Académique Documents
Professionnel Documents
Culture Documents
Lesley Stewart
Anglais
Cours
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© CNED 2013
Avant-propos
Objectifs de la formation
Cette première année consiste en une mise à niveau comportant de nombreuses activités, riches
et variées mais ne portant pas uniquement sur les compétences requises par l’examen.
Cette première année vise à vous amener, à travers l‘étude de documents oraux et écrits en
anglais, à acquérir une partie du lexique couramment utilisé dans le monde de l’informatique et
à maîtriser les structures du langage dans lesquelles ce vocabulaire est véhiculé.
Composition de la formation
Avant de démarrer votre formation, nous vous conseillons de faire l’inventaire du matériel
pédagogique que vous venez de recevoir afin de vérifier que vous avez bien à votre disposition :
• un fascicule cours ;
• un fascicule autocorrection ;
• un fascicule lexique, transcriptions et informations ;
• un recueil de documents-supports nécessaires à la réalisation de vos devoirs, le cas échéant ;
• un CD de cours contenant les enregistrements des différentes activités orales du fascicule
Cours.
Le fascicule cours
Il est composé de six unités, articulées autour des thèmes suivants :
Unit 1: Presenting, companies departements and jobs
Unit 2: it evolution: problems and solutions
Unit 3: Inter & intra… net
Unit 4: Security, security, security
Unit 5: Storage and outsourcing
Unit 6: Software and sales
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Avant-propos
Writing : vous aurez ici l’opportunité de développer et de mettre en pratique les techniques de
rédaction et d’expression écrite.
Checklist : à la fin de chaque unité, vous trouverez un petit test sur le vocabulaire et la grammaire
étudiés et pratiqués tout au long de l’unité. Ce test est important : il permet de vérifier que vous
avez acquis les points grammaticaux ainsi que le vocabulaire nécessaire pour bien communiquer
en anglais.
Le fascicule autocorrection
Dans ce fascicule, vous trouverez les réponses aux différentes activités proposées dans le fascicule
Cours. Vous pourrez ainsi vous reporter à ce fascicule pour vérifier vos propres réponses. Vous
trouverez également des conseils et des remarques pour vous aider.
Les devoirs
Toutes les informations nécessaires à la réalisation de vos devoirs se trouvent sur votre site BTS
langues, à l'onglet « Devoirs ».
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Avant-propos
pour trouver des explications plus complètes en français ainsi que des exercices d’entraînement.
Après avoir travaillé sur les textes, regardez les à nouveau pour une meilleure compréhension du
vocabulaire. On arrive parfois à comprendre certains mots dans leur contexte.
Si vous conservez des doutes sur la compréhension de ce vocabulaire, consultez votre fascicule
Lexique, transcriptions et informations.
Avant de passer à l’unité suivante, il est conseillé de relire les textes pour bien s’imprégner du
vocabulaire rencontré.
Les deux conseils les plus importants
1. Étalez votre travail sur plusieurs séances et n’essayez surtout pas de faire une unité en une
seule fois.
2. Il faut voir et entendre plusieurs fois du vocabulaire pour bien le retenir. N’hésitez pas à relire,
à réécouter, à vérifier le sens des mots, à essayer de les employer à l’écrit comme à l’oral.
Les pictogrammes
M Compréhension de l’écrit
V Expression écrite
Expression orale
D 00
Compréhension de l’oral
vocabulary Lexique
O Attention
Aide
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Avant-propos
Unit 1
Presenting companies, departments
and jobs
Cette première unité va vous présenter le vocabulaire lié au monde du travail, notamment celui des
entreprises, de leurs départements et des profils de postes. Ce vocabulaire vous sera présenté par le biais
de documents de compréhension de l’oral et de l’écrit.
Les points de grammaire étudiés dans cette première unité seront les présents simple, progressif et passif,
que vous serez sans nul doute amené à utiliser lors de votre entretien oral avec un examinateur.
