INTERMEDIATE ENGLISH

TELECOMMUNICATION NETWORK
ENGINEERING STUDENTS
A Practical Handbook for Functional English Course

WRITTEN BY
Rita Darmayanti
Yani Ratnawati
Ridhia Rizki Anugraini

Page 1 of 81
 TABLE OF CONTENTS
Intermediate English Telecommunication Network Engineering Students

Preface ..................................................................................................................... 4

Chapter One: Parts of Speech .................................................................................. 5

Nouns ................................................................................................................................................................................................. 5
Verbs ................................................................................................................................................................................................... 5
Adjectives ........................................................................................................................................................................................ 5
Pronouns ........................................................................................................................................................................................ 6
Prepositions .................................................................................................................................................................................. 6
Conjunctions ................................................................................................................................................................................ 6
Adverbs .............................................................................................................................................................................................7
The Noun Phrase ........................................................................................................................................................................7
Practice ............................................................................................................................................................................................ 8

Chapter Two: Sentence Structure .......................................................................... 11

Subjects & Predicates ............................................................................................................................................................. 11
Simple Subject And Simple Predicate ....................................................................................................................... 12
Compound And Complex Sentence ...........................................................................................................................14
Exercise ........................................................................................................................................................................................... 18
Reconstructing Sentences ............................................................................................................................................... 20
Practice Of Reconstructing Sentences ..................................................................................................................... 21

Chapter Three: Reading Comprehension ............................................................... 23

Reading Comprehension Strategies .......................................................................................................................... 23
Reading Comprehension Practice 1 ........................................................................................................................... 24
Reading Comprehension Practice 2 .......................................................................................................................... 27
Simple Past Tense................................................................................................................................................................... 28
Present Continuous Tense ................................................................................................................................................ 30
Reading Comprehension Practice 3 .......................................................................................................................... 33

Chapter Four: Number ........................................................................................... 35

Reading & Writing Numbers ........................................................................................................................................... 37
Fractions........................................................................................................................................................................................ 38
Decimals ....................................................................................................................................................................................... 38
Telephone Numbers ............................................................................................................................................................. 39
Arithmetic .....................................................................................................................................................................................41
Reporting Change .................................................................................................................................................................. 43

Chapter Five: Engineering ..................................................................................... 45

Reading Text 1............................................................................................................................................................................ 45
Reconstruction Of Paragraphs ..................................................................................................................................... 46
Reading Text 2: Evaluation Quiz ................................................................................................................................... 48

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 Self-Evaluation Results ........................................................................................................................................................ 50
Oath For Engineers................................................................................................................................................................ 53
Code Of Ethics Of Engineers ........................................................................................................................................... 53

Chapter Six: Robots ............................................................................................... 54

Robots Help Get Food From Farm To Table.......................................................................................................... 54

Chapter Seven: Technology ................................................................................... 60

Understanding The Article................................................................................................................................................ 62
Collocations................................................................................................................................................................................. 62

Chapter Eight: Artificial Intelligence...................................................................... 65

Understanding The Article................................................................................................................................................ 67
Discussion ................................................................................................................................................................................... 68

Chapter Nine: Cyber Security................................................................................. 70

Understanding The Article................................................................................................................................................ 73

Chapter Ten: Space Exploration............................................................................. 75

Expressions.................................................................................................................................................................................. 78
Information Sharing .............................................................................................................................................................. 79
Discussion ................................................................................................................................................................................... 80
Research And Presentation ............................................................................................................................................ 80

References ............................................................................................................. 81

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 PREFACE
This textbook is intended to provide a complete and comprehensive guide for you
when starting your study of accounting. It is meant to serve as an introduction to
intermediate English for digital network engineering students of State Polytechnic
of Malang.

While using this textbook, we would recommend that you always stick to the
following guidelines:

 Always read the instructions as you begin to study a new chapter. These
instructions give you clear information for each task so you can do each task
well.

 Make sure that you try to do all the questions in the tasks of each chapter.
The questions in the tasks are provided to be completed as your
comprehension checking related to a relevant section that you are studying.

 There is no answer key in this textbook. Therefore, we strongly recommend

that you discuss with your partners or ask your lecturer if you are unsure on
how to complete the

 Questions or if you find difficulties in doing every single task of each

chapter in this textbook.

You should see clear enhancement as you persistently learn through each chapter
of this textbook even though accounting can seem a bit complicated while
studying of the subject for the first time. Regular practice through the questions of
the tasks in each chapter will help you to associate your knowledge and
understanding of the subject. In conclusion, we wish you the best luck with your
studies. Accounting is not the easiest subject to get to hold with, but we are sure
that you will be successful with this textbook.

The Writers

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CHAPTER ONE: PARTS OF SPEECH
Why Learn Parts of Speech?
They are the building blocks of English grammar. Understanding and applying a process is learning
to learn. It is a foundation to improve your writing.
The Eight Parts of Speech:
• Nouns • Verbs • Adverbs
• Adjectives • Conjunctions • Interjections
• Pronouns • Prepositions

Nouns
u Names of persons, places, things, feelings, or ideas.
Example: John has a new car, and he parks on the street under a big tree in Filer.
u Names of persons, places, things, feelings, or ideas.
u Often indicated by “noun markers” -- a, an, and the.
Example: The boy on the red bike hit a bird with a rock at the end of the long road.
u Names of persons, places, things, feelings, or ideas.
u Noun endings: -ness, -ment, -ance, -ence, -ancy, -ency, -ity, -ion, -ure.
Example:
Happiness is the preference of every action and is the tendency toward kindness and
contentment.
u Can be made plural with s or es.
Example:
The needs of the masses may conflict with expectations of the members of legislative bodies.

Verbs
u The action or “doing” words in a sentence.
The horse ran, jumped and kicked until it threw the rider.
u Most verbs make sense in the blanks below:
He _________.
They ________.
u The action or “doing” words in a sentence.
u “Linking verbs” show being.
Example: She is a nice person, and we are her friends.
u Memorize the linking verbs: Be, am, is, are, was, were, been, being.
u Change to show time (tense).
 Example:
 Today I am on a bus, and it goes past my house.
 Yesterday I was on a bus, and it went past my house.
u Complete verbs include “helping verbs.”
u Always helping verbs:
 Can Will Shall May Could Would Should Might Must
u Always verbs, may be helping:
 Have, has, had, Do, does, did, done
 Be, am, is, are, was, were, been, being

Adjectives
u Describe or modify only nouns.
Example:
A big, red dump truck hit a parked little car and the worried driver ran to the other side of the
busy street.
u Answer questions, “what kind?” or “how many?”
Example:
The three tired teens tried to eat a large pie at two pizza parlors.
How many teens? three
 What kind of teens? tired
What kind of pie? large
How many parlors? two
What kind of parlors? pizza
u The “noun markers” a, an, the are always adjectives.
Example:
The way to a smile and an appreciative attitude is through the stomach.
u Usually “piled up” before nouns.
Example:
The long, shiny black limousine pulled in front of the huge old mansion, and a tall, well-
dressed older gentleman got out.
u May follow linking verbs and describe the subject.
Example:
The river is deep, wide and cold, but the divers are brave and well-trained.
Note: to test these, try putting them in front of the noun they modify.

Pronouns
u Specialized words to take the place of nouns.
Example:
Paul gave Emily stationery because he wanted her to write to him when she could.
u Often refer to people and have several forms.
u Memorize:
I he we she they
me him us her them
Other common pronouns:
you, it, this, that, who, what, someone, everything, anyone, and many other similar words.
u May be possessive, showing ownership and working like an adjective.
Example:
Her red car is faster than my old Ford, but their new Honda cost more than ours.
Note the form:
I he we she they
me him us her them
my his our hers theirs
Others: yours, its, whose

Prepositions
Specialized words to start prepositional phrases. A prepositional phrase is a group of words
describing things which starts with a preposition and ends with a noun or pronoun.
u Most prepositions are small, common words indicating time, place or position.
u Memory clue:
The rabbit went _____
the hollow log.
u Memorize:
at, from, to, on, in, into, onto, between, under, over, against, around, through
u Some prepositions simply must be memorized.
Example:
The problem with him is that he sleeps during the day and spends most of the night with his
friends.
u Memorize: of, with, for, during

Conjunctions
u Words which “hook” words, phrases, or sentences.
Memory clue: FAN BOYS.
For But
And Or
Nor Yet So

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 Example:
She and I left, but they stayed, for Joe or Ted was coming on the bus, yet not on time.
u Some conjunctions only hook clauses.
They include:
when, as, if, since, because, while, after, although, before
Example:
I ran when I saw her because I was happy since she was home.
u Memory clue:
She is cute _____ she smiles.

Adverbs
u Describe verbs, adjectives, or other adverbs.
She quickly ran to her extremely tired friend and gave him a very big hug.
u Answer the adverb questions: How? When? Where? Why? Under what conditions?
Soon the very able pilot confidently flew west, and thus he almost crashed.
When? soon
Where? west
How? very,confidently
Why? thus
What conditions? almost
u Often end in -ly
Example:
The extremely hungry animal howled eerily in the especially dark night.
u Always adverbs: not very, often, here, almost, always, never, there
Example:
We do not very often want them here, for they are always late and almost never want to go there
with us.

The Noun Phrase

For too long now the verb phrase has been the dominant focus of attention in course books,
syllabuses, and teacher training programmes.

Author: Paul Bress

Retrieved from: https://www.teachingenglish.org.uk/article/noun-phrase

Any teacher worth his/her salt will be able to tell you everything there is to know about base verbs,
infinitives, progressives, perfectives, passives, and modals. But, please, let's not forget the noun phrase!
Why? Because the noun phrase is a quintessential part of every sentence (even if it doesn't appear in
the surface structure of a sentence as in "stop!"), it is potentially infinite in length, and it can include
any number of other phrases (e.g. noun, adjective, adverb) within its structure.
• What is a noun phrase?
• The structure of noun phrases
• Noun phrases in class
• Conclusion

What is a noun phrase?

Before we go any further, let's remind ourselves of what a noun phrase is. My definition is:
A noun phrase is either a pronoun or any group of words that can be replaced by a pronoun.
For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is just a noun, as you can
see in these sentences (in which the noun phrases are all in bold)

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 Q: Do you like cars?
A: Yes, I like them.
Q: Do you like the cars over there?
A: Yes, they are nice.
Q: Do you like the car I bought last week?
A: Yes, I like it. (Note: 'It' refers to 'the car', not 'car')

If you are a little puzzled at this point, try and think of some further examples of noun
phrases using the definition above, and compare your examples with simple nouns.

The Structure of Noun Phrases

As I said, noun phrases can be infinite in length, but they would sound absurd if they got
too long. So, let's take the following noun phrase as our working model:
• "The very tall education consultant with the roving eye"
The structure of this noun phrase contains three sections:
• Pre-modification
o The =determiner
o very =adverb (intensifying)
o tall = adjective
o education = pre-modifying noun
• Head noun
o consultant
• Post-modification
o with the roving eye = preposition phrase

Of course, each and every part of the noun phrase can be changed, but here is a summary of some
fundamental changes in which it could change:
• A relative clause could replace the preposition phrase. 'The man with the hat' becomes 'The
man who is wearing the hat'.
• There could be a string of adjectives (and pre-modifying nouns) instead of just one. Both of
these systems have their own structural rules. 'The big brown wooden box.' Or 'The world cup
football competition.'
• A numeral or cardinal could be inserted after the determiner. 'Do you remember the time I
bumped into you in the park?' can become 'Do you remember the first time I bumped into
you in the park?'
• There can be 'embedding' (e.g. 'the roving eye' is also a noun phrase and can be made more
complex in the same way as 'the…consultant'!) 'The roving eye which he had cultivated for so
many years'.
•Any part of the noun phrase can simply be stripped away (apart from the word 'The' here,
as 'consultant' is not a noun phrase in itself). So 'The very tall education consultant with the
roving eye' can become 'The tall education consultant with the roving eye' (here 'very' has
been deleted).
To sum up, noun phrases are very simple ideas in themselves, but they can be extremely complex in
how they manifest themselves in actual language.

Practice
1. Change the underlined nouns from singular to plural in the following passage.

Their live were being made unbearable by black swarms of mosquito from the grove of mango – not
to mention the pack of gaunt wolf and the gang of elf that attacked through the roof of the derelict

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buildings. The pack brought with it terrible strains of bacteria that came from several inland zoo. Still,
throughout these crise, the survivors clung to hope.

____________________________________________________________________________________________________
________________________________________________________________

2. Identify and underline the uncountable nouns in the following paragraph.

The principal was a woman given to deep meditation followed by bouts of intense activity. She looked
through the glass of her office window past the slate of the roof atop the building at the emptiness of
the autumn sky. It was late in the day and silence hung heavy over the township school. A quiet
satisfaction took possession of her. With Mr Brotsky gone, her reign could begin.

3. Write the nouns from the list under the correct headings.
adulthood flour lava patience tofu
autism glue margarine power
cynicism gravel mould salt
dust intelligence mud sand

Abstract concepts Masses of substances Masses of substances

made up of parts too numerous
to count

4. Divide the list of complex nouns into their component words. Indicate the part of speech of
each word.
a. grand (____________) + mother (__________)
b. data (____________) + base (____________)
c. fore (____________) + front (____________)
d. after (_________) + thought (_________) down (_________) + town (__________)
e. sell (____________) + out (____________)
f. look (____________) + alike (____________)
g. swear (____________) + word (____________)
h. under (____________) + world (____________)
i. flash (____________) + back (____________)

5. There are compound and complex nouns in the following passage that have been written
incorrectly. Rewrite them correctly.

She was a poor driver. She often tried to reverse her taxi by putting it into first gear. When the
passengers roared with laughter, she would furiously seek out the makers mischief in the mirror
and glare them into silence. Her father had been one of three sergeant-majors in the family and
she had inherited his voice, which she used to terrify standers by at the rank taxi in Germiston. This
year old 60 was very conservative, a real in stick mud the. She would borrow a bakkie from the last
of her three in law fathers and drive around town until she came upon any young man with long

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 hair, whom she would hoot at and berate as a headblock. Her one weakness was pearl mother of,
which was easily sourced from the abundance of perlemoen shells in Germiston. This proud
wifehouse had spectacular earring made from it.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________

6. Write the sentences, using suffixes to form abstract nouns from the words in brackets.

a. Surviving the cold Atlantic for a week said much about his powers of endure.
b. Her alien was a direct consequence of her egotism.
c. Their conceal of the truth led to their being jailed.
d. The fool hard of attempting to climb Mount Everest in a storm is obvious.
e. The sheer ignoble of his excuse for deserting his family left many speechless.
f. On the day the verdict was delivered, the accused’s edge was apparent.
g. My patriot can be defined as a critical love of my country.
h. Her member of the Bar was a source of great pride to her parents.

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CHAPTER TWO: SENTENCE STRUCTURE
Subjects & Predicates

This is the
Please look concrete
at this image how
picture. sentences
work

Every complete sentence contains two parts: a subject and a predicate. The subject is what (or
whom) the sentence is about, while the predicate tells something about the subject.

Look at these examples.

Example 1

Brian and his dog run on the beach every morning.

Analysis:
• From the example above, we can find the subject of the sentence by making a question
using “who”. The question would be “Who runs on the beach every morning?” The answer is
Brian and his dog.
• Then, we can find the predicate (verb) of the sentence by making a question using “what”.
The question would be “What do Judy and her dog do on the beach every morning?” The
answer is run.
Example 2
We spilled popcorn on the floor.

Analysis:
• From the example above, we can find the subject of the sentence by making a question
using “who”. The question would be “Who spilled popcorn on the floor?” The answer is we.
• Then, we can find the predicate (verb) of the sentence by making a question using “what”.
The question would be “What did we do?” The answer is spilled popcorn.

