................................... ................................................................................................................................................................... 7) In the future, Bluetooth’s project is to use super bandwidths which will make the exchange of information extremely rapid. ................................................................................................................................................................... ...................................................................................................................................................................
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D
Section 3
Listening
LISTENING 1
Buying and selling
D 22, 23, 24
Listen to the 3 conversations below: A, B and C. The 3 conversations are related. I suggest you listen to all 3, before attempting to do the activities for each conversation. Écoutez les 3 conversations ci-dessous : A, B et C. Les 3 conversations sont en rapport les unes avec les autres. Je suggère que vous écoutiez les 3 conversations à la suite, avant d’essayer de faire les activités pour chaque conversation.
Activity 8 Conversation A
D 22
Fill in the blanks in conversation A. Remplissez les trous dans la conversation A.
A: I’m ……………………. in buying the ……………………. ones, but find the shipping costs from the US too ……………………. B: Why don’t you try going onto Ebay and bidding in an ……………………. for them? That way, you’ll have a lot more ……………………. of where to get them from. You’ll probably find the same ones at a ……………………. ………………….. . A: Yes, but I’m a bit …………………… about using the auctioning system. B: You don’t need to be. There are a lot of ……………………. ………………….. to make people feel ……………………. about using credit cards and the like. You can use Paypal for the transaction. The customer’s payment information is securely routed through a network of processors and ……………………. ……………………. . A: Sounds OK. Maybe I’ll try it.
Activity 9 Conversation B
D 23
Answer the comprehension questions for conversation B. Répondez aux questions de compréhension pour la conversation B.
1) Where can you find information to start up a business? ................................................................................................................................................................... 2) What do you need to start up a business? ................................................................................................................................................................... 168
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3) What does the e-mail invoice incorporate? ................................................................................................................................................................... 4) George says the Paypal secure website is ………………… and …………………. . 5) How much does it cost to set up the Paypal payment system? ...................................................................................................................................................................
Activity 10 Conversation C
D 24
Answer the comprehension questions for conversation C. Répondez aux questions de compréhension pour la conversation C.
1) How long has she been buying and selling over the internet? ................................................................................................................................................................... 2) What does she say are very low? ................................................................................................................................................................... 3) What is eBay’s fee? ................................................................................................................................................................... 4) She says her sales have increased and now she is eligible for the ………. ………... 5) What does she appreciate that is kept to a minimum? ................................................................................................................................................................... 6) What is one of the reasons she chose to sell via eBay? ................................................................................................................................................................... 7) She says eBay is the ………………….. ………………….. in the world. 8) What does her friend call it? ...................................................................................................................................................................
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Unit 6
LISTENING 2
Database marketing
D 25
Activity 11 Listen to the conversation between Brenda and George and answer the following general comprehension questions. Écoutez la conversation entre Brenda et George et répondez aux questions de compréhension générale suivantes. 1) What does George say is very time consuming? ................................................................................................................................................................... 2) What does George suggest to attract people to the website? ................................................................................................................................................................... 3) What criteria does Brenda use in her existing customer database? ................................................................................................................................................................... 4) George suggests buying databases from 2 places. What are they? ................................................................................................................................................................... 5) What does George say is essential? ................................................................................................................................................................... 6) Brenda says she has been working on a marketing plan. What three things has she written in it? ................................................................................................................................................................... 7) George gives Brenda three reasons why it is important to analyse the databases. What are they? ...................................................................................................................................................................
Activity 12 These mixed up sentences have been taken from the listening 2. Put the words into the correct order to make complete sentences. The words within the slashes are in the correct order. Be careful not to forget the prepositions, articles, pronouns, etc. Ces phrases extraites du texte « Listening 2 » sont mélangées. Mettez les mots dans le bon ordre.
O N’oubliez pas les prépositions, articles, pronoms, etc. 1) for a / I’ve got / new product / a great idea ................................................................................................................................................................... 2) I need / of / to complete / But first / the survey / to my website / getting them / and then / to attract people / find a way ................................................................................................................................................................... 170
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3) future purchases / you could / free samples /a discount / for example /offer / or / on ................................................................................................................................................................... 4) databases / can / buy / you / or / customer lists / organisations / from / other ................................................................................................................................................................... 5) If / you’ll / you / that / competition / do / know more / your / about ................................................................................................................................................................... 6) the / you / marketing plan / you’ve got / But once / make up /need to / a / right database ................................................................................................................................................................... 7) the / looked / enough / I / at / Well / you’ve / think / competition /don’t ................................................................................................................................................................... 8) response time / for the / the / using / mean / should have / internet / survey / will / that / also / you / fast / a ................................................................................................................................................................... 9) some / I / help / I’m / of / be / glad / could ...................................................................................................................................................................