Vous allez ensuite réinvestir ces points de grammaire et de vocabulaire dans la réalisation d’activités
d’expression écrite en présentant une société et en décrivant votre journée type. Vous allez vous entraîner
à l’expression orale dans le cadre d’un entretien d’embauche.
Contents
Section 5: vocabulary ............................... 21
Vocabulary exercises: reading and listening texts
Frequency adverbs and expressions.
Verbs and prepositions.
Activities 15 à 21
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Section 1
a Preview
Before starting this unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts.
Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire
que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary
Activity 1
Choose the correct definitions.
choisissez la définition qui correspond le mieux.
Turnover Consumer
r number of employees starting work r a person buying products
r money generated by a company r a person selling products
Increase Convenient
r to go up r sufficient
r to go down r practical
Abroad Duties
r another region r tasks
r another country r installations
Staff Oversee
r personnel r summarise
r management r supervise
Replicated Discrepancy
r reinforced r difference
r reproduced r discredit
Rely Provide
r reproduce r prove
r depend r give
Main Stems
r principal r originates from
r maintain r sees
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Unit 1
Grammar
Try this grammar test to see what you know or don’t know.
Testez votre grammaire.
Thinking about the present tenses. Below there are examples of the present simple,
present continuous, present perfect and the passive structure.
Les temps du présent. Ci-dessous des exemples de présent simple, présent continu,
present perfect, et la forme passive.
Activity 2
Put the verb in brackets into the correct tense. Be careful, it can sometimes be negative.
Mettez les verbes entre parenthèse au temps qui convient. Attention à la forme négative.
a) (to be) .......... you interested in photography?
b) Jenny (to walk) .......... to work every day.
c) Where’s Frieda? She (to give) .................... a presentation.
d) We (to make) .......... finally .......... our decision.
e) I (to go out) .......... .......... .......... it’s raining!
f) It (to depend) .......... on the traffic, but usually I’m early.
g) (to work) .......... Josie and Fred .......... for the same company?
h) No thank you. I (to smoke) ..........
i) The marketing department (to manage) .......... .......... by Stella Cribbs.
Activity 3
Make questions for the sentences below.
Mettez les phrases suivantes à la forme interrogative en vous aidant des indications entre
parenthèses.
a) I have had this car for three years. (How long .....?)
b) I work in Milan. (Where .....?)
c) Jane likes books and the cinema. (What .....?)
d) Oh ... I’m going to work. (Where .....?)
e) At eight o’clock. (When .....?)
f) I go on the underground. (How .....?)
g) It costs 450 euros. (How .....?)
h) She’s the new girl in marketing. (Who .....?)
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Section 2
M Reading
Read the following text.
Lisez le texte ci-dessous.
A household name, the Flucksons Company systems and interactive communication tools are all
Limited to give it its full name, has its head office part of this expanding company. These sectors are
in Sofia in the west of Bulgaria. The company has a organised into two separate business units, Flucksons
workforce of around 15000 employees today, with a Manufacturing and Flucksons IT.
little over half of them working in Bulgaria. Flucksons has subsidiaries worldwide. Some of the
Flucksons manufactures goods in most parts of the work is contracted out to other specialised companies.
globe, in Europe, South America and Asia. The largest For example, interactive communication tools are
factory is still based in Sofia where the company was manufactured by sub-contractors in Argentina.
founded over a hundred and fifty years ago. Flucksons has invented a great number of
The company expanded rapidly in its early days products since it was founded and has patented many
thanks to the long-range vision of its founder, Herbert of them over the years. For example, it obtained a
Fluckson, who was convinced that advertising and patent for one of its manufacturing processes as long
marketing were of the utmost importance. Most ago as 1879. It has led the way with an abundance
businesses in that day and age were still only selling of innovative products and processes to make
their products locally. This forward thinking has manufacturing processes simpler, highly practical
helped Flucksons to rank today as a multinational and more cost-effective.
company, with products and brand names recognised In fact, today Flucksons is known not only for
in almost every country around the world. these innovative manufacturing processes but also
The company, with a turnover which runs into for integrated software systems used in a variety
billions of dollars, is divided into three geographical of leisure, business, entertainment and scientific
regions Asia & the orient, The Americas and Europe. applications. This sector of production is growing
The lion’s share (over two thirds) of its turnover is still rapidly. Flucksons is proof that older well-established
generated from its original manufacturing processes, companies can adapt to new markets and continue
but recent hi-tech products including software to be successful.