Read these sentences. Could you find the subject and predicate in each sentence below?

No Sentences Subject Predicate

1. My little brother broke his finger.
2. His Uncle Bob asked for directions.
3. Those soldiers carried guns.
4. Our babysitter arrived late.

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Simple Subject and Simple Predicate
Every subject is built around one noun or pronoun (or more). When all other words are removed, the
simple subject is left.

Simple Subject
Look at the example.

A piece of chocolate candy would taste great.

The main word in the subject is the noun “piece,” with the other words of the
subject – “a” and “of pepperoni pizza” – tell about the noun. The word “piece”
is the simple subject.

Simple Predicate
A simple predicate is always the verb or verbs that links up with the subject.

Look at the example.

A piece of chocolate candy would taste great.

The simple predicate is “would taste” -- in other words, the verb of the sentence.

Read these sentences. Could you find the simple subject and simple predicate in each sentence
below?
No. Sentences Simple Subject Simple Predicate
1. My little brother broke his finger.
2. His Uncle Bob asked for directions.
3. Those soldiers carried guns.
4. Our babysitter arrived late.

Compound Subject
A sentence may have a compound subject, which is a simple subject made up of more than one
noun or pronoun.

Look at the picture below.

Can you find the compound subject in this sentence?

Underline them.

Team pennants, rock posters and family

photographs covered the boy's bedroom walls.

Look at the picture below.

Can you find the compound subject in this

sentence? Underline it.

My uncle and I walked slowly through the art gallery and

admired the beautiful pictures exhibited there.

Compound Predicate
A compound predicate is more than one verb relating to the
same subject.

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Look at the picture below.

Can you find the compound predicate in this sentence? Underline it.

Mother mopped and scrubbed the kitchen floor.

Find the compound subject and compound predicate in each

sentence below?

No. Sentences Compound Subject Compound

Predicate
1. My little brother broke his finger.
2. His Uncle Bob asked for directions.
3. Those soldiers and agents carried guns.
4. Our babysitter and her friend arrived
late.

Now that you know all about subjects and predicates, try to identify the subject and predicate
of the following sentences.

1. In the jungle, the mighty jungle, the lion sleeps tonight.

Subject Simple Subject Predicate Form Tense Voice (active/
passive)

2. When I was just a little girl.

Subject Simple Subject Predicate Form Tense Voice (active/
passive)

3. I asked my mother.
Subject Simple Subject Predicate Form Tense Voice (active/
passive)

4. I will be pretty.
Subject Simple Subject Predicate Form Tense Voice (active/
passive)

5. Here's what she said to me.

Subject Simple Subject Predicate Form Tense Voice (active/
passive)

6. Que sera sera. Whatever will be, will be.

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 Subject Simple Subject Predicate Form Tense Voice (active/
passive)

7. The future's not ours to see.

Subject Simple Subject Predicate Form Tense Voice (active/
passive)

Compound and Complex Sentence

Please look at this illustration.

How compound and complex sentence is constructed.

When the music began.

Everyone started to dance.

When the music began, everyone started to dance.

Dependent Clause

A dependent clause is a group of words which has a subject and verb but does not show a complete
thought. Indeed, a dependent clause cannot be a sentence. A dependent clause is frequently
connected with a dependent marker word in which it is added to the beginning of an
independent clause that makes it into dependent clause.

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Here are some common dependent marker words:

as soon as since until

because as if unless

when after whether

although before while etc

Here, the dependent clause is illustrated as a basket. There are some more examples of
dependent clauses:

When we
As soon Because
need a
as it I
quiet
stopped registere
place to
raining d early study

To make a complex sentence, we can place the dependent clause on the front. So, we put the
basket on the front of a bike. Here are the examples:

Because I When we need a

registered early, I quiet place to
got the classes I study, we go to
wanted. the library.

As soon as it A bycicle with the

stopped raining, basket on the
we saw a double front (A complex
rainbow. sentence)

In another way, we can also put the dependent clause on the back to make a complex
sentence. So, we place the basket on the back of a bike.

We saw a double We go to the

rainbow as soon library when we
as it stopped need a quiet place
raining. to study.

I got the classes I A bycicle with the

wanted because I basket on the
registered early. back (A complex
sentence)

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There are more dependent clauses (using who, which, and that).

Another kind of dependent clause begins with the relative pronouns who, which, and that.

who works part-time

T h es e clau s es ar e not s en ten ces .
which includes a swimming
pool Th lik b k h d b
that is parked in my
driveway

The dependent clause (using who, which, and that) could be placed in the middle of the sentence. In
other words, the dependent clauses go after the word they describe. So, the basket is in the
middle of the bike.

Frank, who The car that is

works part- parked in my
time,will be our driveway is
guide. Henry’s.

The new fitness A bycicle with

center, which the basket in
includes a the middle (A
swimming complex
pool, will open sentence)
In addition, the in February. dependent clause
(using who, which, and that) are sometimes on the back of the bike.
We are making
pasta for the
Richardsons, Karen likes
who do not eat books that have
meat. a happy ending.

I have tickets to A bycicle with

the jazz festival, the basket on
which begins at the back (A
noon. complex
sentence)

Sentence Support

Regardless of what kind of basket we add, we need a basic sentence to support it.
Example: The new fitness center, which includes a swimming pool, will open in April.
Explanation:
Basic sentence: The new fitness center will open in April.
Basket: which includes a swimming pool

Page 16 of 81
Summary of Sentence Structure

Form Tense Voice Example

Be (V1) Simple Present Neutral He is an accountant.
Tense
Be (V2) Simple Past Tense Neutral He was an accountant.
V1 Simple Present Active He studies accounting.
Tense
V2 Simple Past Tense Active He studied accounting.
Be (V1) + V3 Simple Present Passive Accounting is studied by him.
Tense
Be (V2) + V3 Simple Past Tense Passive Accounting was studied by him.
Be (V1) + Ving Present Continuous Active He is studying accounting.
Tense
Be (V1) + being + V3 Present Continuous Passive Accounting is being studied by
Tense him.
Has/ have + V3 Present Perfect Active He has studied accounting since
Tense 2019.
Has/ have + been + V3 Present Perfect Passive Accounting has been studied by
Tense him since 2019.
Had + V3 Past Perfect Tense Active He had studied Accounting since
2019.
Had + been + V3 Past Perfect Tense Passive Accounting had been studied by
him since 2019.
Will + V1 Future Tense Active He will study accounting.
Will + be + V3 Future Tense Passive Accounting will be studied by
him.
Modal (V1) + V1 Simple Present Active He can study accounting.
Tense
Modal (V2) + V1 Simple Past Tense Active He could study accounting.
Modal (V1) + be + V3 Simple Present Passive Accounting can be studied by
Tense him.
Modal (V2) + be + V3 Simple Past Tense Passive Accounting could be studied by
him.

Common Sentence Patterns in English

1. S + P + O + Additional Information
2. Additional Information, S P O K
3. S , Additional information about Subject , Predicate
+ Object
4. S + P , Conjunction + S + P
5. Conjunction + S + P , S + P

Page 17 of 81
Exercise

Analyse the subject and predicate of the following sentences.

1. Global warming is the increase of the average temperature on earth.
2. The causes of global warming are both from nature and human activities.
3. Emissions of greenhouse gases from human activities increase.
4. Many natural disaster can be caused by global warming.
5. Floods and droughts are becoming increasingly frequent in all over the world.
6. A rise in sea levels has been led by global warming.
7. Higher sea levels would force people who live in low areas to leave their homes and move.
8. Low-lying islands could be submerged completely.
9. In 1945, nuclear weapons were exploded for the first time over cities.
10. On August 6th at 8.15 a.m. Japanese time, a USA bomber dropped the first atom bomb over
Hiroshima.
11. Late in the morning of August 9th, a second atomic bomb was dropped on the people of
Nagasaki.
12. In Hiroshima, almost everything was destroyed within a mile from the explosion
13. A small number of very strong concrete buildings were not collapsed by the blast
14. Windows were smashed.
15. In Nagasaki, everything within half a mile from the explosion was destroyed, including heavy
structures.
16. In Hiroshima, about 66,000 people were killed instantly.
17. Many more people died from radiation poisoning after the bomb was dropped.
18. By 1950, about 200,000 people had died as a result of the bomb.
19. Between 1950 and 1980, a further 97,000 people died from cancers related to the radiation.
20. In Nagasaki, out of a population of 174,000, about 39,000 were killed on the first day.
21. By the end of 1945, about 70,000 people had died because of the explosion.
22. The final number of deaths was probably also over 200,000.

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Sentence Analysis
Voice
Subject (active sentence)/ Main Noun Predicate
(Active,
No. Object (passive sentence) in subject (Verb, Aux, Forms Tenses
Passive,
(Noun/s or Noun group) column Modal etc)
Neutral)

10

11

12

13

14

15

16

17

18

19

20

21

22

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Reconstructing Sentences

How do you find the two different?

Which one do you prefer to read?
Why?

The main purpose of reconstructing sentence is to help you understand the sentences by identifying
every idea and message contained in the sentence and how the ideas are combined to form a
complex sentence.

Analyse the reconstruction of the following sentences.

Most American newspapers publish an enlarged Sunday edition containing about the news of the
day and of the week, plus number of entertainment and advertising supplements.
• Most American newspapers publish an enlarged Sunday edition.
• This Sunday Edition contains the news of the day and of the week.
• This Sunday Edition contains several entertainment and advertising supplements.

The origins of this holiday are uncertain, but according to one legend it gets its name from Christian
priest named Valentino who lived in Rome during the third century after Christ.
• The origins of this holiday are uncertain.
• According to one legend, this holiday gets its name from Christian priest.
• The Christian priest named Valentino.
• Valentino lived in Rome.
• Valentino lived in Rome during the third century after Christ.

The system of bookkeeping that Luca Pacioli described first introduced the practice and theory that
had developed in commercial cities in Italy, particularly in Venice.
• Luca Pacioli described the system of bookkeeping.
• The system of bookkeeping that Luca Pacioli described introduced the practice and theory of
bookkeeping.
• The practice and theory of bookkeeping had developed in commercial cities in Italy.
• The practice and theory had developed particularly in Venice.

A system which makes parents put themselves in serious debt just for purchasing a house near a
highly ranked primary school is clearly absurd.
• Parents put themselves in serious debt.
• The debts are in order to purchase a house.
• The house is near a highly ranked primary school.
• The system by which parents put themselves in serious debt is clearly absurd.

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Transaction of purchasing equipment for cash results in an equal increase and decrease in total
assets though the composition of asset changes: cash decreases while the asset equipment
increases.
• Transaction of purchasing equipment for cash results in an equal increase and decrease in
total assets.
• Transaction of purchasing equipment for cash results in changes in the composition of
asset.
• cash decreases.
• the asset equipment increases.

Government may adopt the concept of liberalized flows of capital, but a lack of political stability
means that many countries are not in position to attract the foreign investment necessary to
achieve growth.
• Government may adopt the concept of liberalized flows of capital.
• Liberalized flows of capital means flows of capital which are liberalized.
• A lack of political stability means that many countries are not in position to attract the
foreign investment.
• The foreign investment is necessary to achieve growth.

In the short term, a freer market approach may raise the number of unemployment, as do the
prices of essential products and the provision of public services will fail.
• In the short term, a freer market approach may raise the number of unemployment.
• In the short term, a freer market approach may raise the prices of essential products.
• the provision of public services will fail.

Practice of Reconstructing Sentences

1. Research shows that smart phones has been developing rapidly for several years and has greatly
helped people of all ages.
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________

2. Universities do research in all academic subject areas, such as medicine, and companies carry out
research into a wide range of products and services, from new models of cars to what people buy
in supermarkets.
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________

3. In the short term, a more free market approach may raise the number of unemployment, as do
the prices of essential products and the provision of public services will fail.
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________

4. In a planned economy, sometimes called a centrally planned economy or command economy,

decisions are about what to produce, how to produce, and who to produce for, are made by a
central body, the government.
1) ___________________________________________________________________________
2) A planned economy means
___________________________________________________________________________

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 3) A centrally planned economy means
___________________________________________________________________________
4) ___________________________________________________________________________
___________________________________________________________________________
5) ___________________________________________________________________________
6) ___________________________________________________________________________

5. Research can lead the development of new medicines, and agricultural companies also research
new varieties of vegetables and grains to provide better quality foods for people to eat.
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________
6. Marla Matzer Rose, author of Accounting and Auditing History, writes that the earliest known
writing discovered by archeologists has been found to be records of tax accounting.
1) ______________________________________________________________________________
2) ______________________________________________________________________________
3) The earliest known writing means
______________________________________________________________________________
4)
The earliest known writing discovered by archeologists means
______________________________________________________________________________
7. Such writings have been found on clay tablets from Egypt and Mesopotamia from as early as
2000 to 3300 B.C., as humans formed governments, accounting became a necessity.
1) ______________________________________________________________________________
2) ______________________________________________________________________________
3) ______________________________________________________________________________

8. Pacioli wrote Summa de Arithmetica, Geometria, Proportioni et Proportionalita in 1494, which

included a twenty seven page treatise on bookkeeping, Particularis de Computis et Scripturis
(Details of Calculation and Recording) on the subjects of record keeping and double-entry
accounting, that became the reference text and teaching tools on those subjects for the next
several hundred years.
1) _________________________________________________________________________________
2) _________________________________________________________________________________
_________________________________________________________________________________
3) _________________________________________________________________________________
_________________________________________________________________________________
4) _________________________________________________________________________________
_________________________________________________________________________________

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CHAPTER THREE: READING COMPREHENSION
Reading Comprehension Strategies
• Reading is one of the primary study tasks a student undertakes. There are many purposes
for reading. Some examples would be looking for factual information, getting an overall
view of a subject, or identifying the author’s main points.

• The purpose will determine the approach, and thus the strategy you should select. Many
students don’t consider the purpose, instead they just start reading.

• In general, SQ3R is the most recommended strategy because it can be adapted to most
purposes and circumstances. You have to try it and change it to suit your needs. Think
about the various purposes of your reading assignments. Select one of your assignments;
use and alter SQ3R to help you read more effectively.

SQ3R involves five steps that can be applied to books, articles, or chapters. It stands for

Survey Question Read Recite

Review

A survey gives you a quick preview of what you will be reading. For a book look over the title page,
table of contents, introduction, summaries, index and bibliography. For chapters or articles glance
at the headings, first paragraphs, key words, photos, graphs, exercises. This will give you an idea of
what to expect and activates the thinking process.

Then develop a set of questions, preferably your own. These can be questions raised from your
survey, ones based on your previous knowledge or even the ones in the back of a chapter. This will
make you concentrate more as you read and help you to read more critically. Even the questions
you ask yourselves will vary depending upon the purpose for reading.

Read actively, carefully, critically. There are several ways to do this:

* Conversational reading - keeping an internal conversation going with the author

by paying attention to how you react to the information
* Take notes, underline, write key ideas in the margin, and use concept maps
* Try to answer your questions as you read
* Reread difficult bits out loud
* Check new vocabulary
* Use deep processing strategies to understand the material

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Reading Comprehension Practice 1

The Maslow Hierarchy of Needs Theory and its relation to

Pleasure, Happiness, Joy and Fulfilment

Maslow’s hierarchy of needs explain why human beings behave in a certain way. The theory also helps
answering the questions: What drives us as Human beings? What motivates us? What makes us
content, fulfilled and happy? Maslow suggests that the most basic levels of human needs must be
met before the individual desires or feels motivated to climb to secondary or higher-level needs.