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Unit 6
G
Section 4
Language focus
Language focus 1 – Conditionals Il y a quatre principales formes de conditionnel. Toutes les phrases conditionnelles ont deux parties. Deux temps différents sont utilisés pour chaque forme de conditionnel. Une partie de la phrase décrit la condition et l’autre la conséquence. La condition commence très souvent par if. Quand une phrase commence par if (la condition), il y a normalement une virgule entre les deux parties de la phrase.
Zero Conditional Zéro Conditionnel : il est utilisé pour parler de quelque chose qui est toujours vrai. • If water reaches 100°, it boils. (condition)
" (conséquence) Si l’eau atteint 100°, elle bout.
• If I’m late for work, I lose money. (condition)
" (conséquence) Si je suis en retard pour le travail, je perds de l’argent. OU
• I lose money if I’m late for work. (consequence)
" (condition) Je perds de l’argent si je suis en retard pour le travail.
Le présent simple est utilisé dans les deux parties de la phrase. Dans ce cas if peut être remplacé par when.
1st Conditional 1er conditionnel : il est utilisé pour parler de quelque chose qui est une réelle possibilité. • If I see a good laptop, I’ll buy it. (condition)
" (conséquence)
Si je vois un bon ordinateur portable, je l’achèterai. • If I find the file, I’ll send it to you. (condition)
" (conséquence)
Si je trouve le fichier, je vous l’enverrai. • If you pay for it in cash, they will give you a discount. Si vous le réglez en espèces, ils vous feront une remise. OU • They will give you a discount if you pay for it in cash. (consequence)
" (condition)
Ils vous feront une remise si vous le réglez en espèces. Le présent simple est utilisé pour exprimer la condition if, et will est utilise pour exprimer la conséquence. 172
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2nd Conditional 2e Conditionnel: il est utilise pour parler des situations imaginaires ou de quelque chose qui est improbable. • If I were the Managing Director, I’d give everybody a pay rise. (condition)
" (conséquence) Si j’étais le PDG, je donnerais une augmentation à tout le monde.
• If I had more money, I’d buy a new computer. Si j’avais plus d’argent, j’achèterais un nouvel ordinateur. OU • I’d buy a new computer if I had more money. (conséquence)
" (condition) J’achèterais un nouvel ordinateur si j’avais plus d’argent.
Le prétérit est utilise pour exprimer la condition if, et would est utilisé pour exprimer la conséquence. Les phrases conditionnelles 1re et 2e font référence au présent et au futur. La différence entre les deux est la probabilité et non la notion de temps. Regardez la différence entre les deux phrases suivantes : • If I see a good laptop, I’ll buy it. La personne qui parle va probablement aller faire des courses à la recherche d’un ordinateur portable, donc la situation est possible. • If I had more money, I’d buy a new computer La personne qui parle n’a probablement pas beaucoup d’argent, donc la situation est improbable ou un rêve. Les deux phrases font référence au présent et au futur.
O Si l’on emploi I après if, on utilise généralement were. • If I were rich, I’d buy a big house by the sea. Si j’étais riche, j’achèterais une grande maison près de la mer.
3rd Conditional 3e Conditionnel: il est utilisé pour parler des situations imaginaires dans le passé. • If I hadn’t been so nervous at the interview, I would have got the job. (condition) " (consequence) Si je n’avais pas été aussi nerveux à l’entretien, j’aurais eu le travail. • If I had worked harder, I would have passed my exam. Si j’avais travaillé plus, j’aurais réussi mon examen. OU • I would have passed my exam if I had worked harder. Le past perfect (had + participe passé) est utilisé pour exprimer la condition if, et would have + participe passé est utilisé pour exprimer la conséquence. Le 3e conditionnel est utilisé seulement pour parler du passé.