Activity 4
Answer the following questions. Tick (T) for True, or (F) for False.
Répondre aux questions en cochant la bonne case. (T) pour vrai ou (F) pour faux.
T F
1) Less than 50% of the workforce is in Bulgaria. r r
2) Flucksons manufactures in Bulgaria and abroad. r r
3) Flucksons is exactly 150 years old. r r
4) The company took a long time to grow. r r
5) Flucksons fame comes mainly from manufacturing processes. r r
6) The company turnover is equally shared between the business units. r r
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Unit 1
Computer and information systems managers are of them experience considerable pressure in meeting
involved in every aspect of a company’s computer- technical goals within short time frames or within
related activities. Their principal role is to plan, a tight budget. As networks continue to expand
coordinate, facilitate and direct research and design. and more and more work is carried out remotely,
C & IS managers’ duties vary. They are involved Computer & IS managers have to communicate with
in activities such as, systems design, programming, and oversee offsite employees and e-commuters2
installing and upgrading both hardware and software, using laptops, e-mail, and the internet.
developing computer networks and setting up Technological advancements are boosting the
internet and intranet sites. They are often concerned employment of a computer-related workforce; as a
with the maintenance and security of networks. They result, the demand for managers to supervise these
usually work closely with senior management in order workers is also on the increase.
to analyse the computing and information needs of Employment prospects for C&IS managers’
their organisation, and decide on the immediate remains very good. In order to remain competitive,
and long-term staff and equipment requirements. A firms are continually installing more and more
C&IS manager must always stay abreast of the latest sophisticated computer networks and setting up
technology in order to ensure that the organisation more complex internet and intranet sites. Keeping a
does not fall behind competitors. computer network running smoothly is essential to
Within the framework of any given project, he or almost every organisation. In addition, due to the
she is often required to provide a variety of services, upsurge in e-commerce, network security has become
from design to administration. One example of this increasingly important. Companies need to have
is a company’s local area network (LAN), which a better understanding of the vulnerability of their
connects staff within a company. The C&IS manager systems and how to protect their infrastructure and
directs the network and its related computing their internet sites from viruses, hackers and other
environment, including hardware, systems software, acts of cyber-terrorism. As a result of the emergence of
applications software and all other computer-related these ‘cyber-security’ issues, the demand for managers
configurations. proficient in computer security issues is rising.
C&IS managers need good communication skills Due to the explosive growth of e-commerce
as they frequently have to liaise1 with all departments, and the capacity of the internet to create new
financial, production, marketing, etc., as well as relationships with customers, the role of Computer
contractors and suppliers of equipment and materials. and Information Systems Managers will certainly
They are sometimes expected to work long hours to continue to evolve in the future.
meet deadlines or solve unexpected problems. Some
Vocabulary
1. to liaise = from “liaison”
2 e-commuters = telecommuters = teleworkers
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Activity 5
Answer the following questions. Justify your answers quoting the text when possible.
Répondez aux questions. Justifiez votre choix en citant le texte si vous le pouvez.
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Unit 1
Section 3
D Listening
Pre-listening
1. Read the instructions and questions carefully before listening. This will help you
understand better what you are listening for.
Avant d’écouter, lisez attentivement les instructions et les questions. Ceci vous aidera
à répondre aux questions.
Listening
2. Then listen to the tape once without stopping it. Do not try to answer any questions.
Just try to understand the general idea and get used to the voices. (It’s a bit like
tuning into a radio!).
Puis écoutez une fois le texte en entier. N’essayez pas de répondre aux questions.
Le but est de saisir le sens général et de s’habituer au son de la voix.