Maslow proposes 5 levels of Human needs covering physiological needs, safety needs, love and
belonging needs, esteem needs, and self-actualization needs. Maslow suggests that to be able to
experience those positive feelings one has to first satisfy needs.

Maslow classifies the human needs in a pyramid shape. The basic, most primary needs is put in the
bottom of the pyramid. The other “less basic” needs are put on top of that level and so on. The result
of this classification of needs is the following pyramid.

The physiological needs are the basic requirements for the human survival. If these needs are not
satisfied, human beings cannot function. In order to function, the human being needs to breathe, to
eat, drink water, sleep. The ability to physiologically regulate the inner body is also a fundamental
requirement (e.g. metabolizing toxic substances, maintaining carbohydrate metabolism). Sex
appears in this fundamental level as the means to propagate the species and so it is, also, a
fundamental need that the human being needs to satisfy.

When the physical needs are relatively satisfied, the human being is ready to step to the next level:
the safety needs. This results in the desire and the need to feel secure. Human beings need to feel in
control of things, need order so that things are predictable, controllable, safe.

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For Maslow, the third level of human needs is social: love and belonging which involves feelings of
belonging to some group. This translates in needs of having relationships: Friendship, Intimacy,
Family. According to Maslow, Humans need to feel accepted by large groups (club, religion
community, sports team) or small social groups (family, intimate friends, sex partners). Humans need
to love and feel loved by others. In the absence of these elements, many people will feel lonely, anxious
and depressed.

The next stage is esteem. At this stage, it is assumed by Maslow, that the previous levels (physical,
safety, love and belonging) are already achieved by the individual. In other words, the individual can
satisfy and maintaining all or most of these three levels of needs.

When we have high self-esteem, high confidence and believe in ourselves and in our competences,
we feel very happy. Happiness at this stage is already at a high degree. At this stage the individual is
already experiencing the first stages of joy. Joy is a more long-term and profound feeling of happiness;
it lasts more and is more intense than happiness and subsequently much more intense and lasting
than pleasure. At this stage, the individual feels good about himself, he feels strong, vigorous and full
of energy. The individual is finally free.

The last stage is self-actualization. When the human being reaches this stage, he/she has achieved
his/her true potential. For Maslow, again, you can only achieve this state of being, if and only if, you are
able to satisfy all other needs first. When we reach self-actualization, it means that you were able to
satisfy all other lower levels and if you are fortunate enough to understand what your life purpose is
during your lifetime and you can achieve it, then you are in harmony with the Universe. Ultimately
you have reached the feeling of fulfilment, which is even a more profound feeling of wellbeing than
joy.

Exercise 1

Complete the sentences below with words taken from the passage.
Write NO MORE THAN EIGHT WORDS for each answer.

A
1. Maslow’s theory which deals with underlying reasons behind the human’s behavior is called as
………………….
2. The phrase “the most basic levels of human needs” means………….
a) The human needs which are in the most basic levels
b) The levels of human needs which are the most basic
c) The needs of human which are the most basic levels

3. Our individual desire can be met if, previously, we already fulfil the ……
4. The phrase “self-actualization needs” means
a) The needs to actualize ourselves
b) The actualized needs of ourselves
c) Ourselves’ needs which are actualized
5. Before we can experience positive feelings, we have to …………………
6. The term “basic needs” is also called as the ………

C
7. The fundamental needs which we require to be able to survive are ……………………
8. The four basic physiological needs which are mentioned in paragraph C are …………………

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9. The synonym of “generating new generation or children” that you can find in this paragraph is
………………

D
10. The simple definition of safety needs is ……………………..
11. The things are considered as being in control if they are ………….. ……………. ………………..

E
12. In other words, love and belonging needs is also called as the needs of ………………
13. The examples of large social groups are ……………………
14. The examples of small social groups are …………………….
15. The word “these” in the last sentence of this paragraph refer to ………………….
16. Feeling worried is the synonym of ……………………………

F
If the physical, safety, love and belonging have been achieved, we can go to the next level that is
…………………
The intense and long term feeling of happiness is called as …………………..
The synonym of each human being that you can find in this paragraph is ……………………….

G
In the self-actualization stage, your lifetime life purpose has been ………………… and ……………………

Questions 1-4. Match the words in the box with the definitions below

Happiness Fulfillment Joy Pleasure

1. intense but with very short duration; works mainly at the unconscious level
2. intense with more duration; works already at the conscious level at some extent
3. permanent or long-lasting feeling; works at the plenitude of unconscious and conscious
levels
4. very intense with longer duration; works at the conscious level

Page 26 of 81
Reading Comprehension Practice 2
The History of Global Warming

Climate change is the long-term alteration in Earth’s climate and weather patterns. It took nearly a
century of research and data to convince most of the scientific community that human activity could
alter the climate of our entire planet. In the 1800s, experiments suggested that human-produced
carbon dioxide (CO2) and other gases could collect in the atmosphere and insulate. By the late 1950s,
CO2 readings offered some of the first data to corroborate the global warming theory. Eventually an
abundance of data, along with climate modelling showed not only that global warming was real, but
that it also presented a host of dire consequences.

Tyndall’s laboratory tests in the 1860s showed that coal gas (containing CO2, methane and volatile
hydrocarbons) was especially effective at absorbing energy. He eventually demonstrated that CO2
alone acted like sponge in the way it could absorb multiple wavelengths of sunlight. By 1895, Swedish
chemist Svante Arrhenius became curious about how decreasing levels of CO2 in the atmosphere
might cool Earth. In order to explain past ice ages, he wondered if a decrease in volcanic activity
might lower global CO2 levels. His calculations showed that if CO2 levels were halved, global
temperatures could decrease by about 5 degrees Celsius (9 degrees Fahrenheit).

The early 1980s marked a sharp increase in global temperatures. Many experts pointed 1988 as a
critical turning point when watershed events placed global warming in the spotlight. The summer of
1988 was the hottest on record (although many since then have been hotter). 1988 also saw
widespread drought and wildfires within the United States. Scientists are sounding the alarm about
climate change began to see media and the public paying closer attention.

(Adapted from https://www.history.com/topics/natural-disasters-and-environment/history-of-

climate-change)

Identify the form of the underlined words in the text and correlate it with the context of when
and where each underlined word is used.
Underlined Form Context The purpose of using the form
words in context
took
suggested
could collect
offered
showed
presented
showed
was
demonstrated
became
might
wondered
showed
were
could
decrease
marked
pointed
was
are sounding

Page 27 of 81
Simple Past Tense

The past simple is used:

1. for an action that started and ended in the past.

I saw a ghost last Friday.

Our cat climbed a tree five
minutes ago.
In June 2005 I visited Rome and
Florence.

2. for a repeated action in the past.

When I was young, I watched lots of

television every day after school.*
I always gave my mother flowers on her
birthday.
*(We could also say, I used to watch lots of
television.).

3. for stative (non-action) verbs, which are verbs that do not express an action, but a state of mind or
being, e.g. have (own), be, think (believe), know, dislike, need, owe, understand, wish.

He had a small cottage in the woods.

He wasn't afraid of ghosts.
I knew all the other children at my school when I was a child.

Regular past simple tense verbs end in -ed.

I talked to my uncle yesterday.

I phoned my girlfriend this morning.

Irregular past simple tense verbs do not end in -ed. You need to learn irregular past tense verbs.

I felt sick yesterday morning so I went to the doctor.

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The past continuous tense is used:

1. when talking about TWO actions in the past; one continues for a period, and the other starts and
ends (past simple).

While I was talking on the phone, someone stole my car.

I was making breakfast when the cat knocked over the milk carton, so I burnt the toast.
These sentences usually use while or when.

2. to talk about TWO actions in the past, both happening over a period.

I was working on my computer and my children were watching television.

3. to talk about a TEMPORARY activity taking place over a limited time.

I was living in Indooroopilly when it

happened.
I was staying at my friend's house while my
parents were touring Italy.

The past continuous tense is was / were + the present participle.

(The present participle is the base of a verb + ing i.e. walk walking).

Read the story and look at the pictures. Fill in the gaps in this letter using either the past simple or
past continuous.

A DISASTROUS DINNER

Last Friday, Mrs. Anderson ___________ (plan) to have a delicious dinner. She ____________ (buy) a T-bone
steak and some cream and apples for an apple pie. When she _______________ (come) home from the
shops she ____________________ (put) her shopping on the table. While she ___________________ (set) the
table, her two pets ______________________ (sit) underneath it and _________watch) her. Then she
__________________ (go) to the kitchen to make the pastry for the apple pie. She __________________ (be)
a little forgetful so she _________________ (not realize) that the steak, cream and apples
__________________ (be) still on the table.

While she _________________ (make) the pastry, the dog _______________________ (jump) on a chair and
____________________ (look) longingly at the steak. At last it ___________________ (take) the steak in its
mouth and ______________________ (jump) off the chair, just as Mrs. Anderson ___________________
(come) back into the dining room. Mrs. Anderson ____________________ (scream), but the dog
_____________________ (run) into the garden. She _______________________ (run) after the dog. While she
_______________________ (chase) the dog, the cat _____________________ (jump) on the table and
______________________ (start) drinking the cream. Mrs. Anderson _______________________ (not manage)

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to catch the dog, and she __________________ (come) back into the dining room. When she
___________________ (see) the cat, she ___________________ (shriek), and the cat _______________________
(get) such a fright that it ___________________ (jump) a meter into the air, and _____________________
(leap) out the window. Mrs. Anderson ____________________ (throw) her broom at the cat, but she
__________________ (miss), and ____________________ (break) the window. At the same time she
______________________ (overbalance) and ____________________(put) her hand in the cream, spilling it all
over the tablecloth. Poor Mrs. Anderson - she ______________________ (have) no dinner, only a dirty
tablecloth and a broken window.

Present Continuous Tense

u The present continuous tense (am/ is/are + verb+-ing) is used to describe something
happening at this time. The action is in progress - it hasn't finished yet.
What are you doing? I'm reading this email.
Look! Keiko is sleeping at her desk!
We do not have to be doing the action as we are speaking.
I need to go back to work. I'm writing a report on absenteeism.
I'm doing two courses at night school this year.
We use the present continuous tense when describing actions that are temporary.
I'm studying for my last exam.
I'm living in the nurses' home at the moment. But soon I will find an apartment.
The Xray machine is broken. We're using the one from the ward below this week.
u The present continuous can also be used to talk about a current trend.
People are thinking more about how work will affect their families now.
Work absenteeism rates are increasing.
u Some verbs are not normally used in the present continuous tense (or in any other
continuous tense). These verbs are not actions. These include: know, remember, hate,
understand, suppose, belong.
u We can make present continuous questions with am/is/are (I/we/you/they) + verb+-ing* (A
verb+-ing is also known as the present participle).
We answer “Yes, I am” or “No, I'm not etc".
Are you enjoying your job? Yes, I am.
Is she working long hours at the moment? Yes, she is.
Is your boss making you work long hours druing the New Year Sales? No, he isn't.
We make negative sentences with (I/we/you/they) am/is/are + not + verb+-ing.

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 I'm not sleeping! I'm thinking.
She isn't sitting at her desk. She's
standing by the computer.

Exercise 1:
Jo is a nurse. Fill in the gaps in the description of a typical work day for her by putting the verb in
brackets into the correct present simple tense form.
Jo 1._____ (be) a nurse. She 2. _____ (work) at a medical clinic near her home in Ipswich. She 3. _____
(get) to work at 8 am every weekday. She first 4. _____ (check) the phone for voice messages and the
fax machine for faxes. She then 5. _____ (talk) to the doctors about the day’s appointments. At 8.30
she 6. _____ (make) sure that the medical instruments 7. _____ (be) ready for use and that everything
8. _____ (be) clean and tidy.
The doctors and nurses 9. _____ (start) seeing patients at 9.00. Jo10. _____ (spend) a lot of time giving
babies and children vaccinations. She 11. _____ (talk) to their parents about any worries they 12. _____
(have). The doctors 13. _____ (call) her for help with bandaging or tests. She 14. _____ (be) also available
at all times for medical emergencies.
At lunchtime Jo 15. _____ (answer) the phone while the receptionist 16. _____ (have) her lunch. It 17.
_____ (be + not) a busy time so Jo usually 18. _____ (have) a cup of tea. She 19. _____ (try) to do any
paperwork during this time too. The clinic 20. _____ (have + not) as many patients in the afternoon
unless it 21. _____ (be) a Friday.
At around 4.00 she 22. _____ (check) that her computer files 23. _____ (be) up-to-date. She 24. _____
(look) at the clinic’s stock of medical supplies and 25. _____ (phone) the manufacturers to order more
of something, if necessary. Finally, Jo 26. _____ (talk) to the doctors and other nurses about the day’s
work. She 27. _____ (go) home around 5.00. She 28. _____ ( be) usually late leaving work. Jo 29. _____
(love) her job but the pay 30. _____ (be + not) very good.

Exercise 2. Present Simple – Present Continuous

1. Use present simple or present continuous.

Tom (love) ……………………………………… ice cream. She (eat) ……………………………… ice cream every day.
Today the sun (shine)……………………………………….. and it (be)……………………………….. very hot.
Mum usually (read) ……………………………….. her book in the evening. Today she (watch)
……………………………………….T.V.
Jim (like) …………………………………………. football. He usually (play)…………………………………… football with his friends
but now he (play)………………………………. golf with Richard.

2. Use present simple or present continuous

1. Angela ………………………………. to school every day
a. go b. goes c. is going
2. They always have milk for breakfast but this morning they ……………… orange juice.
a. are having b. have c. has
3. Tom usually ……………………………. carefully.
a. drives b. drive c. is driving
4. “Look! Jane …………………………….. jeans!
a. wear b. wears c. is wearing
5. I’m sorry. I ……………………………… what you are saying.
a. am not hearing b. don’t hear c. doesn’t hear
6. “………………………………….. him, Paul?
a. Are you understanding b. do you understand c. are you understand

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 7. We always …………………………. our holidays in Crete.
a. spend b. spends c. are spending
8. They ………………………………. exercises in their notebooks now.
a. are writing b. write c. writes
9. Why …………………………………. Mary? What do you want?
a. are you crying b. are you cry c. do you cry
10. “What …………………………… on the balcony?”
a. Peter is doing b. is Peter doing c. does Peter do
11. How often ……………………………… you teeth?
a. do you brush b. you brush c. are you brushing
12. Mr. Brown usually ……………………………. his umbrella.
a. carrys b. carries c. is carrying
13. Bob and Ken ………………………….. their lessons today.
a. are studying b. study c. studies
14. ………………………………. that boat? It’s my father’s.
a. You see b. Are you seeing c. Do you see

3. Use present simple or present continuous.

It …………………………………..(usually / not rain) at this time of the year but today it …………………………………..(rain)
very hard.
I ……………………………………(always / play) basketball on Saturday morning but right now I
………………………………………….(listen) to music.
My dad …………………………………………..(usually / work) on Saturdays but today he is at home. At the
moment he ……………………………………….. (watch ) the news on television.
Right now Ron …………………………………………..(write) a story about eagles.
I ………………………………………………(use) the computer at the moment because I
………………………………………….(want) to send an e-mail message.
My mother ……………………………………………..(know) a lot about History, so today she
…………………………………………..(help) me with my homework.
Right now the boys …………………………………………….(have) breakfast.
How often ………………………………………………..(you / visit) your grandfather?
I’m sorry. I ………………………………………………….(not/understand)
We ……………………………………………………..(not / need) your help at the moment.