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Activity 13 Fill in the blanks in the following sentences. Complétez les phrases suivantes. 1) If the order (arrive) .………………. today, we (deliver) .……………….…… it tomorrow. 2) She (telephone) .……………….…… you yesterday if she (know) .……………….…… the answer. 3) Our standard company policy is that if/when you (buy) .………………. more than 25, you automatically (receive) .……………….…… a discount. 4) If I (win) .……………….……… the lottery, I (travel) .……………….…… around the world. 5) The meeting shouldn’t be too long. If the meeting (finish) .……………….… before 6 p.m., I (have) .……………….… time to go shopping. 6) I don’t go to that shop because the service is too long. If they (have) .……………….… more staff, the service (be) .……………….…… better. 7) Companies (get) .……………….… more customers if/when they (have) .………………. a good website. 8) If he (arrive) .……………….… late for work again, I (speak) .………………. to him. 9) That seems to be decided. If you all (agree.………………., we (move) .………………. on to the next item on the agenda. 10) I’m sorry I’m late. If there (be) .……………….……… so much traffic, I (be) .……………….…… here earlier. Attention
Language focus 2 – Ability can, could et to be able to sont utilisés pour exprimer la capacité à faire quelque chose. can et to be able to sont utilisés pour parler du présent ou pour exprimer une capacité à faire quelque chose. • I can drive a motorbike. Je sais conduire une moto. • We can post your order today. Nous pouvons vous poster votre commande aujourd’hui. • They are able to repair the machines. Ils peuvent réparer les machines. can est seulement employé au futur quand on prend une décision. Dans d’autres situations on emploi will be able to pour exprimer la capacité à faire quelque chose. • I am free tomorrow. I can see you at 10. Je suis libre demain. Je pourrai vous voir à 10 heures. • Next year I’ll be able to speak English. (I will be able to…) L’année prochaine je serai capable de parler anglais. • We will be able to work more efficiently when the new equipment arrives. Nous pourrons travailler plus efficacement quand le nouveau matériel arrivera. 174
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On n’emploit pas can au passé. Could et was / were able to sont utilisés pour exprimer la capacité générale dans le passé. • I could drive a motorbike when I was nine. Je savais conduire une moto quand j’avais neuf ans. • She could / was able to speak four languages when she was a child. Elle savait parler quatre langues quand elle était enfant. On n’emploit pas could pour parler d’une capacité à faire une action spécifique dans le passé, sauf à la forme négative. Dans ce cas, on utilise was / were able to ou managed to. • The paper was stuck in the machine, but I was able to / managed to get it out. Le papier était coincé dans la machine, mais j’ai réussi à le sortir. (Could n’est pas possible ici.) • There was a problem with the car, but they were able to / managed to drive it to a garage. Il y avait un problème avec la voiture, mais ils ont pu la conduire jusqu’au garage. • The exam last week was so difficult that I couldn’t / wasn’t able to / didn’t manage to do it. L’examen de la semaine dernière était si difficile que je ne pouvais /n’arrivais pas à le faire.
Activity 14 Complete the following sentences. Complétez les phrases suivantes. 1) When I lived in Berlin, I …………………… speak German really well. 2) I was late for the appointment but I …………………… phone and tell them. 3) I don’t know how many employees lost their jobs, but I ………………………… help some of them find new ones. 4) He …………………… repair the telephone, so I bought a new one. (negative) 5) The manager says the delivery …………………… wait until next week. 6) One day in the future, we ……………………… live on another planet. 7) Ben wanted to fly to Turkey, but he ……………………… get a ticket. 8) I …………………… write the report tomorrow. 9) We’re very busy this week, but we …………………… do the job next Friday. 10) After the accident, she …………………… work for 6 months. (negative) 11) The software is free so you …………………… save some money on next year’s budget. 12) I’m not good at maths, but I …………………… do mental arithmetic easily.
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Language focus 3 – Imperatives Comme en français on emploi l’impératif pour donner des instructions et des directions. Il est aussi utilisé pour donner des ordres, faire des suggestions et pour encourager les gens. La plupart du temps l’impératif n’a pas de sujet. On n’utilise pas you en donnant des directions ou pour donner des instructions. • Go straight on and turn left at the traffic lights. Allez tout droit et tournez à gauche aux feux. • Unplug the machine before carrying out repairs. Débranchez la machine avant de faire des réparations. Pour faire le négatif, il faut mettre do not / don’t avant le verbe. • Don’t be late.