Post-Listening
3. Read the questions again.
Relisez les questions.
4. If possible, answer any questions you can.
Répondez aux questions si vous le pouvez.
5. Listen again, this time making notes. Don’t try to write complete words or sentences.
écoutez de nouveau, cette fois en prenant des notes. N’essayez pas d’écrire des mots
complets ni des phrases entières.
6. Try to answer as many questions as you can.
Répondez au maximum de questions.
7. Check your answers in the “Auto-correction”.
Vérifiez vos réponses dans le livre d’autocorrection.
8. Always read the tape script, even if all your answers are correct. There is always
something you didn’t hear.
Toujours lire le texte de l’enregistrement, même si toutes vos réponses sont exactes. Il
y a toujours quelque chose que vous n’avez pas entendu.
9. Check any new vocabulary in a dictionary, write them down and give a translation
or a meaning.
Cherchez les mots nouveaux dans le dictionnaire. Ensuite notez-les dans un cahier.
N’oubliez pas d’écrire un équivalent en français ou en anglais pour vous aider.
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Listen carefully to the following conversation in which an IS Manager explains how his
department is organised.
écoutez attentivement la conversation suivante, dans lequel un directeur de systèmes
informatiques explique l’organisation de son service.
Activity 6
General comprehension
Listen at least twice before trying to answer the True or False questions. The questions are in
order. This means question no 1 refers to the beginning of the text and so on. Put (T) for True
and (F) for False.
Écoutez au moins 2 fois avant de répondre aux questions Vrai (T) ou Faux (F). Les questions sont
dans l’ordre du déroulement du texte.
T F
1. The organisation is four dimensional. r r
2. He mentions five different networks. r r
3. Conference Call Bridge allows several people to talk at the same time. r r
4. A lot of travelling is involved within the I.S. department. r r
5. Videoconferencing is used more often than Conference Call Bridge. r r
6. Virtual meetings are expensive. r r
7. External access can be used by certain outside companies. r r
8. The different regions work independently. r r
9. All equipment is standard throughout the company. r r
10. I.S. organisation is pyramid shaped. r r
11. Local suppliers deal with hardware requirements. r r
12. First-level support looks after emergencies. r r
Activity 7
Here is an extract from the first part of the listening text. The missing vocabulary is in the box.
1. Before listening, try to complete the text.
2. Listen again to check your answers.
Voici un extrait de la première partie de l’enregistrement. Le vocabulaire manquant se trouve
dans l’encadré.
1. Sans réécouter le texte, essayez de le compléter.
2. Puis écoutez et vérifiez vos réponses.
device - are handled - help desk - broken down - related to voice - focus - point of view - global infrastructure
From the technological ___________________ ... well, I’m not very familiar with the way specific
applications _________________, because I’m part of the _______________________ team. This team
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Unit 1
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Activity 8
Listen again to the I.S. manager, this time talking about a typical day’s work.
Answer the questions (1 – 10) giving as much detail as you can.
Écoutez de nouveau le D.S.I. qui parle d’une journée type de travail.
Répondez aux questions (1-10) avec un maximum de détails.
1 How much time does he spend in meetings?
........................................................................................................................................
2 Give the names of at least two different types of meetings he has?
........................................................................................................................................
3 Who takes part in the European Telecom Managers’ meeting?
........................................................................................................................................
4 Why does he have resource management meetings with employees?
........................................................................................................................................
5 How often are these meetings with employees?
........................................................................................................................................
6 What time does his day usually start? What is the first thing he does?
........................................................................................................................................
7 What financial task has he been updating?
........................................................................................................................................
8 What does he say he needs the green light for?
........................................................................................................................................
9 What is the average number of e-mails he deals with per day?
........................................................................................................................................
10 What was the problem with the main line with Poland?
........................................................................................................................................
Activity 9
The following sentences (from the middle of Listening 2) are not in the correct order.
1. First, put them into the right order.
2. Then, listen and check your answer.
Cet extrait du texte (tiré du milieu du Listening 2) n’a pas ses phrases dans le bon ordre.