4. Use present Simple or Present continuous

Maria ………………………………………………… (go) to school every day.
“Look! Helen ……………………………………………………..(wear) a skirt!”
“ Really? But she never ……………………………………………………………..(wear) skirts!”
Mr. Brown always …………………………………………… (walk) to work but today he ………………………………………….(go) by
bus because it ………………………………………………(rain)
- ……………………………………………………. (Mary / sleep) ?
- Yes, she is.

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Reading Comprehension Practice 3
Complete the sentences below with words taken from the passage. Write NO MORE THAN FIVE
WORDS for each answer.

Common Market Segments

Although every marketing department has its own definitions and names for the markets
segments they target, there are some common terms. In 1962, Everett Rogers described five market
segments in his book Diffusion of Innovations. First, innovators create something new and start new
trend. Next, early adopters identify trends early and like to be associated with the start of a trend. Early
majority follow the trends set by the early adopters. Late majority follow the trends that have been
tested by the early majority. Laggards are the last group of people to buy a product or brand: indeed
they may never buy it. Market segments may also be divided according to professions, lifestyles or age
groups.

1. Each marketing department may have their own terms for the ________ _________ that they
want to object.
2. The term ‘common market segments’ was first introduced by ______ ________ in (3) (year)
__________ in a book entitled (4)_________ _________.
5. The ____________ are the pioneers who introduce a new trend.
6. ______ _______ like to try out new trends and products.
7. For becoming an early adopter, first, it is essential to _____________ trends since at the
beginning.
8. In market segment, the term used to address the followers of tested trends is ______
________.
9. Other criteria which can be used for dividing the markets segments are ______ _____ and ___
___.

Purchasing Behavior
Purchasing Behavior or purchasing patterns refer to what customer buys and when
and how they make their final purchasing decision. The first step is usually awareness of the brand.
The consumer forms purchase intentions ̶ plans to buy things ̶ which they may or may not act on.
Routine purchases of the same products on repetitive basis (for example, coffee from the coffee
machine at the office) have low levels of personal involvement. Major investments (such as buying
car) or impulse purchasing (such as buying some new shoes or a CD on the way home) have higher
levels of personal involvement. Some consumers have very high levels of loyalty to a brand or product
and they will always buy the same brand.

10. Another term of purchasing behavior is ____________ ____________.

11. Purchasing behavior deals with what, when, how the customer decides ________ _________
________ __________
12. In analyzing purchasing behavior, first, we have to identify the ____________ of the __________.
13. The one who makes plans to buy things is ___ ______________.
14. Purchase intentions means _________ ____ _______ _____________.
15. Buying daily life products repetitiously is called as ___________ ___________.
16. The degree of personal involvement in buying soap, detergent, and shampoo is _____.
17. Accidentally buying chocolate bar when paying your purchases in the supermarket
checkout is categorized as __________ ________________.
18. Buying house can be classified as _________ __________________.
19. Customers who will buy more and not switch or change retailers and brands is called as
customers who have _________ __________ __ ______________.

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Directions: Look at the information about lighting on the following parragraphs. Complete the
sentences below with words taken from the passage. Write NO MORE THAN THREE WORDS for
each answer.

Many of us still use traditionall bulbs around the house. But simply replacing one traditionall 100-
watt bulb in your home with a low-energy equivalent will save you the amount of electricity required
to make 1,200 cups of tea. It will also reduce your annual electricity bill, so as well as using less energy;
you'll be paying less money. This is because traditional bulbs only use 10% of the electrical energy to
produce light, while the remaining 90% is wasted as heat. Low-energy bulbs, which are also known as
compact fluorescent lamps, or CFLs, are more efficient because most of the electrical energy is used
to generate actual light instead.
CFLs are more expensive to buy, costing an average of £6 each compared to 40p for a
traditional equivalent, but they work out cheaper in the long run because they use less electricity and
are much durable, lasting at least six times longer.
However, they do have some drawbacks. For example, they can have a slow start-up, taking
some time to reach their full brightness, so you are recommended to use them where they will be left
on for longer periods, such as your living room or hallway. This also avoids frequent switching on and
off, which may also shorten the life of the bulb.
CFLs are also noticeably dimmer when used in cold condition, such as in a garage or outside,
as this can reduce the bulb’s efficiency, so this is not recommended. Finally, CFLs are also likely to be
up to three times heavier than traditional bulbs, which may make them unsuitable for some light
fittings, so you should always check these before changing your bulbs.
Questions 20-26
20. If you change your type of light bulb you could save both energy and ___________________
21. Conventional bulbs convert most of energy they use into ____________________________
22. You do not need to replace CFLs very often because they are very _____________________
23. When they are first switched on, CFLs may have a _________________________________
24. Constantly using the light switch may ____________ of a CFL
25. Low temperatures may reduce the _____________ of CFLs.
26. CFLs may weigh more than other bulbs, you must only use them with appropriate _______

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CHAPTER FOUR: NUMBER

WH AT I S N U MB E R?

o A word or a symbol
o Representing an amount, such as 3 keys in your pocket or a bill worth 5 dollars
o Being used for all kinds of things.
o On clocks and cash registers, on thermometers and license plates.
o On road signs and calendars
SOME KINDS OF NUMBERS
WHO USES NUMBERS?

Scientists

to describe the size of distant galaxies or to

calculate the paths of rocket ships in space

Accountants

to keep track of money

Baseball fans

to measure how well players are doing

WHOLE NUMBERS

The numbers we see and use most often are called whole numbers. These are
numbers such as 1, 6, or 12. But believe it or not, whole numbers are only one of
several kinds of numbers.

Page 35 of 81
Can you say the numbers A-D?

A Company B C D
Total = 07784563
History: $ 45.60
1,300 65
Start 2001

Page 36 of 81
Reading & Writing Numbers
In order to say our numbers we need to follow a few simple rules.
Note that if you remember how to write 1 – 20 in words, most of the rest of the
numbers are easy.

1 – on e 6 – s ix 1 1 – eleven 1 6 - s ix teen
2 – two 7 – s even 1 2 – twelve 1 7 - s even teen
3 – th r ee 8 – eigh t 1 3 – th ir teen 1 8 - eigh teen
4 – fou r 9 – n in e 1 4 – fou r teen 1 9 - n in eteen
In order to say our numbers, we need to follow a few simple rules.
5 – five 1 0 – ten 1 5 – fifteen 2 0 - twen ty
The other words you will need to know are:

30 – thirty (not thirty) 80 – eighty

40 – forty (not forty) 90 - ninety
50 – fifty (not fifty) ?00- …hundred
60 – sixty ? 000- …thousand
How do you 70
say– these
seventy numbers? ? 000 000- …million

3,077?
719?

325?

The Word « and »

In British English, and is used before the last two figures (tens and units) of a
number.
325 : three hundred and twenty-five
719 : seven hundred and nineteen
3,077: three thousand and seventy-seven

Note that in writing, commas [,] (not full stops [.]) are used to separate
thousands.

How do you say these numbers?

Page 37 of 81
Fractions
Simple fractions are expressed by using 'ordinal numbers' (third, fourth, fifth,
etc.).

317/50
9?

3/7?

1/8?
1/8 : an eighth (or one eighth) 3/7: three sevenths
More complex fractions are often expressed by using the word over.
317/509: three hundred and seventeen over five hundred and nine
Expressions like 3/4 hour, 7/10 mile are said three quarters of an hour, seven
tenths of a mile.
Note that one and a half takes a plural noun one and a half kilometres
How do you say these numbers?

0.5? 3.375?

Decimals
Decimal fractions are said with each figure separate. We use a full stop (called
'point').
0.5 (= 1/2) nought point five, or point five (US: zero point five)
3.375 three point three seven five
Nought, zero, nil, etc.
The figure 0 is normally called nought in British English, and zero in American
English.
When numbers are said figure by figure, 0 is often called like the letter 0
• My account number (41326069) is four one three two six 0 six nine.
In measurements (for instance, of temperature), 0 is called zero.
• Zero degrees Fahrenheit.
Zero scores in team-games are usually called nil in British English (American zero).
In tennis, table-tennis and similar games, the word love is used.
• Manchester three; Liverpool nil Fifteen-love; Five-love; your service.
Dates
How do you say these numbers?

1 (st) 17 (th) 1066 1789 1984 921

January? June? (date)? (date)? (date)? (date)?

Page 38 of 81
There are two ways of saying dates.
• 1(st) January : The first of January /January the first
• 17(th) June: The seventeenth of June /June the seventeenth.
(In American English, dates are generally said January first, June seventeenth,
etc.)
When dates are written, the of, and often the ordinal ending (4h, etc.) are
dropped.
1(st) January1976. February 16(th), 1978.
When dates are expressed entirely in figures, Americans put the month before
the day. 8.6.79 means June the eighth in Britain, but August the sixth in the
United States.

The numbers of years are usually said in two halves.

1066 1984 1789 921

• ten • nineteen • seventeen • nine

sixty-six eighty-four eighty-nine twenty-
one

Telephone Numbers
How do you say these numbers?
(phone number)
•307- 4922?

In phone numbers, we say each figure separately. 0 is called like the letter.
(Instead of six six, two two, etc, British speakers usually say double six, etc.).
307- 4922: three 0 seven - four nine double two. (US: two two.).

Kings and Queens

Ordinal numbers are used for kings and queens.
Henry VIII: Henry the Eighth
Louis XIV: Louis the Fourteenth
Catherine II: Catherine the Second

How do you say these numbers?

12’x15’? 10’’x12’’ ?
Areas
In giving dimensions, we say, for example, that a room is 12’x15’: twelve feet by
fifteen feet or that a sheet of paper is 10’’x12’’: ten inches by twelve inches.

Page 39 of 81
In an informal style, “foot” is often used instead of “feet” in measurements.
Examples:
“How tall are you?” – “Five foot eight.”
My bedroom's about eight foot by twelve.

How do you say these numbers?

Money
The singular of pence is penny.
1p one penny (Informal: one p /pi :/)
5p five pence (Informal: five p /pi :/)
£3.75 three pounds seventy-five pence
When sums of money are used as adjectives, singular forms are usual a five-pound_ note
Examples of American usage:
1¢: one cent (or a penny) $1.75: a dollar seventy-five cents
5¢: five cents (or a nickel)
10¢ : ten cents (or a dime)
25¢: twenty-five cents (or a quarter)

Reading Equations/ Formulas

Objective - To recognize symbols, variables, and types of sentences used in algebra.
Equalities Inequalities

= Equals - is the same as < Is less than

> Is greater than
≤ Is less than or equal to
≠ Not equal to

Objective - To translate English words, phrases, and sentences into mathematical symbols,
expressions, and equations respectively.
+ - x :
Plus Minus Times Divided by
Add Subtract Multiplied by
Increased by Decreased by Twice (x2)
Sum Difference
Total Less
More than Less than
Subtracted from

Page 40 of 81
Arithmetic

Addition (+)
•15 + 25 = 40
•Fifteen plus twenty five equals/ is forty

Subtraction (-)
•100 – 35 = 65
•One hundred minus thirty five equals/ is sixty five

Multiplication (* or x)
•7 x 10 = 70
•Seven times ten equals/ is seventy

Division (: or /)
• 125 : 25 = 5
• One hundred twenty five divided by twenty five equals/ is five

Greater than (>)

•8 > 2
•Eight is greater than two

Less than (<)

•1 < 3
•One is less than three

Greater than or equal to (≥)

•7 ≥ 6
•Seven is greater than or equal to six

Less than or equal to (≤)

•9 ≤ 11
•Nine is less than or equal to eleven

The square root (√)

•√9 = 3
•The square root of nine equals/ is three
Squared (X²)
•2² = 4
•Two squared equals/ is four
Cubed (X³)
•2³ = 8
•Two cubed equals/ is eight
To the 4th power (X)
•2 = 16
•Two to the fourth power equals/ is sixteen

Page 41 of 81
Exercise 1. Big Numbers

Task 1
140,342 114, 314 114, 344 616, 966 660, 656
660,566 219, 029 417, 317 470, 317 82, 214
290, 229 219, 129 417, 370 470, 360 82, 240
83, 214 15, 260 50, 260 15, 216 150, 216
999, 113 999, 130 919, 113 919, 130 16, 250

Task 2

Facts & figures around the world

1 The population of Monaco is ___________.

2 The population of Andorra is 67,627.
3 The population of San Marino ___________.
is
4 The population of Liechtenstein is 32,528
5 Mount Kilimanjaro: __________ metres high.
6 Mount Everest 8,850 metres high.
7 The Yangtze river is ___________ kilometres long.
8 The Mississippi river is 6,275 kilometres long.
9 The Burj Khalifa building in Dubai is 2,716 feet high.
10 The CN Tower in Toronto is __________ feet high.
11 Shanghai is 19, 641 kilometres from Buenos Aires.

Task 3. Work with a partner. Ask and answer these questions with numbers.

1. What year is it now?

2. What year is the next Olympic Games?
3. What’s your office phone number?
4. What’s your company’s reception phone number?
5. What’s the number of employees in your company?
A.6. Language in Action
W hat’s the price2:ofPresent Continuousmain
your company’s Tenseproduct or service?
7. What’s the price of your journey to work?

Answer the following questions.

1. What is your name?
2. What is your date of birth?
3. Where do your live?
4. What is your student identification number (NIM)

Read the following sentences.

5. This is the Balance Sheet of Company XYZ for the year ended December 31, 2017.
6. Cash on 2 January 2017 was $15,000,000.
7. Debt on 15 February 2017 was $9,845,631.
8. Inventory on 27 March 2017 was $1,345,230.

Page 42 of 81
Read the following phone numbers
9. 03418118997
10. 0214009877
11. 08123386906
12. 081333445555

Read the following fractions

13. 1/4
14. 1/8
15. 3/5
16. 1/2

Read the following calculation

17. 127 - 81 = 46
18. 1462 + 678 = 2110
19. 65 x 51 = 3315
20. 1225 : 25 = 49

Reporting Change

Use the words in the boxes and the charts to complete the cloze activities below:

rose dramatically
stabilized
maximum
minimum
increased slightly
slight dip
peaked
levelled off
fluctuated wildly

From week 1 to week 5, profits _______________________. Then from week 6 to week 8, profits
_______________________ and _______________________ at 3.0 million at week 8. From week 8 to week 15
profits _______________________ with a _______________________ at week 11. Then from week 15 to week 21
profits _______________________ with a _______________________ of 3.5 million at week 16 and a
_______________________ of 2.2 million at week 17. From week 21 to week 23, profits
_______________________ at 2.8 million.

Page 43 of 81
 increased gradually
dropped substantially
minimum
spike
decreased slightly
maximum
fluctuated mildly
bottoming out

From week 24 to 28, profits _______________________ and then from weeks 29 to week 36, profits
_______________________ with a _______________________ at week 33 of 4.2 million. From week 37 to week
40, profits _______________________, _______________________ at 1 million at week 40. From week 40 to
week 46, profits _______________________ with a _______________________ of 1.2 million and a
_______________________ of 0.8 million.