Ne soit/soyez pas en retard.
• Do not touch.
Ne touche/touchez pas.
• Don’t worry.
Ne t’inquiète/vous inquiétez pas.
Pour donner des instructions on peut employer always et never avant l’impératif. • Always unplug the machine before doing repairs. Débranchez toujours la machine avant de faire des réparations. • Never touch the electric wires. Ne touchez jamais les fils électriques. L’impératif à la première personne est let’s, qui est souvent employé pour faire une suggestion. La suggestion inclut l’interlocuteur. Let’s est suivi de la base verbale. • Let’s go. Allons-y. • Let’s go to the cinema. Allons au cinéma. • Let’s finish work early today. Je suggère qu’on termine plus tôt le travail aujourd’hui. Le negative est Let’s not. • Let’s not make any more mistakes. Ne faisons plus d’erreurs. • Let’s not wait until it’s too late. N’attendons pas que ce soit trop tard.
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Activity 15 Below are instructions for making documents into transparencies for overhead projectors. Put them into the correct order. Ci-dessous des instructions pour transformer des documents en transparents pour des rétroprojecteurs. Mettez les dans le bon ordre. Lower the lid carefully. Place the overhead projector transparent into the paper feeder tray. Press the button to start copying. Press button to select the number of copies required. Place the original document face down on to the glass. Open or pull out the manual paper feeder tray. Press the button to select manual paper feeder tray. 1) .............................................................................................................................................................. 2) .............................................................................................................................................................. 3) ............................................................................................................................................................. 4) .............................................................................................................................................................. 5) .............................................................................................................................................................. 6) .............................................................................................................................................................. 7) .............................................................................................................................................................
Activity 16 Complete the following sentences. Complétez les phrases suivantes. 1) ………………. check the invoice before payment. 2) ………………. put computer equipment next to a radiator. 3) ………………. go for a swim. 4) ………………. go the Chinese restaurant. I don’t like it. 5) ………………. the paper in the machine. 6) ………………. tell the manager when you leave early. 7) ………………. the machines off at night before leaving the building. 8) ………………. meet on Friday.
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Section 5
B
Vocabulary
Vocabulary 1 There are 3 different ways to make compound words: 1. two separate words ; 2. one hyphenated word or ; 3. two words put together to make one. Il y a trois constructions de mots composés possibles : 1. deux mots séparés ; 2. deux mots avec un trait d’union ; 3. deux mots rassemblés pour n’en faire qu’un.
Activity 17 The compound nouns and adjectives from the Reading and Listening texts have been mixed up. Put them back in order. Les noms et adjectifs composés des textes de Reading et Listening ont été mélangés. Remettez les dans le bon ordre.
First part market - short - business - low - head - television - key - pass - ultra - flea - spread - peer - over - red - feed
Second part heads - sets - sets - power - spectrum - friendly - tape - back - place - boards - to peer-market - wideband range - key
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…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
…………………………………….
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Activity 18 The answers to the crossword below are all adjectives. Most of them come from the Reading and Listening texts in Unit 6. A few, however, come from previous units. You should know all these adjectives. Les réponses du mot croisé ci-dessous sont toutes des adjectifs. La plupart d’entre eux viennent des textes de Reading et Listening dans l’Unité 6. Quelques uns viennent des unités précédentes. Vous avez déjà vu tous ces adjectifs. There are: Across Down
17 adjectives 12 adjectives
1
2
3
4
6
8
5
7
9
10
11
12
13
15
14
16
17
18
19
20
21
22
23
24
25
26
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Across
Down
1. working by itself (often used for machines)
1. extremely surprising
4. synonym for wide
2. synonym for financial
6. synonym for quick
3. if you work in manufacturing you are an …………….. worker
8. highly skilled
5. opposite of bad
10. the opposite of 6 across
6. opposite of busy/when you do not pay for something it is …………….