1. Tout d’abord, mettez les dans le bon ordre.
2. Puis, écoutez et vérifiez votre réponse.
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Unit 1
(….) During the day they’ve been doing an update of all the virus definitions.
(….) For example, this morning there was a virus attack published during the night.
(….) …. just to make sure everything’s running smoothly.
(….) So, I immediately alerted the person in charge of Europe and sent a copy to the security
manager in Peru.
(….) Generally, I connect up to the network from home before leaving for work at about
7:15 a.m.
(….) ….. and then sent a message to all our users, telling them not to touch it if it comes
through to them.
(….) Our American colleagues were not aware of it, because of course it’s still night-time over
there.
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Section 4
G Language focus
Activity 10
Find examples of the present simple in Reading document 1.
Trouvez des exemples du présent simple dans Reading document 1.
Write your answers here:
Écrivez vos réponses ici :
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
Activity 11
Find examples of the present continuous in Reading document 2.
Trouvez des exemples de présent continu dans Reading document 2.
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Unit 1
• I have worked for this company for a long time (a).
• They have written reports several times before (b).
• I can’t find the file. It has disappeared (c).
Activity 12
Find examples of the present perfect passive in Reading document 1.
Trouvez les exemples de la forme passive au présent dans Reading document 1.
Write your answers here:
Écrivez vos réponses ici :
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
Activity 13
Find examples of the present simple passive in Reading document 1.
Trouvez les exemples de la forme passive au présent dans Reading document 1.
Write your answers here:
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Unit 1
• I am increasing the power input. Are you increasing the power input?
Why are you increasing the power input?
Au present perfect, le verbe have est l’auxiliaire, et le verbe principal est au participe passé.
• We have received the updates. Have we received the updates?
Why have we received the updates?
• She has left the company. Has she left the company?
Why has she left the company?
Dans la forme passive, le verbe be est l’auxiliaire et le verbe principal est au participe passé.
• They are made in Japan. Are they made in Japan?
How are they made in Japan?
• The report is late. Is the report late?
Why is the report late?
Activity 14
Make logical questions for the sentences below.
Trouvez les questions logiques qui correspondent aux réponses.
1) The company is moving offices.
...................................................................................................................................................................
2) He has lost money
...................................................................................................................................................................
3) James and John have re-organised the department.
...................................................................................................................................................................
4) Oh! I live In Argentina
...................................................................................................................................................................
5) Yes, I love my job.
...................................................................................................................................................................
6) It costs about 15000 euros.
...................................................................................................................................................................
7) No, it’s manufactured in Portugal.
...................................................................................................................................................................
8) Yes, I do. I have two children.
...................................................................................................................................................................
9) Nearly. I still have to check the spelling.
...................................................................................................................................................................
10) Not at the moment.
...................................................................................................................................................................
11) I’m working on the new plans.
...................................................................................................................................................................
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Section 5
B Vocabulary
Vocabulary 1
Activity 15
Match the correct definition to the vocabulary from the reading texts. There is one extra
definition you do not need to use. Be careful, when it is a verb it is given in the infinitive.
Reliez chaque mot ou expression à sa définition. Une définition ne sera pas utilisée. Attention, les
verbes sont donnés à l’infinitif.
Document 1
(l.1) household name a) the largest part
(l.16) ranks b) outside companies delegated specific jobs
(l.17) brand c) amusement
(l.22) lion’s share d) a famous product
(l.29) subsidiaries e) a product’s name
(l.32) sub-contractors f) to be graded in a list
(l.44) entertainment g) the employees
h) Smaller companies controlled by the mother company
Document 2
(l.2) involved a) meet with people and discuss something
(l.17) fall behind b) companies who sell products to other companies
(l.28) liase c) to lose an order
(l.30) suppliers d) to go up
(l.32) deadlines e) fixed periods
(l.34) time frames f) from a distance
(l.36) remotely g) interaction with other people
(l.40) boosting h) specific time to finish a project, deal, product, etc
(l.43) increase i) to concern someone / something
(l.61) relationships j) to lose your position to others
k) to push up
Activity 16
The following expressions have been taken from Reading document 2. Put them into the
sentences below.