Page 44 of 81
CHAPTER FIVE: ENGINEERING
Reading Text 1
Engineering Achievements in The Early Civilization:
The Mesopotamians
Significant engineering achievements have been made by the ancient dwellers of
Mesopotamia, the land between the Tigris and Euphrates Rivers, currently the country of Iraq. In this
area, the wheeled cart was first found. In southern Mesopotamia, at the beginning of recorded history,
the ancient Sumerian people constructed canals, temples, and city walls that comprised the world’s
first engineering works.
The land of Mesopotamia was open to attack from the north, east, and west, and its history is
a confused record of conquests and occupations by neighboring peoples. The most prominent rulers
of ancient Mesopotamia were the Babylonians and the Assyrians.
Records inscribed on clay tablets have been discovered. It provides information on the life in that area
thousands of years ago. These records show as early as 2000 BC, a device called the astrolabe was
being used for astronomical observations. The device was used to measure angles. This instrument,
which was based on the 60-unit numerical system used by the Mesopotamians, consisted of a
graduated circle and a sighting arm. That system has been retained in time and angle measurements
to the present day.
The most unusual class of structure left by the Mesopotamians was the ziggurat, a temple
tower built in honor of their gods. The ziggurat was a terraced pyramid of brick with staircases,
setbacks, and a shrine or chapel at the top. The tower of Babel mentioned in the Old Testament is
believed to have been this type of structure.
Hammurabi, the great king who ruled Babylonia for 43 years (circa 1850 to 1750 BC) compiled
a comprehensive new code of law that bears his name. This famous code provided penalties for those
who permitted poor construction practices and is considered to be a forerunner of today’s building
codes.
The Code of Hammurabi provided an important message dealing with quality assurance and
professional responsibility and exacted extremely severe penalties for its branch. It read:

If a builder build a house and do not make its construction firm and the house he
has built collapse and make the death of the owner of the house that builder
should be put to death.
If it cause the death of the son of the owner of the house they shall be put to death
a son of the builder.
If it cause the death of the slave of the owner of the house he shall give to the
owner of the house a slave of a equal value.
If it Destroy Property, He Shall restore Whatever it destroyed, and because He Did
not make The house which he built firm and it collapsed He Shall rebuild The house
which collapsed at his own expense.
If a builder build a house for a man and do not make its construction meet the
requirements and a wall fall in that builders shall strengthen the wall at his own
expense.

It is not surprising that the people who populated the Tigris and Euphrates developed
significant irrigation and flood control works. Today, in Iraq, evidence of abandoned canals can still be

Page 45 of 81
traced by lines of embankments, lakes, and streams. The Nahrwan, a 400-foot wide canal extended
generally parallel to the Tigris River over a distance of 200 miles irrigating an area averaging 18 miles
in width. Imposing masonry dams were used by the Mesopotamians to divert small tributaries into
the canal.
During the reign of King Sennacherib, the Assyrians completed the first notable example of a
public water supply. They built A 30-mile-long feeder canal bringing fresh water from the hills of
Mount Tas to the existing Khosr River, by which the water flowed an additional 15 miles into Ninevah.
At Jerwan, an elevated cut-stone aqueduct was built to carry the open canal over a small stream. This
famous structure was 863 feet long, 68 feet wide, and 28 feet at the highest point. It supported a
channel that was approximately 50 feet long, 68 feet wide, and 28 feet at the highest point. The
channel was underlain by a thick layer of concrete, the first known use of this construction material.

I. Reading Comprehension Questions

(1) Who is Hammurabi?
_________________________________________________________________________________
(2) What is he famous for?
________________________________________________________________________________
(3) What words show that he was famous and respected? (great, famous)
_________________________________________________________________________________
(4) What is the code called? What words show what the code is called? (that bears his name)
(the code of Hammurabi)
_________________________________________________________________________________
(5) What is the meaning of the word “forerunner”? (to assure the best practice of building
construction
_________________________________________________________________________________
(6) What is the function of the code?
_________________________________________________________________________________
(7) Which words show severe penalties for the breaking of the code?
_________________________________________________________________________________
(8) “It is not surprising that ……works”. Why does the writer say this?
_________________________________________________________________________________
(9) What did the Mesopotamian people build during the years of Hammurabi? What was the
achievement of the Assyrians? (the Nahrwan)
___________________________________________________________________________________________

Reconstruction of Paragraphs
Reconstruct the following paragraphs. The first paragraph has been done for you.
1. The most unusual class of structure left by the Mesopotamians was the ziggurat, a temple tower
built in honor of their gods. The ziggurat was a terraced pyramid of brick with staircases, setbacks,
and a shrine or chapel at the top. The tower of Babel mentioned in the Old Testament is believed
to have been this type of structure.
Reconstruction of Paragraph 1:
The Mesopotamians left the most unusual class of structure. It was the ziggurat. The ziggurat was a
temple tower. It was built in honor of the Mesopotamian’s gods. The ziggurat was made of bricks. It
was a pyramid. The pyramid was terraced. There were staircases in the pyramid. There were setbacks,
and there were a shrine or a chapel at the top. The Old Testament mentioned the Tower of Babel.
People believe that the Tower of Babel was the type of Ziggurat.

2. Hammurabi, the great king who ruled Babylonia for 43 years (circa 1850 to 1750 BC) compiled a
comprehensive new code of law that bears his name. This famous code provided penalties for
those who permitted poor construction practices and is considered to be a forerunner of today’s
building codes.
Reconstruction of Paragraph 2:

Page 46 of 81
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

3. The Code of Hammurabi provided an important message dealing with quality assurance and
professional responsibility and exacted extremely severe penalties for its branch.
Reconstruction of Paragraph 3:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

II. WRITE A STORY BASED ON THE CODE OF HAMMURABI

Example:
Once there was a builder who built a house for a man. However, the builder was careless. The builder
did not make the building construction firm and strong. This made the building collapse and it killed
the son of the owner of the house. The builder had violated the code of Hammurabi. Consequently,
he was put to death.

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Page 47 of 81
Reading Text 2: Evaluation Quiz

Finding the right career isn’t easy, but this quiz is. By answering the following questions, you’ll get a
better idea of how your strengths, skills and personal traits might lead you to one of many great
engineering technology careers.

1. When trying to solve a problem, I :

A: Enjoy finding systematic ways of solving a problem.
B: Keep trying various solutions until something works.
C: Get frustrated.

2. If I'm given written instructions:

A: I'm able to figure them out and do the job on my own.
B: I toss them and figure it out on my own.
C: I double check with someone to make sure I have the instructions right.

3. In deciding how to solve a problem, I:

A: Make decisions immediately and don’t let it slow me down.
B: Make a decision after five or ten minutes, right or wrong.
C: Look at all the angles and study the problem until I find a solution.

4. To help make a decision, I:

A: Ask other people and rely on their judgment.
B: Study the problem, read and try to find answers.
C: Use a combination of input from others and my own research.

5. When it comes to details:

A: The fewer the better
B: I work quickly and check the details at the end.
C: I enjoy looking at every angle and focusing on the details as I go.

6. I check my class work for mistakes:

A: Once, or twice if I have time.
B: I don’t; I usually have a good feeling about my work.
C: I don’t because I run out of time.

7. If you ask me to make up a scenario or expand on instructions:

A: I don’t like it; I prefer to follow explicit directions.
B: I’m limited, but I can try.
C: I like being able to use information from others, but have input as well.

8. Teamwork involves communication, and to me:

A: That’s great because I like to hear others talk about their ideas.
B: That’s wasting time; I’d rather get right to work.
C: It’s a chance to find out more about my co-workers, their hobbies and interests.

9. Regarding personal communication:

A: I really enjoy talking.
B: I speak if I have something to say and think how to say it first.
C: I avoid starting conversations and prefer not to have to talk too much.

10. If I have to speak in front of others, I:

A: Would probably say as little as possible or pass out.
B: Kick myself after I’m done because I didn’t say what I meant to say.
C: Practice what I have to say first so I can speak coherently.
Page 48 of 81
11. Listening to others:
A: I pay attention to get the meaning and ask questions if I need to.
B: Is boring, and my mind wanders.
C: Makes me impatient, though I know I should listen more carefully.

12. Writing is:

A: Not my first choice in activities, so I avoid it.
B: A real chore; I hate it.
C: Important in any job, so I’m trying to do better.

13. When I am asked to change my work:

A: I am annoyed.
B: I expect it, knowing that it will be a better product.
C: I understand, but it’s boring to re-do my work.

14. The best work scenario for me would be:

A: A fast pace with projects that change.
B: Handling one large project at a time.
C: Multiple tasks with the freedom to move from one site to another.

15. Any job I get will have to involve:

A: Some hands-on work.
B: The opportunity to figure out how things work.
C: Changing work situations (I have a hard time being in one place all day).

16. If I invested a lot of time in a project, only to have the specifications change radically, I’d:
A: Find another job.
B: Say it’s better to find out what changes to make before problems arise.
C: Have trouble keeping my cool, but I would have to make the changes.

17. When I arrive for work:

A: I would want everything to be the same as I left it the day before.
B: Would like it if a new project came up suddenly.
C: I would want to know that I’ll be able to go home after 8 hours.

18. Math is:

A: Something I am willing to get better at.

B: Problem solving with numbers, and I enjoy it.
C: Always the
worst time at school for me.

19. Teamwork is:

A: Trouble; I can’t count on other team members to do their part.
B: Time consuming; just let me get to work on it.
C: One way to learn from my coworkers.

20. The strongest personal trait I possess that would make me a great employee is:
A: Persistence.
B: Common sense.
C: Brains.

21. Great careers:

A: Just happen.
B: Take a lot of planning.
C: Only happen to lucky people.

Page 49 of 81
Self-Evaluation Results
Question 1: When trying to solve a problem, I :
Your choice: You did not select a choice for this question.
Answer: Engineering technologists must be good at problem solving. They are given an engineer's
specifications to turn into a project, and they need to make it work. A) Is the best answer, B) Is a bit
too random for success; C) Of course, you wouldn't want to work at a job that frustrates you.

Question 2: If I’m given written instructions

Your choice: You did not select a choice for this question.
Answer: You should be able to figure out what to do on your own from a written set of instructions, so
a is the best answer.
b - You should never ignore instructions from anyone, so if this is your answer, think again about this
career field.
If you said c, that’s OK, but you should be able to work independently without always asking someone
else.

Question 3: In deciding how to solve a problem, I

Your choice: You did not select a choice for this question.
Answer: In the engineering technologies, you’ll have to make decisions, but you shouldn’t make
decisions without thinking first, so a is not a good answer unless you are very experienced;
b might get you in trouble for going ahead without a thorough understanding of the problem. If you
said c, you would make a good engineering technician as long as you don’t take too long to get the
job done.

Question 4: To help make a decision, I

Your choice: You did not select a choice for this question.
Answer: Making decisions is very important, so here’s another angle. If you chose a and constantly ask
others for their opinions, never using any of your own, you won’t be a very valuable employee. If you
chose b, you are a loner at work and might be headed for trouble by trusting only your own judgment.
However if you chose c, using a combination of input from others and your own research, you will be
the right kind of employee for this field.

Question 5: When it comes to details

Your choice: You did not select a choice for this question.
Answer: Working with specifications from engineers or researchers means a lot of detail. You’ll have
to be sure that each part of your work is accurate, and that means double or even triple checking. The
best and only answer here is c

Question 6: I check my class work for mistakes

Your choice: You did not select a choice for this question.
Answer: If you aren’t in the habit of checking your class work now, you should know that taking your
time to do a good job and then checking your work (a) is the only way to be successful in engineering
technology.

Question 7: If you ask me to make up a scenario or expand on instructions

Your choice: You did not select a choice for this question.
Answer: Here’s where the job field of engineering technology can fit different needs. Some technicians
will only work with specific instructions and procedures; some companies will give you a chance to try
experimenting occasionally, and some jobs in the engineering technologies will allow you to have
input as you work with a team to create a product and solve problems.

Question 8: Teamwork involves communication, and to me

Your choice: You did not select a choice for this question.

Page 50 of 81
Answer: If you chose a, and you like to hear others talk about their ideas, you are a creative thinker and
communicator; there’s room for that in engineering technology. If you chose b, it’s admirable that you
want to get to work right away, but you can’t become a lone wolf. No one can work in a vacuum. If
you chose c, look out. Office teamwork isn’t a time to gab with coworkers, and you wouldn’t be popular
with any boss

Question 9: Regarding personal communication

Your choice: You did not select a choice for this question.
Answer: If you chose a and enjoy getting to know your coworkers, you may be headed for a career in
supervision. Supervising or managing others is not easy, but it gives you a chance to work with many
different kinds of people and help them become effective team members. If you chose b, you are a
careful individual and will earn the respect of both your supervisor and your coworkers. If you chose c,
you should be careful to choose a career in engineering technology that gives you plenty of alone
time.

Question 10: If I have to speak in front of others, I

Your choice: You did not select a choice for this question.
Answer: “Must have good communications skills” is something you’re likely to see on nearly every job
ad. Good communication is so important, it may be the trait that distinguishes one qualified job
candidate from another. Engineering technicians may never have to speak formally in front of others,
but you should work on it at least for job interviews, meetings and presentations and working with
teammates. A b selection also means you aren’t quite ready for prime time, but public speaking is
something you can get better at. Congratulations if you chose c; you may be on your way to a
supervision or management career.

Question 11: Listening to others

Your choice: You did not select a choice for this question.
Answer: We spend most of our waking time listening, but how much of it is actually understood? If
you chose a, you are a super listener, which will translate into making you a good employee in any
field, but especially as an engineering technician, where you will deal with details and precise
instructions every day. If you think, b, it’s boring, and your mind wanders, you will not succeed in being
able to translate instructions into work. And if you chose c, there’s still hope. You know you can
improve your listening habits.

Question 12: Writing is

Your choice: You did not select a choice for this question.
Answer: It may not seem like writing will be important once you’re out of school, but you may use it
every day in engineering technology. Writing reports that show your work progress clearly is
invaluable in this field, or any field. Managers want to understand your work immediately. If you chose
a, there’s still time to get to work, and if you chose b, you should understand its importance and hope
you land a job with limited writing. C is obviously the best attitude about this skill.

Question 13: When I am asked to change my work

Your choice: You did not select a choice for this question.
Answer: Change is a constant in the engineering technologies. New processes, programs and
products arise with regularity. If you are asked to change your work (a), you can not let annoyance get
in your way; if you chose b, you are a realistic individual and you’ll be able to function well in this field.
If you chose c, you should either pick another field or work on it. If you are bored, you wont’ do good
work.

Question 14: The best work scenario for me would be

Your choice: You did not select a choice for this question.
Answer: The good news on this question is that all three answers can be found in the engineering
technologies. You may work for a company with many small products, or you may work for a
manufacturer that specializes in just one. Some engineering technicians, such as an electronics
technician in sustainable energy, may travel over several states to work.

Page 51 of 81
Question 15: Any job I get will have to involve
Your choice: You did not select a choice for this question.
Answer: Any choice works for this question. Engineering technicians are the hands-on people for
companies that manufacture, design, or install

Question 16: If I invested a lot of time in a project, only to have the specifications change radically, I’d
Answer: If you chose a, you might as well save yourself the trouble. If you don’t like change, you won’t
like a job in any of the engineering technologies. To stay ahead, companies must change continually.
If you chose b, you are going to be a cool head on the job, and your employer will appreciate it. You
know change is necessary and makes a better product. If you chose c, there’s still time for you to adjust
and mature into a very reliable employee

Question 17: When I arrive for work

Answer: No two engineering technician jobs are completely the same. There are jobs that would offer
the right environment for anyone, whether you chose a, b or c. Some technicians work in the same
spot day after day; some are greeted with a new project first thing in the morning, and others are
pretty much 8 to 5 jobs. Find out your preferences before you look for a job and when you interview,
ask the questions that will help you determine if that particular job suits you

Question 18: Math is

Your choice: You did not select a choice for this question.
Answer: You don’t have to be a mathematical genius to be an engineering technician, but an aptitude
and willingness to learn is necessary. Many students are still having problems with high school math
when they reach the community college, but once they see how it applies to the work, they have no
problem. Don’t give up hope on this career field even if you answered c.

Question 19: Teamwork is

Answer: If you answered a or b, you may have problems finding the right job in engineering
technology because most US business use teamwork to get the job done. Teamwork is meant to be
a pooling of talent and resources, with each team member contributing a share of the work. Those
who understand that will do well.