11. unusual, infrequent
7. synonym for customary
12. something or someone in which you have confidence
9. opposite of first
13. to be alike
10. synonym for grave or important
15. synonym for very good
14. synonym for agreed or ratified/certified
17. opposite of light (weight)
16. opposite of bottom
18. opposite of uncertain
20. opposite of strong
19. opposite of old
22. synonym for general or habitual
21. opposite of private 23. opposite of big 24. opposite of imprecise 25. opposite of easy or soft 26. synonym for restricted
Vocabulary 2 – Phrasal verbs and business expressions Nous avons vu quelques phrasal verbs de base dans l’Unité 4 (Vocabulary 2). Ici, nous voyons des phrasal verbs souvent utilisés dans le contexte de travail.
Vocabulary to come up with: trouver (une idée, une réponse) ; faire (une suggestion) to deal with: s’occuper de (un problème, un client, un travail) to get down to se mettre: (au travail) to get in touch with: prendre contacte avec (une société, une personne) to get on with: s’entendre avec (quelqu’un); se mettre (au travail) to get rid of: se débarrasser de (quelque chose, quelqu’un) to keep to: ne pas se disperser (un plan, un ordre du jour) to lay off: licencier (du personnel) to put off: reporter (un rendez-vous, une réunion) to stand for: signifier; supporter (généralement employé au négatif) to stand in for: remplacer provisoirement (quelqu’un) to take off: partir/quitter (du travail, d’une réunion) to take on: prendre en charge (un travail, quelqu’un) to take over: prendre les reins de (un travail de quelqu’un, une société)
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Activity 19 Use some of the phrasal verbs above to complete the following sentences. Be careful of the tense changes. Utilisez certains des phrasal verbs ci-dessus pour compléter les phrases suivantes. Attention au temps. 1) OK, everybody. It’s time to start. Let’s ………………………….. work. 2) She didn’t say she was leaving. She just ………………………….. . 3) Could you ………………………….. me tomorrow? I’ll be absent all day. 4) We’ve decided to ………………………….. the old machines and buy new ones. 5) I can’t ………………………….. any more work. I’m overloaded already. 6) That was a brilliant suggestion you ………………………….. at the meeting today. 7) I’m sorry, I know it was planned for today but nobody’s in the office. We’ll have to ………………… the presentation until next week. 8) We’ve bought most of the shares and plan to ………………………….. the company soon. 9) The customer is waiting for someone to ……………………… him. Can you send an e-mail? Below are some business expressions often used in a work situation. Ci-dessous des expressions souvent utilisées dans le travail.
Vocabulary blue / white collar workers: les travailleurs manuels/de bureau to conduct business: façon de diriger les affaires to do business with someone: faire des affaires avec quelqu’un to do someone a favour: rendre un service à quelqu’un dot.com companies: sociétés sur internet economies of scale: économies d’échelle equal opportunities: opportunités égales to go on strike: faire la grève to have a point: c’est juste industrial relations: relations patronat-syndicats let’s move on to: passons maintenant à … to make a complaint: faire une réclamation to make a deal: conclure une affaire to make a mistake: faire une erreur to make a point: faire une remarque to make a profit/loss: faire des bénéfices/des pertes to make redundant: licenciement économique to make sense: être logique to make someone an offer: faire une offre à quelqu’un
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point taken: je te/vous le concède ; d’accord: production targets: les objectifs de production to run/ to head: diriger une société, un service safety procedures: protocoles de sécurité severance pay/package: indemnité de licenciement that’s not the point: là n’est pas la question the black economy: le travail au noir what’s the point?: quel est le but/objectif?
Activity 20 In the sentences below the words are mixed up. Put them back into the correct order. Les mots sont mélangés dans les phrases ci-dessous. Remettez les dans le bon ordre. 1) profit / the / consecutive / made / a / this is / that / year / fourth / we’ve ................................................................................................................................................................... 2) they / so / industrial / were / that / decided / on / bad / strike / relations / to go ................................................................................................................................................................... 3) of / question / move / the / safety / let’s / procedures / onto ................................................................................................................................................................... 4) scale / will / if / of / we / business / we / make / economies / conduct / differently ................................................................................................................................................................... 5) a favour / Charlie Smith / is / doing / my uncle / with / me / because / doing business / he’s ................................................................................................................................................................... 6) procedures / review / we / our / collar / to / safety / for / workers / need / blue ................................................................................................................................................................... 7) makes sense / to / equal opportunities / it / have ................................................................................................................................................................... 8) severance / in / made / think / pay / mistake / I / you’ve / a / my ...................................................................................................................................................................