Question 20: The strongest personal trait I possess that would make me a great employee is
Answer: People who work in the fields of science and technology are more noted for persistence and
common-sense applications of knowledge than sheer brain power. So if you answered a or b, you’ll do
great. And it’s always nice to have c, brains, too

Question 21: Great careers

Answer: Sorry, but great careers do not just happen. If you chose a, think about it again. It’s not just
luck, either, though a little luck doesn’t hurt. But good careers take a lot of planning (b). It’s never too
late no matter where you are in school or life, so get started today.

Page 52 of 81
Oath for Engineers
As a professional Engineer, I dedicate my professional knowledge and skill to the advancement
and betterment of human welfare.
I pledge:
• To give the utmost of performance
• To participate in none but honest enterprise
• To live and work according to the laws of man and the highest standards of professional
conduct
• To place service before profit, the honor and standing of the profession before personal
advantage and the public welfare above all other considerations.
In humility and with need for Divine Guidance, I make this pledge.

Code of Ethics of Engineers

THE FUNDAMENTAL PRINCIPLES
Engineers uphold and advance the integrity, honor, and dignity of the engineering profession by:
1. using their knowledge and skill for the enhancement of human welfare.
2. being honest and impartial, and serving with fidelity the public, their employers, and their
clients;
3. striving to increase the competence and prestige of the engineering profession; and,
4. supporting the professional and technical societies of their disciplines.

THE FUNDAMENTAL CANONS

1. Engineers shall hold paramount the safety, health, and welfare of the public in the
performance of their professional duties.
2. Engineers shall perform services only in the areas of their competence.
3. Engineers shall issue public statements only in an objective and truthful manner.
4. Engineers shall act in professional matters for each employer or client as faithful agents or
trustees, and shall avoid conflicts of interest.
5. Engineers shall build their professional reputation on the merit of their services and shall not
compete unfairly with others.
6. Engineers shall act in such a manner as to uphold and enhance the honor, integrity, and
dignity of the profession.
7. Engineers shall continue their professional development throughout their careers and shall
provide opportunities for the professional development of those engineers under their
supervision.

What will you do to be a professional and successful engineer in the future?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Page 53 of 81
CHAPTER SIX: ROBOTS
Robots help get food from farm to table
1. Warmer

What do you think these robots do? How might they play a part in getting food to your table?

1 2

3 4

2. Key words

Write these words from the article next to the definitions below. Then find them in the article to
read them in context. Use the section numbers to help you.

Accelerating catch-22 collectively creeping along

Crop fleet grocers harvest inventory
Kinks mainstream monotonous premises
unique

Page 54 of 81
1. collect a crop from the fields (introduction) ___________________
2. speeding up, making something move faster (introduction) ___________________
3. moving at a very slow speed (introduction) ___________________
4. the buildings and land that a business uses (section 1) ___________________
5. together, as a group (section 1) ___________________
6. very boring because you have to keep repeating the same thing (section 1)
___________________
7. plants grown for food, usually on a farm (section 2) ___________________
8. problems (section 3) ___________________
9. considered ordinary or normal and accepted or used by most people (section 3)
___________________
10. a group of vehicles (or robots) that are owned by one company (section 3)
___________________
11. very special, unusual, or good (section 4) ___________________
12. people whose job is to sell food and other goods for the home in a small shop (section 5)
___________________
13. a set of problems that is impossible to escape from because each problem must be solved
first before you can solve any of the others (section 5) ___________________
14. the goods in a shop (section 5) ___________________

Five robots that hope to save the US food supply chain

Understaffed industry turns to automation as it struggles to feed millions under lockdown
BY PATRICK MCGEE
(22) Introduction. As Covid-19 threatens to buckle the US food supply chain, businesses are wrestling
with the task of how to feed millions under lockdown via understaffed supply chains.
(23) As a result, demand for robotics companies whose machines can harvest, handle and deliver food
is surging — rapidly accelerating a trend towards automation that was already under way.
(24) “Everybody’s been talking about the automation wave, the AI wave, and this fourth industrial
revolution, but these trends were just creeping along,” said Scott Snyder, a consultant and
partner at Heidrick and Struggles. “Now suddenly the business case that might have been
marginal before — deploying a pick and pack robot in your backroom — is much more attractive.”
(25) Here are five machines leading the food industry’s robot revolution.
1. Brain Corp’s floor scrubber
(26) At supermarkets including Walmart and Kroger, autonomous floor-scrubbing machines are
zooming up and down the aisles every night, ensuring the premises are spick and span.
(27) SoftBank-backed Brain Corp has equipped thousands of robots with its sensors and software
since 2016, and now they are collectively performing 8,000 hours of work each day, said chief
executive Eugene Izhikevich. Last month the company raised $36m in response to a new spike in
demand triggered by supermarket labor shortages.
(28) “Every day, we give back 8,000 hours to essential workers to do other stuff, for example . . . to
precision clean, [disinfect] handles, restocking or just taking a break they need,” Mr. Izhikevich
said. “So, the robots aren’t doing all the cleaning, they are the doing the most monotonous work.”
2. Farm Wise’s robotic weeding service
(29) 8On farms, demand has surged for automated crop-management solutions. In California, venture
capital-backed Farm Wise has seen “an order of magnitude” more appetite for its products since
the Covid-19 outbreak, said chief executive Sébastien Boyer.
(30) Farm Wise’s “agribot” Titan is a giant orange robot equipped with artificial intelligence that
enables it to identify weeds for removal, helping growers increase their efficiency and extract
more yield from their land.
(31) Farm Wise, a team of 50 people, has seven robots up and running at present. According to Mr.
Boyer, 20 per cent of all field labor in southern California comes from temporary workers based in
Mexico. With the border effectively shut amid coronavirus lockdowns, farmers are looking for
alternative labor solutions.
3. FedEx’s ‘Same Day Bot’ aka ‘Roxo’
(32) Roxo, the “Same Day Bot” from FedEx, is a last-mile courier that can climb stairs and drop off
packages at your home. Current prototypes have some kinks — such as getting confused by
shadows — but by the end of this year it is expected to be running deliveries for FedEx Office
outlets.
(33) In the past few months FedEx has expanded the list of partners seeking to use its service, which
now includes McDonald’s, Walmart, CVS, AutoZone and Target. Collectively, its clients have about
80,000 locations in the US, potentially giving FedEx huge economies of scale to make robotic
deliveries mainstream in the next 18 to 36 months.

Page 55 of 81
 (34)“We can get the economics to a point where it makes sense to have a fleet of bots
lined up outside the retailer or the restaurant, at the ready, to fulfil demand,” said
Brian Philips, chief executive of FedEx Office.
4. Fetch Robotics’ warehouse robots
(35) San Jose-based Fetch Robotics builds warehouse robots that ferry goods around
facilities. The robots, already operational in 22 countries for more than 100 customers,
come in three sizes that can carry payloads between 100kg and 1,500kg.
(36) Chief executive Melonee Wise said in the past two months Fetch had shifted its focus
to essential providers, helping businesses adhere to social-distancing guidelines. She
added that there has been a surge in demand for disinfection robots, so the company
was now equipping its machines with tools such as ultraviolet light to kill germs.
(37) “What makes us very unique is that our robots are deployed on a cloud system,” she
said. “So, we can monitor all of [them] in real time, globally, which makes it a lot easier
to support and deploy . . . If you want to buy a robot today, you can have it set up and
running in less than eight hours.”
5. Fabric’s micro-fulfilment centers
(38)Fabric builds heavily automated micro-fulfilment centers that aim to make grocers
competitive with the same-day delivery capabilities of Amazon. Operations at its
flagship center in Israel increased 200 per cent between March and April, and it is
now in the process of building its first US center in Brooklyn, New York.
(39) Before the pandemic, online groceries accounted for less than 5 per cent of America’s
$682bn grocery market, according to Ibis World. That share is now expected to
exceed 10 per cent this year.
(40) “What grocers have seen in the last four weeks is what they had expected to
see in the next four years,” said Elram Goren, chief executive of Fabric.
(41) Grocers have been slow to adapt to e-groceries because the prospect places them in
a catch-22: offer online orders and lose money on each sale, or refuse to offer the
service and see a chunk of your business fall away to online rivals.
(42)But by bringing inventory much closer to customers, and using robots to pick and
pack items, Mr. Goren argued he can change the equation and make a lasting
change to how consumers buy groceries even after the pandemic ends.
(43)“I believe a lot of it will stick,” he said. “Covid will shift this industry — or at least
accelerate it a few years ahead.”

Patrick McGee in San Francisco May 18 2020

© The Financial Times.
All rights reserved.
Articles republished from the Financial Times.

3. Understanding the article

a. Read the statements and decide whether they are true or false. Correct the false
information.

1. Even before the pandemic, there was a fast-moving trend towards greater deployment of AI
in businesses.
________________________________________________________
2. The need for robots that can do monotonous and repetitive manual tasks has increased
because companies are understaffed due to Covid-19.
________________________________________________________
3. Brain Corp’s floor scrubber is being used in supermarkets to disinfect handles on shopping
trolleys and baskets.
________________________________________________________

Page 56 of 81
 4. Farm Wise’s “agribot” Titan is programmed to decide without human help which plants are
crops and which ones are weeds.
________________________________________________________
5. FedEx’s ‘Same Day Bot’ ‘Roxo’ doesn’t always work as it should when it moves into a dark
area.
________________________________________________________
6. Fetch Robotics’ warehouse robots move heavy goods around warehouses.
________________________________________________________
7. An important part of Fetch Robotics’ business is making robots that can carry things to
disinfect and help fight Covid-19.
________________________________________________________
8. Fabric aims to help online grocers complete with giant online companies by putting goods
near their consumers and using robots to fill orders.
________________________________________________________
9. The pandemic has meant that the online grocery business in the US will double its share of
the market.
________________________________________________________
10. Small grocers are likely to stop using robots after the pandemic.
________________________________________________________

4. Word pairs

a. Match the words to make word pairs or phrases from the article. Then check your
answers in the article.

1. supply process of
2. under shortages
3. automation demand
4. labor chains
5. economies of wave
6. shift its way
7. a surge in scale
8. in the focus

b. Write the word pairs and phrases next to the definitions.

1. ____________________ = a change in what is most important to you and your business

2. ____________________ = a series of processes involved in supplying a product to someone
3. ____________________ = already happening
4. ____________________ = reductions in the cost of making and selling products that are made
possible because a business is very large
5. ____________________ = used to say that someone is or was doing something at the time that
you were talking about
6. ____________________ = when it is possible to see that after one company starts to use artificial
intelligence and robots, another does the same, and so on
until they are all using it
7. ____________________ = when there aren’t enough people available to do the work that needs to
be done
8. ____________________ = when there is a sudden increase in the need for certain things

Page 57 of 81
 c. Choose four-word pairs or phrases and write a sentence. Write something about yourself
or your life.

Example: My cousin delivers pizza, so he is an important part of the supply chain for his
restaurant.

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

5. Phrases with ‘and’

Complete these sentences with three-word phrases with ‘and’ from the article.

1. Dorothy was very strict about cleanliness. Everything in her workshop had to be
___________________ (= very clean and tidy, three words, section 1)
2. It took two years to get the project ___________________. (= starting to work correctly, three
words, section 2)
3. One of the monotonous tasks people do in a warehouse is to ___________________ the
customers’ orders. (= choose a product and put it in a shipping box, introduction & section 5)

https://www.thinkingdirections.com/th
l f hi ki b i d

6. Using the key words

a. Complete the questions with some of the key words. Change the form of the key word if
necessary.

1. Where do you prefer to do your weekly shopping: online, at a large supermarket, or at your
local _________________________?
2. If your company has a large campus, how many buildings are on the
_________________________?
3. Is it correct to say that organic groceries are now _________________________?
4. What do farmers grow in your part of the country _________________________?
5. What do you think is the most task in your work _________________________?
6. What is about your company’s services or products _________________________?

b. Now ask and answer the questions in pairs or small groups.

Page 58 of 81
7. Discussion questions

Discuss these questions in pairs or small groups.

 Which robot in the article do you think is most likely to be a commercial success for its
developers? Why?
 Which robot do you think will have the most impact on the food supply chain? Why?
 What are the advantages and disadvantages of introducing robots to a supply chain?

8. Wider theme – creating a clear proposal and presentation

a. Think of an example of a supply chain in your life. Imagine that you work for a company
in that supply chain. You have decided to deploy a robot to make the supply chain
more efficient. Make notes about:
 the robot you need, what work it must do, and how it will work with human employees
 the benefits this robot could bring to the staff
 how it might save money for the company
 how much quicker the job would be done
 any other benefits

b. Draw a sketch of the robot or give a detailed description. Present your idea for the
robot to your boss and try to get approval (or budget) to develop the robot.
The example of a robot sketch:

https://techxplore.com/
news/2020-05-jobs-

The source:
Teacher’s notes and worksheet: Published by Macmillan Education Ltd. © Macmillan
Education Limited, 2020 taken from onestopenglish.com.

Page 59 of 81
CHAPTER SEVEN: TECHNOLOGY
Keeping up with technology – what managers and executives need to know
1. Warmer

Think about the questions and make notes. Then share your answers.
o What digital knowledge and skills do you need for your work?
e.g. operating computer-controlled machinery or using specific computer software or
programs
o How did you gain this knowledge or learn to work with this technology?
e.g. attending a course, getting hands-on training, following online instructions

2. Key words

Match the words to the definitions. Then find them in the article to read them in context.
Use the paragraph numbers to help you.