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Speaking Activity 21 Giving instructions You are going to pretend that you are giving instructions to someone on the telephone. First of all, think about the subject. This can be how to install a new piece of software, how to set up a network or any other procedure you can think of that involves a certain number of steps. Vous allez faire semblant de donner des instructions à quelqu’un au téléphone. Premièrement, pensez à un sujet. Par exemple, comment installer un nouveau logiciel, comment mettre en place un réseau ou toute autre procédure qui comprend un certain nombre d’étapes. Before starting look at Language Focus 3 in this unit. Prepare your instructions in the correct order and insert appropriate linking words. Avant de commencer regardez Language Focus 3 dans cette unité. Préparez vos instructions dans le bon ordre et insérez les mots de liaison appropriés. • First, ……………….. • Secondly, ……………….. • Then, ……………….. • Next, ……………….. • After that, ………… • Finally, ……………….
Activity 22 Asking for advice Ask questions to get advice for the best way to follow this course. Think about what kind of problems you have had either with this book; which parts you find the most difficult, or with English in general. You should try to ask about 10 questions. You should start your questions with How …, What …, Where …, Why …, Which …, etc. Record yourself. Posez des questions pour obtenir des conseils sur la meilleure façon de suivre cette formation d’anglais. Réfléchissez sur le genre de problème que vous avez eu soit avec ce cours (quelles parties avez vous trouvé les plus difficiles), soit avec la langue anglaise en général. Vous devez essayez de poser une dizaine de questions. Commencez vos questions par ‘How …’, ‘What …’, ‘Where …’ ‘Which …’, etc. Enregistrez-vous.
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Social english Activity 23 Thanking and Saying Goodbye At the end of a meeting, presentation, dinner, job, interview, etc. it is usual to say thank you to the people you are with and make some reference to future meetings. The situation can be formal or informal. À la fin d’une réunion, une présentation, une dîner, un travail, un entretien, etc. il est de coutume de remercier les gens, dire au revoir et de faire référence aux rencontres futures. La situation peut être formelle ou informelle. Look at how we say goodbye to you. Regardez comment nous vous disons au revoir.
Formal • You are now at the end of this course and we would like to take this opportunity to thank you for all the hard work you have put in. We look forward to meeting you again next year. Goodbye.
Informal • Thanks a lot for everything. See you next year. Bye. Make appropriate responses to the different situations using the sentences below. Use a combination of the responses below. Record yourself. Faites des réponses appropriées aux différentes situations en employant des phrases ci-dessous. Utilisez une combinaison des réponses ci-dessous. Enregistrez-vous. Situation A: You need to leave a business meeting. Situation B: You have just finished a business lunch with a customer. Situation C: You’re at a party. It’s very late and you must get up early the next day. Situation D: You’re with a group of colleagues. You need to go and catch a train. Situation E: It’s the end of a conference you organised. People are leaving and thanking you. Situation F: A friend invited you to lunch for your birthday. You must get back to the office. Situation G: It’s the end of a 2 day training course. You learnt a lot from it. Situation H: A colleague thanks you for the advice you gave him. Situation I: A friend drove you to the airport. You need to hurry or you’ll miss the plane. Situation J: You’ve spent 4 days in Ireland. The people you stayed with have come to say goodbye to you at the airport. They are coming to see you next month.
Thanking • Thanks a lot. • Thank you very much. • Thank you for a really interesting …
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• Thank you for inviting me … • I had a great time. • It was really enjoyable. • I really appreciated the … • It was lovely.
Responding to thanks • I’m glad you enjoyed it. • I’m glad you could come. • I’m glad I could be of some help. • It was a pleasure.
Saying goodbye • I’m afraid I have to get up very early in the morning. So, I’d better go. • I really must be on my way. (give a reason) • I really must be going. (give a reason) • I must be off now. (give a reason) • I really must leave now. (give a reason) • Goodbye. Bye.
Referring to the future • See you soon. • See you next … • Looking forward to meeting you again. • I look forward to the next time.