1. not unusual (2) _________________________

2. as much as is needed (5) _________________________
3. a project or course that involves different subjects or topics (8) _________________________
4. a particular use that something has (10) _________________________
5. likely to be or become a particular thing (14) _________________________
6. keeping someone at a job (14) _________________________
7. a person with a natural ability for being good at a particular thing (14)
_________________________
8. when something’s importance is not as great as before (16) _________________________
9. start something again after stopping temporarily (16) _________________________
10. problems that you must solve before you can do something successfully
_________________________

Page 60 of 81
Coronavirus sharpens executive education focus on digital skills
The pandemic is accelerating growth of programs and online teaching
By Jonathan Moules

(1) The creators of executive education courses always try to make their offerings relevant to current
business needs. The coronavirus crisis has sparked a wave of new programs focusing on leadership in
a crisis, for example.
(2) But even before the pandemic, there was another strong trend: the teaching of digital knowledge and
skills around subjects such as artificial intelligence and cyber security. Now, as the world has gone into
lockdown to tackle Covid-19 and working online from home is commonplace, an understanding of the
digital world has become still more important. Meanwhile, schools are also rethinking how to develop
and expand remote tuition.
(3) Imperial College Business School is prominent among those embracing the trend. One example is a
Cybersecurity for Executives program that teaches participants how they can implement better
safeguards for IT networks, ways to protect against and handle cyber-attacks, and the threats to
businesses if they do suffer such an event.
(4) Teaching takes place over two days, with lectures about basic technical aspects before participants
are able to ask questions. For those who want to go into greater depth, course tutors provide
supplementary materials online and use Imperial’s name to attract guest speakers. These recently
included Robert Hannigan, the former director of the Government Communications Headquarters
(GCHQ), the UK’s signals intelligence and cryptography agency. “
(5) People have an awareness of technology, but the depth of their knowledge is often not sufficient to
make decisions as senior executives,” says Deeph Chana, co-director of Imperial’s Institute for
Security Science & Technology. “
(6) The idea of this course is to give people a few more layers of depth about decisions, and what
concerns they should have about cyber security in their organization.”
(7) Imperial also runs courses in artificial intelligence and the evolution of financial technology start-ups, or
fintech, both of which have proved popular, according to Prof Chana. He says Imperial’s brand — as a
school built on engineering and the sciences — helps in a competitive market. “Our unique selling
point at Imperial is to be able to offer that technical insight,” he adds.
(8) In Barcelona, Iese Business School this year launched a three-day course combining teaching on
artificial Intelligence with its Future of Management Initiative, a multidisciplinary project that will look at
how AI affects leadership. The focus is on ethics, with tutors designing their teaching to prepare
executives to put Al to use in their companies in a socially responsible way.
(9) The school draws on its teaching of AI across a range of business degree programs, says course tutor
Sampsa Samila, assistant professor of strategic management.
(10) “We start with the basics of AI, explaining neural networks and basic teaching about computers, before
moving on to simplified structures for application of the technology and how you can consider
algorithms as a tool for business,” Samila says. “We might talk about what you need to create a voice-
activated assistant like the Amazon Echo’s Alexa or some of the technology in self-driving cars.”
(11) The market for the course is broad, says Samila, but is mainly executives in middle or senior
management roles.
(12) “What we are trying to do is to get them to think about the business models created by this new
technology,” he says. “These managers will have to learn new skills, which is not just about knowing
what AI is but what are the competitive impacts on their business.”
(13) Tutors everywhere are now having to think about how they teach online, at least in the short term. For
courses already focused on tech, the hope is that such distance learning will be a good fit with target
audiences.
(14) A 2018 study of managers by the Trium Executive MBA found that two-thirds of prospective learners
on executive education courses wanted some online learning in the teaching offered, double the
number five years earlier. The Trium survey revealed that the most common challenge for executives
is dealing with change, particularly in technology. Attracting and retaining the right talent and skills for
organizations was a concern, as was the way technology, especially AI, may replace human workers.
(15) Schools are starting to rethink their digital courses to adjust for this new world. “It’s not easy for
anyone, but necessity is the mother of invention. And we are inventing very quickly,” says Ron
Duerksen, executive director of executive education at HEC Paris. “
(16) Even after the global coronavirus crisis is hopefully diminished and classes can resume in person, we
will have transformed our way of thinking about teaching online. “
(17) Staff, professors and students will most likely be much more willing and open to blended and online
formats as a result of this. Once you get over the fear and hurdles of delivering online, you also see
the many benefits.”

Jonathan Moules, 10 May 2020. © The Financial Times. All rights reserved. Articles republished from the
Financial Times.

Page 61 of 81
Understanding the article

Read the article and decide if the statements are true or false according to the information
given. Correct the false statements.
1. Before the Covid-19 crisis there was very little interest in learning about artificial intelligence
and cyber security.
2. Imperial College Business School’s Cybersecurity for Executives program is held completely
online.
3. The course for senior executives is popular because while they may have some digital
knowledge, they often don’t have enough to be able to make informed decisions.
4. Iese Business School’s course on artificial intelligence and leadership helps prepare executives
to make good ethical decisions concerning the use of AI in their company.
5. The course helps executives develop new business models using the digital skills they already
have.
6. Now, more than half of managers who plan to take a course want to do some of it online.
7. One of the most common issues managers and executives have to deal with is technological
changes.
8. After the crisis, all business courses are likely to be delivered 100% online.

https://executiveleader.com/che

Collocations

a. Match the words to make collocations from the article.

1. digital networks _______________
2. artificial tuition _______________
3. cyber materials _______________
4. remote insight _______________
5. IT security _______________
6. supplementary learners _______________
7. technical knowledge _______________
8. prospective intelligence _______________

b. Find the collocations in the article to check your answers.

c. Write T or L next to each pair to show whether each of the word pairs is more connected
with technology (T) or with learning (L).

Page 62 of 81
 d. With a partner, take turns explaining what each word pair means.

https://www.twinkl.co.th/illustration/take-turns-to-speak

3. Multi-word phrases
a. Find 3-word phrases in the article matching these definitions.
1. A 3-word phrase in paragraph 3 that means to accept a change or development which
produces a particular result.
_________________________
_________________________
_________________________
2. A 3-word phrase in paragraph 7 that means the thing which makes a product or service
special or different from others.
_________________________
_________________________
_________________________

b. Use the 3-word phrases to complete these sentences.

1. The company showed that they were by ordering electric cars for their salespeople.
_________________________
_________________________
_________________________
2. Our is that every time you buy a pair of our shoes, we give a pair to a child in need.
_________________________
_________________________
_________________________
3. We promise to deliver any time of the day or night within 20 minutes – that’s ours.
_________________________
_________________________
_________________________
4. We are by putting more vegan dishes on our menu.
_________________________
_________________________
_________________________
4. Discussion
Discuss these questions in pairs or small groups.
 What might happen if there was a cyber-attack on your company or if your IT network
crashed for 24 hours?
 How does your company protect itself from a cyber-attack or an IT network crash?
 Which IT safeguards and security measures would you need to do your job if you’re
working from home?

Page 63 of 81
5. Wider theme – An in-work training course

Your boss has said that everyone in the company must do a training course to learn about
online security at work. The course is offered in three different versions, each with a written test
at the end.

Your tasks are to decide which version you will take and to write an email informing your boss
of your decision.

a. Read the descriptions of the three versions of the course. Decide which one you prefer
and explain why.
e.g. I prefer version ……... because …...

b. Hold an informal department meeting. Everyone should say which version of the training
course they like best and why. Everybody in the department has to take the same
version of the test. Come to a decision which you all can agree on.

c. Write an email to your boss. Say which version your department will take. Explain the
reasons for your decision.

The source:
Teacher’s notes and worksheet: Published by Macmillan Education Ltd. © Macmillan Education
Limited, 2020 taken from onestopenglish.com.

Page 64 of 81
CHAPTER EIGHT: ARTIFICIAL INTELLIGENCE
Artificial or human intelligence: Which will drive future innovation?

1. Warmer

Put these technological developments in order from 1 (most likely to happen soon) to 6
(least likely to happen soon).

a. electric aircraft d. cashless economies

b. colonization of the Moon e. 3-D printed furniture
c. drone mail deliveries f. 100% synthetic food

The order:

1 •..........

2 •..........

3 •..........

4 •..........

5 •..........

6 •..........

2. Key words and expressions

Find the words or phrases in the article that match the definitions below. Use the
paragraph numbers to help you.
1. the first form of something new, made before it is produced in large quantities (1)
____________________
2. of the basic ordinary type, with no special features (2) (three words) ____________________
3. to function or operate very well indeed (3) (three words) ____________________
4. a private start-up business with a value of over $1 billion (4) ____________________
5. a situation where a lot of people all try to do the same things at the same time (4)
____________________
6. ready to do or achieve something after preparing for it (6) ____________________
7. a situation in which there are many big and sudden changes (7) ____________________
8. something you can choose in a particular situation (9) ____________________
9. a written statement showing the value of a company at a particular time (10) (two words)
____________________
10. income from business activities or taxes (10) ____________________
11. increasing a lot very quickly (10) ____________________
12. to increase the size, amount or value of something (11) ____________________

Page 65 of 81
Bold business ideas: Where is tech taking us?
Smart companies will use innovation to augment rather than replace human intelligence
By Leo Johnson

(1) For the first 250 metres it all goes well. I am in Singapore, in the back of a prototype
driverless car, gazing at the other side of the road. Then our car decides to veer slowly into the
path of the oncoming rubbish truck. But even before the pandemic, there was another strong
trend: the teaching of digital knowledge and skills around subjects such as artificial
intelligence and cyber security. Now, as the world has gone into lockdown to tackle Covid-19
and working online from home is commonplace, an understanding of the digital world has
become still more important. Meanwhile, schools are also rethinking how to develop and
expand remote tuition.
(2) Our emergency driver lunges for the wheel, yanks us back to safety, then tells me the
game plan. This isn’t a vanilla driverless car, he explains, it is a do-it-yourself driverless car, made
with off-the-shelf technology, and the goal is to get it on the road as fast as possible.
(3) But the car, which works a treat for the rest of the day, is only step one. Step two is to fully
automate Singapore’s economy. Step three is to put all citizens on universal basic incomes.
Step four is to use facial recognition technologies to close off the city to unwanted foreign
migrants. It is a straight line, in other words, from the technological to the economic to the
social, then the political.
(4) If the 2010s were the decade of the unicorn — the mythical beast of the $1bn tech start-up
— the 2020s appear poised for a unicorn stampede. With Timandra Harkness, the co-presenter
of our BBC Radio 4 show Future Proofing, I have spent the past three years scanning the
horizon for what is coming in terms of disruptive technologies. The cupboard isn’t bare: eggless
synthetic biology scrambled eggs, stem cell rejuvenation, weaponized nanobots, the
colonization of Mars, passenger-bearing mega-drones and brain-to-brain communication
systems.
(5) Across disparate fields, from artificial intelligence to robotics, from 3D printing to
nanotechnology, from genetics to quantum computing, a pattern is emerging: technological
developments are starting not just to accelerate but to amplify one another.
(6) They are poised to reshape the business landscape. The core capacity we are going to need
to survive, says Astro Teller, the so-called Captain of Moonshots at X, Google’s research unit,
may be dynamic stability — the velocity to stay upright.
(7) But as the rubbish-truck economy of Henry Ford’s fossil-driven mass production starts to
yield to the age of the algorithm, what is the impact on business and society? Where does this
rollercoaster look like it is going to take us?
(8) My hunch it is not just speed that matters, it is direction. If technology is not the answer
but the amplifier of intent, there is a primary question we have to answer: What are the
problems we are looking to solve?
(9) It looks like there are two different directions emerging. We have the option to prize
artificial over human intelligence, to deploy technology in a centralized model that solves for
shareholder value at the expense of jobs, that automates — according to projections by
University of Oxford academics Carl Benedikt Frey and Michael Osborne — 47 per cent of US
and UK white-collar jobs by 2035.
(10) This would hit national balance sheets with the double whammy of lower tax revenues and
surging welfare costs, and set the stage — with increased inequality and the perception of an
economy no longer working for the many — for broader support for challenger populist
movements.
(11) But there is also another option: to do the opposite, not to replace human intelligence but
to augment it. Go back 1,000 years and the means of production was the land, and the barrier
to entry was the wall. For the past 200 years the means of production has been the factory, and
the barrier to entry the capital to own it. But with this new set of technologies, from APIs, the
cloud and open data, to the sharing economy and micro-printing, the barriers to entry are
dropping fast.
(12) The potential is there, to unlock a new wave of cognitive surplus and put power in people’s
hands to drive innovations across the challenges that confront us, from distributed solar
energy to data-driven banking for the unbanked, from 3D-printed ultra-low-cost housing to
sensor-based micro-irrigation for drought-resilient agriculture.
(13) What does real boldness look like for me as we head into the 2020s? It is boldness not just
of execution but of intent.

Leo Johnson, 14 March 2019. © The Financial Times Limited. All rights reserved. Articles republished
from the Financial Times.

Page 66 of 81
Understanding the article

Are these statements true or false according to the text? Correct the false statements.
1. The author’s driverless car crashed into a truck in Singapore.
2. There will be more unicorns in the 2020s than in the 2010s.
3. A lot of ‘disruptive’ technologies are coming, according to the author.
4. As a result of automation, 47% of US and UK white-collar jobs could disappear by 2055.
5. Jobs losses would mean less revenue from income tax and higher welfare costs.
6. The author suggests replacing human intelligence and augmenting artificial intelligence.

1 (T/F)
• Correction: .....

2 (T/F)
• Correction: .....

3 (T/F)
• Correction: .....

4 (T/F)
• Correction: .....

5 (T/F)
• Correction: ....

6 (T/F)
• Correction: .....

3. Two-word phrases

Match the words in the left-hand column with those in the right-hand column to make
expressions from the text.
1. solar a. recognition
2. driverless b. whammy
3. basic c. plan
4. facial d. car
5. core e. production
6. double f. energy
7. mass g. capacity
8. game h. income

Page 67 of 81
4. Verbs

Complete the sentences using these verbs from the text.

1. When new ideas ____________________, they appear for the first time.
2. If you ____________________ someone’s potential, you give them the opportunity to develop
that potential.
3. To ____________________ means to make something happen at a faster rate.
4. If people ____________________ a business, they change the way it operates or develops.
5. If companies ____________________ technology, they start to use it.
6. To ____________________ means to suddenly move in a different direction.

5. word building

Complete the table.

Adjective Noun
1. safe
2. intelligent
3. stable
4. bold
Noun Adjective
5. universe
6. face
7. technology
8. economy

Discussion Questions

Discuss these questions in pairs or small groups.

 Are artificial intelligence and automation the answer to the world’s problems? Give reasons
why or why not.
 Singapore is considering a four-stage program. What do you think of the country’s plans?
 The article suggests that humans not machines will drive technological innovations. Do you
agree with this? Give reasons for your answer.

https://you.stonybrook.edu/eglblog/2018/04/15/discussion-
questions-promoting-active-learning-and-building-

Page 68 of 81
6. Wider theme – technological developments

1. Paragraph 4 of the article refers to future developments and includes the possible
colonization of Mars. Imagine that this will begin to happen in the year 2035.
 List the potential advantages and disadvantages of colonizing a new planet. Think about
the technical, economic and social challenges that this would present.
 Then list the business opportunities that might appear because of colonization.
 It is the year 2035. Which business would you like to be involved in and why? If necessary,
use a search engine to get ideas.

2. Present your ideas to the group.

https://stock.adobe.com/images/idea-education-and-
thinking-content-development-brainstorming-creativity-

The source:
Teacher’s notes and worksheet: Published by Macmillan Education Ltd. © Macmillan Education
Limited, 2020 taken from onestopenglish.com.
Chapter 4

Page 69 of 81
CHAPTER NINE: CYBER SECURITY
Cyber Security – the danger may be closer to home

1. Warmer

How many words do you know with the word data? Use these words to create noun or verb phrases
and give a definition. Add any other expressions you know that contain the word data.

2. Key words and expressions

Find the words or phrases in the article that match the definitions below. Use the paragraph
numbers to help you.

1. a situation in which something cannot continue normally because of a problem (1)

_________________________
2. to process information in large quantities automatically (2 words) (3) _________________________
3. to mention something so that people know about it (3) _________________________
4. to increase very quickly in amount or degree (6) _________________________
5. a feeling of anger towards someone because they have done something to you that does not
seem right or fair (7) _________________________
6. the crime of stealing (7) _________________________
7. the activity of spying (7) _________________________
8. a responsibility or duty to do something (9) _________________________
9. becoming larger than something else (13) _________________________
10. beginning or formed recently (17) _________________________
11. acceptable (19) _________________________
12. causing unnecessary fear or worry (20) _________________________

Page 70 of 81
Companies wrestle with growing cyber security threat: their own employees

Businesses deploy analytic tools to monitor staff as remote working increases data breach
risk

BY HANNAH MURPHY

(44) As cyber criminals and hackers ramp up their attacks on businesses amid
coronavirus-related disruption, companies are also facing another equally grave security
threat: their own employees.
(45)Companies are increasingly turning to Big Brother-style surveillance tools to stop staff
from leaking or stealing sensitive data, as millions work away from the watchful eyes of
their bosses and waves of job cuts leave some workers disgruntled.
(46) In particular, a brisk market has sprung up for cyber security groups that wield
machine learning and analytics to crunch data on employees’ activity and proactively flag
worrying behaviors.
(47) “We’re seeing people say, ‘I need better visibility into what my employees are doing
with all of our data at home’,” said Joe Payne, chief executive of cloud security group
Code42, which tracks and analyses employees’ activity on work devices. The group
examines factors including when an employee typically works, what files they access and
how much data they download.
(48) “[Employers can ask] — if we have 10,000 employees, can you tell us who the most
high-risk people are?” he said, adding that his company was handling a rise in cases of
data theft among clients.

Insider threats

(49) According to Mordor Intelligence, the $1.2bn data loss prevention market is set to
balloon to $3.8bn by 2025, as many businesses migrate their data to the cloud.
(50)So-called insider threats encompass employees unintentionally sharing private data
outside of workplace networks, but also the deliberate stealing of data, typically
motivated by financial opportunity or a grudge against an employer. Rarer, but a growing
issue, is intellectual property theft and espionage on behalf of foreign governments.
(51) Already more than a third of data breaches involve internal actors, according to a 2019
Verizon analysis of more than 40,000 incidents. At an exclusive meeting of top corporate
cyber security heads at RSA, one of the largest cyber security conferences earlier this year,
delegates labelled insider threats as their number one concern, according to one person
in attendance — above nation state activity and threats from cyber criminals.
(52) Traditionally, groups such as McAfee have offered tools that detect and block the
exfiltration of sensitive data automatically. But there are also newer groups that seek to
proactively alert employers to anomalous activity through behavioral analysis of data —
which can involve screenshots and keystroke logging — and then place the onus on
those employers to act in a way they see fit.
(53) Falling under this category, Code42, Teramind, Behavox and InterGuard all told the
Financial Times that they were seeing a rise in interest from potential clients under
lockdown.
(54)“There is an increase [during this pandemic] in people trying to steal intellectual property
— reports or valuable HR data, client lists,” said Erkin Adylov, chief executive of artificial
intelligence group Behavox, which in February raised $100m from SoftBank’s Vision Fund
2.
(55) Its software analyses 150 data types to produce insights about employees’ behavior,
including using natural language processing of email and workplace chats to assess
“employee sentiment”, he said. “Maybe there is uncertainty about [whether] the people
are going to [keep] their job,” Mr Adylov added service, which now includes McDonald’s,
Walmart, CVS, AutoZone and Target. Collectively, its clients have about 80,000 locations
in the US, potentially giving FedEx huge economies of scale to make robotic deliveries
mainstream in the next 18 to 36 months.

Page 71 of 81
(56) “The market is moving very fast. I would say it’s probably growing at a clip of 100 per cent
a year. The demand is outstripping supply,” he said.

State adversaries

(57)The risk of nation states opportunistically grooming employees for cyber espionage
purposes is also a growing threat, several experts said. The issue was thrust into the
spotlight recently when US officials last year charged two Twitter employees with mining
data from the company’s internal systems to send to Saudi Arabia.
(58)“If I were a nation state actor [involved in cyber espionage] . . . certainly this is an
opportunity to exploit some realities that exist. This is a heightened environment,” said
Homayun Yaqub, a senior security strategist at cyber group Forcepoint.
(59)Executives at Strider Technologies, which wields proprietary data sets and human
intelligence to help companies combat economic espionage, said it was seeing more
recruitment of foreign spies, particularly by China, take place online under lockdown, rather
than at events and conferences. “We’re providing [customers] with the capability to respond
to that [changing] adversary tactic,” said chief executive Greg Levesque.
(60)Nevertheless, critics argue that the technology is still nascent and further investment is
needed to develop a more accurate understanding of what risky patterns of behavior look
like.
(61)And while employers have long been able to legally monitor emails and web activity for
signs of external cyber security threats, for some there is a discomfort about the privacy
and trust implications of using such tools on staff.
(62)“It’s intrusive, it’s not very culturally palatable,” said former US army intelligence sergeant
and former Palantir executive Greg Barbaccia. “To me, the insider threat is a cultural
human problem. If someone wants to be malicious . . . you need to solve the human
problem.”
(63)Omer Tene, vice-president of the International Association of Privacy Professionals, said:
“Data breaches have been a huge issue. It’s understandable why businesses would want to
protect against that. I wouldn’t be alarmist.
(64)“But you need to be aware as a business and a technology of the creepy line,” he added.
“Are you doing anything . . . unexpected that will trigger backlash?”

Hannah Murphy, 12 May 2020.

© The Financial Times Limited.
All rights reserved.
Articles republished from the Financial Times

Page 72 of 81
Understanding the article
Are these statements true or false according to the text? Correct the false statements.
1. Some companies are facing a security threat from their own employees under lockdown.
2. There is a growing market for cyber security groups that process data on employees’
activity.
3. Cloud security group Code 42 tracks and analyses employees’ activity on their home
computers.
4. The data loss prevention market is predicted to increase its revenue from $1.2bn to $3.8bn by
the end of this year.
5. People who steal data are usually doing it on behalf of foreign governments.
6. Typically, employees steal intellectual property such as reports, HR data and client lists.
7. Under lockdown, the recruitment of foreign spies takes place at events and conferences
rather than online.
8. Critics of cyber security say the technology is still new and needs more investment.

3. Two-word expressions
Match the words in the left-hand column with those in the right-hand column to make
phrases from the text.

1. security a. theft
2. machine b. security
3. data c. espionage
4. workplace d. list
5. cyber e. threat
6. client f. problem
7. economic g. learning
8. human h. network

4. Adjectives
Replace the underlined words in the sentences using these words from the text.
1. Some companies believe that they face a serious _________________________ security threat from
their own employees.

2. Some employees may leak or steal sensitive data because they are annoyed
_________________________ after waves of job cuts.
3. Cyber security tools alert employers to unusual _________________________ activity by employees
online.
4. There is a rise in interest in this technology from possible _________________________ clients
under lockdown.
5. Critics argue that staff may find the use of this technology unwelcome
_________________________.
6. They also say that its use might not be culturally acceptable _________________________.

5. Word building
Complete the table.

No. Verb Noun

1. survey
2. behave
3. attend
4. recruit
5. invest
6. imply

Page 73 of 81
6. Discussion questions

Discuss these questions in pairs or small groups.

 Is it right for companies to spy on their own employees? Give reasons for your
answer.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

 What methods could and should companies use to protect sensitive data?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

 In what ways has the lockdown contributed to attacks on businesses?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

This Photo by Unknown Author is licensed under CC BY

7. Wider theme – staying safe online

d. Staying safe online is both a problem for companies and a problem for individuals. You
are the human resources manager of a small company that does most of its business
online. Make a list of ways employees can say safe online (both at work and at home):

 Enter ‘staying safe online’ into an internet search engine.

 Consult at least two websites that give tips about staying safe online.
 Make a list of ‘dos’ and ‘don’ts’ for all employees.

e. Present your advice to the group.

Advice
.....

.....

.....

.....
The source:
Teacher’s notes and worksheet: Published by Macmillan Education Ltd. © Macmillan Education
Limited, 2020 taken from onestopenglish.com.

Page 74 of 81
CHAPTER TEN: SPACE EXPLORATION
Is space exploration a waste of money?

Notes: In this lesson, two experts offer their opinions on whether the enormous sums of
money government agencies spend on space exploration are good investments to
safeguard the future of mankind or a waste of time and money. Students have to:
1. complete a space quiz;
2. read one of two articles about space exploration;
3. conduct an information exchange with a student who read the other article;
4. discuss whether they feel space exploration is worthwhile; research some
inventions prompted by space exploration.

Answer the questions.

1. What is the name of the first space mission that landed on the moon in 1969?
2. What is the name of NASA’s probe that sent back images of Mars in November, 2018?
3. Where did China’s Chang’e 4 probe make a historic touchdown in January, 2019?
4. Number the planets below 1–8 (with number 1 as the planet closest to the Sun and number
8 the furthest away from the Sun).
_____ Earth _____ Mars _____ _____ Saturn _____ _____ Neptune _____
_____Venus Mercury Uranus Jupiter

Key words

Write the key words next to the definitions. Then, find them in your article to read them in
context.

Group A

1. increasing gradually as a result of more and more additions _________________________

2. extremely, especially in a way that makes you angry _________________________
3. hard to understand and very complicated _________________________
4. the belief that nothing in life has any importance or value _________________________
5. the fact that something is extremely large _________________________
6. something that has no end or limits _________________________
7. the ability to continue doing something physically difficult or continue dealing with an
unpleasant situation for a long time _________________________
8. old, broken or useless things _________________________
9. extremely bad or shocking, especially used to describe something that you do not approve
of _________________________
10. of an action that is based on judgments or opinions that are wrong _________________________

Page 75 of 81
Group B

1. the places or moments where something begins to exist _________________________

2. a way of thinking about things _________________________
3. a flight into space _________________________
4. too expensive to afford _________________________
5. sending people somewhere so they can live there and take control of the place
_________________________
6. reduce the harmful effects of something _________________________
7. causing difficulties that interrupt something or prevent it from continuing
_________________________
8. makes something seem small or unimportant _________________________
9. the opposite of what has been said _________________________
10. give someone the enthusiasm to do something _________________________

This Photo by Unknown Author is licensed under CC BY

Page 76 of 81
Is space exploration a waste of money? Yes!
Article A

ROBIN HANBURY-TENISON is an explorer, author and

farmer living in Cornwall.

Stars and planets have fascinated people since ancient times. But while some people
think space exploration is a huge waste of money, others see it as a necessary measure
for the survival of humankind. Here, Julian Earwaker passes on both opinions.

Yes!
“There is an infinity of unexplored things here on earth” – Robin Hanbury-Tenison

(18) NASA’s cumulative funding a few years ago totaled $850 billion, and the annual budget
now is around $20 billion – an obscenely large sum of money linked to fairly abstruse
research. I disagree with people like Stephen Hawking, who was passionate about the
future of the human race and civilization depending on going into outer space. It is a kind
of despair. It means that we have given up on this planet, handled things so badly that we
have to find another planet to live on. That seems like a nihilistic approach to life because
this planet is quite extraordinary, possibly unique in the universe.

(19) There is a greater infinity of small things here on Earth than there is in the vastness of
outer space. A cubic centimeter of soil contains a virtual infinity of life. These are real things
that are not just interesting in themselves but also have a significant effect on our own
lives. Microbes in your large intestine affect your mood, and we know very little about how
that happens. There is an infinity of unexplored things here on Earth. Yet the amount of
money spent on that sort of research is insignificant compared to the $850 billion spent on
exploring the universe.

(20)Scientific advances and products can’t justify the costs of space exploration. Velcro, the
non-stick frying pan, rocket fuel? Helpful but hardly the be-all and end-all of life. Sending a
body into outer space to test the limits of human endurance is interesting, but it’s hard to
believe the future of mankind depends on it, whereas finding out how to stop this planet
falling apart and to live more sustainably certainly is. Understanding the symbiotic
relationships that hold the planet together is a whole universe of studies that we’re only
scraping the surface of.

(21) There’s a lot of concern about the amount of junk flying around in outer space, but it’s of
much less importance than the immense amount of junk we’re polluting this planet with.
Would we be any poorer if we didn’t know what was happening on Mars? It would be
more exciting to spend that money on cleaning up the oceans and on developing the
science of weather management. Instead, we are seeing investment in space travel and
tourism. Who wants to go and sit in a capsule out in space? It’s like being on a fairground
ride. It’s a pretty disgraceful example of humanity’s misguided priorities.

© Business Spotlight, 1/2019

www.business-spotlight.de

Page 77 of 81
Is space exploration a waste of money? No! Article B

MASSIMILIANO VASILE is professor of space systems engineering at the Strathclyde

University Space Institute, Glasgow.

Stars and planets have fascinated people since ancient times. But while some people
think space exploration is a huge waste of money, others see it as a necessary
measure for the survival of humankind. Here, Julian Earwaker passes on both
opinions.

No!
“It’s always a good thing to inspire people” – Massimiliano Vasile

(1) There’s a philosophical argument not just for space exploration but for every single
thing we do that has no obvious economic return. You cannot measure everything
that humans do in terms of economics. What’s the money value, for example, of
classifying insects or studying history? It’s how human beings improve themselves.
We explore space to understand more about the origins of life on Earth, for example
through the study of asteroids and comets. Increasing human understanding of how
the universe works changes our mindset, our culture; it changes our understanding
of our world in our lifetime.

(2) The cost of space exploration appears to be expensive, but compared to other
activities, it is not. To hear that a mission costs €400 million sounds prohibitive. But it
is nothing compared to what we spend on watching live Champions League football
on TV! We spend billions and billions each year on arms deals and weapons to
support wars around the world. So, let’s look at the return on investment not in terms
of money but in terms of what we learn from it. You see immediately that space
exploration represents good value.

(3) There are bigger priorities than the science-fiction aspects of colonizing Mars or going
to other galaxies. For example, if you know more about the Sun, you can perhaps
mitigate the effect of solar storms, which can be very disruptive for a lot of electronics
on Earth. Many of the essential services for life today, from telecommunications, to
navigation systems, to weather forecasts, are affected by the activity of the Sun.

(4) Of course, we should spend time and money saving our planet. But spending on
renewable energies already dwarfs spending on space exploration. Space technology
leads to progress in many other fields. Power generation and storage systems in
space need to be very light, efficient and long-lasting. Many technological
developments for space are very useful on Earth and vice versa. To stop space
exploration would mean missing a piece of the overall advancement of science and
technology. We have lots of examples from space programs of increasing our
knowledge – and of people deciding to research scientific side subjects. It’s always a
good thing to inspire people.

© Business Spotlight, 1/2019

www.business-spotlight.de

Page 78 of 81
Expressions
a. Use the words below to make two expressions from your article. Write them next to their
meanings.
b. Find and underline the expressions in the article and then use them in sentences of your
own.

Group A

1. ____________________________________________________________ the most important thing.

2. ____________________________________________________________ deal with only the simple or obvious
parts of something.

Group B

1. ____________________________________________________________ used for saying which aspects of

something you are considering or including.
2. ____________________________________________________________ used to describe the profit you get
from an activity, compared with the amount of money put into it.

Information sharing
a. Write the arguments from your article in the relevant box. Add a short explanation for each
of the monetary sums the writer gives.

Yes! article No! article

Page 79 of 81
b. Talk to someone who read the other article. Exchange information, and fill the other box.

c. Discuss the two authors’ opinions, say who you think makes the strongest case and decide what
part of his argument most convinced you.

Discussion

Describe how you feel about space exploration and missions, in particular, the money spent on
them, the research time put into them and the benefits they can (or could) bring to humankind.

Which parts of …
• space
• planet Earth
do you think we should invest more time and money exploring?

Research and presentation

 Find out more about the inventions mentioned in paragraph 3 of article A. What is their
connection with space exploration?
 Read more about NASA’s recent missions: www.nasa.gov

The source:
Teacher’s notes and worksheet: Published by Macmillan Education Ltd. © Macmillan Education
Limited, 2020 taken from onestopenglish.com.

Page 80 of 81
REFERENCES

Business Spotlight. (2019). Retrieved November 6th,2020, from www.business-spotlight.de

Grant, David, Hughes, John, Leeke, Nina, & Turner, Rebecca. 2018. Business Result: Elementary
Student’s Book. Oxford, UK: Oxford University Press.
Hughes, John, & Nounton, Jon. 2008. Business Result: Intermediate Student’s Book. Oxford, UK:
Oxford University Press.
John, & Soars, Liz. 2008. New Headway: Pre-Intermediate Student’s Book, Fourth Edition. Oxford, UK:
Oxford University Press.
Microsoft Encarta. (2009). Microsoft Corporation.
My Social Mate. (2018). Retrieved November 6th,2019, from https://mysocialmate.co/
Purdue Online Writing Lab. (2019). Purdue University.
Stockunlimited. Retrieved November 6th,2019, from https://www.stockunlimited.com/vector-
illustration/map/
Wright, P. 2002. Introduction to Engineering 3rd Edition. John Wiley & Sons INC

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