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V
Section 7
Writing
Activity 24 Making a complaint Write a letter (see Unit 5 – Activity 23) or an e-mail (see Unit 4 – Activity 22) to make a complaint. Choose one of the following situations and invent the details: Écrivez une lettre (voir l’Unité 5 – activité 23) ou un courrier électronique (voir l’Unité 4 – activité 22) pour faire une réclamation. Choisissez une des situations suivantes et inventez les détails : A. You were very unhappy with the service and food at a restaurant you took 2 customers to last week. B. You ordered some equipment from a company. The delivery was very late and some of the equipment was damaged. C. A supplier continually makes mistakes on the invoices it sends you for payment.
Activity 25 Translation Translate the following newspaper article. Remember the advice for translating in Unit 3 – Activity 29. Traduisez l’article de journal suivant. Souvenez vous des conseils de traduction de l’Unité 3 – Activité 29. Industrial relations at Flix and Sons are in rapid decline with the threat of strike action on the horizon. The Workers Union representing over 75% of the 140,000 workforce rejected the 2.8% pay rise offered by the company’s directors. Shares in the company are also being offered to employees instead of the performance related bonus in cash they usually receive at Christmas. The company made profits of over 480€ million last year and all top managers are being offered a substantial increase in salaries amounting to a 5.5% pay rise. The General Manager, Dawson Pritchkin, defended the 2.8% pay rise by saying that the company needed to invest heavily in new machinery to stay ahead of its competitors. One Trade Union representative said: “A successful company needs to invest in its workforce. This company was losing money 5 years ago. We’ve all worked very hard and accepted a lot of redundancies to change those losses into profits. We feel we deserve better treatment. I hope strike action can be avoided through negotiation.” ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ...................................................................................................................................................................
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X
Section 8
Checklist
Vocabulary Activity 26 The words in the box below are all in unit 6. Put them in the sentences below to replace the words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading and listening texts to see how these words are used. booming - monetary - get down to - red tape – display - separate - allow - feedback - laying off - accurate - false have a point - samples – overheads - near - got rid of - taking over - the black economy - business-friendly - fast 1) They do not permit ………………. us to use the internet. 2) The company’s general expenses ………………. are too high. 3) We need to get some return information ……………….… from customers. 4) I believe some financial ………………. incentive helps marketing strategy. 5) We can finish this quickly if we get on with ……………….…… it. 6) If the recession continues, we’ll have to start making staff redundancies. 7) There is too much bureaucracy ………………. when starting a company. 8) Illegal work ……………….… is a growing concern in this region. 9) The delivery is not far from ………………. the town centre. 10) He’s a very quick ………………. writer. 11) I need to make this information easy for companies to understand ………………. . 12) We’re putting the latest models on show ……………….… tomorrow. 13) Can you disconnect ………………. the scanner and printer software? 14) The sales figures were not very precise ………………. . 15) Isn’t it time you threw out ………………. those old books? 16) This is not genuine ………………. open source software. 17) Globalisation means a lot of companies are buying up ………………. others. 18) Business is doing extremely well ………………. . 19) We sent out a few specimens ………………. to our best customers. 20) I think you are right ………………. .
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Grammar Activity 27 Complete the following sentences. 1) What ………………. you do if you (win) ………………. a lot of money? 2) I used to be very good at running. I ………………. (run) very fast when I was a child. 3) I don’t feel like driving. ………………. (walk). 4) If you (call) ………………. me when the plane lands, I (pick up) ………………. you ………… . 5) When programmers ………………. (change) the source code, we (get) ………………. better software. 6) Would you like (fly) ……………….………… ? (ability) 7) The computers were down. I (fix) ……………….…… the fault. (negative ability) 8) If I ……………. you, I (complain) ………………. to the manager. 9) If I (pass) ………………. my exam, I (buy) ………………. you a drink. 10) Remember, ………………. (switch off) the computer before backing up the files. 11) (write) ………………. a newspaper article for your homework. 12) If you (speak) ……………… English well, it (be) ………………. easier to find a job.
Activity 28 Complete the following conversation. A: Right, it’s nearly 7 p.m. ……………… (stop) for today. B: But we haven’t finished. A: I know. (worry – negative) ………… ………… we have time. We (finish) ………… ………… it tomorrow. B: If we (leave) ………… this until tomorrow, we (have) ……………… even more work to do. A: I’m sorry, but I’m really too tired. I (concentrate) ………… ………… . B: OK. ………… (go) and have a drink before we go home. A: Great idea. That’s just what I need.
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