Les expressions suivantes sont extraites du texte Reading document 2. Placez-les dans les phrases
ci-dessous :
long-range - stay abreast - a variety of services - work long hours - considerable pressure - tight budgets
setting up - running smoothly - in addition - as a result
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Activity 17
Find the synonyms used in Reading document 2 for the following words.
Trouvez les synonymes des mots suivants dans le texte Reading document 2.
Expressions of frequency
Ces expressions se trouvent en general au début ou à la fin d’une phrase.
• I write poetry from time to time. / From time to time I write poetry.
• Max uses sub-contractors now and again. / Now and again Max uses sub-contractors.
• Most of the time our meetings last an hour. / Our meetings last an hour most of the time.
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Activity 18
Put the frequency adverbs and expressions of frequency in a line from 100% to 0%. Some of
them show a similar degree of frequency.
For example, frequently = very often.
Mettez les adverbes et expressions de fréquence sur la ligne de 100% à 0%. Certains d’entre eux
sont similaires.
sometimes - never - often - from time to time - occasionally - frequently - usually - rarely
now and again - always - hardly ever - very often - generally
100%
100% ......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
......................................................................................
0% ......................................................................................
0%
Activity 19
Select the most appropriate adverb or expression to complete the dialogue below.
Complétez le dialogue suivant avec l’adverbe ou l’expression le plus approprié.
most of the time - occasionally - hardly ever - usually (x 2) - never - sometimes - frequently - very often
A: Do you know what we are supposed to do? I ……………………… understand what he’s
talking about.
B: Yes, don’t worry. I’ve worked with him a lot. Although he wasn’t very clear just now, he
……………………… is. ……………………… his instructions are easy to follow.
A: ……………………… I think I have a hearing problem.
B: No, I don’t think so. I suppose it’s his accent. He hasn’t been to Spain ……………………….
He should go there more …………… , it would improve his accent.
nyway, up to now, I have ……………………… had any trouble finishing a job correctly. But
A
it is true, ……………………… , I have to ask him to repeat himself.
A: That’s reassuring. Especially as I ……………………… understand most people.
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Unit 1
O Dcontrairement
ans la forme interrogative, la préposition se trouve souvent à la fin de la phrase,
au français.
• What are you talking about? De quoi parle-tu?
• Who do you work with? Avec qui travaillez-vous?
Activity 20
Match the beginning of each sentence (1-10) with one of the endings (a-j).
Reliez le début et la fin de chaque phrase.
Activity 21
Put the prepositions into the following sentences. Use the prepositions in (x 2), of, for, from, to
and on (x 2) .
Mettez les prépositions dans chacune des phrases suivantes.
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Section 6
Speaking
Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone)
soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre
production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous
entendre parler anglais.
Activity 22
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Activity 23
D 4
The question:
• Have you ever been abroad?
Possible answer:
• Yes, I’ve been to several countries in Europe. For example, I’ve already visited Spain, Belgium
and Germany. And last summer I spent a weekend in London.
Activity 24
Social English
Introductions and greetings
Invent 4 short monologues and record yourself.
Inventez et enregistrez 4 monologues courts.
1. Greeting someone you know.
Dire bonjour à quelqu’un que vous connaissez.
2. Greeting someone you don’t know.
Dire bonjour à quelqu’un que vous ne connaissez pas.
3. Introducing yourself.
Présentez-vous.
4. Introducing someone to a third person.
Présentez quelqu’un à une tierce personne.
Below are some typical sentences you can use in these situations. Be careful, they are not in the
correct order. Sometimes the sentences fulfil both functions.
Ci-dessous vous trouverez des phrases types pour ces situations. Attention, elles ne sont pas données
dans l’ordre. Parfois ces phrases remplissent les deux fonctions (le salut et la présentation).
Example sentences /questions:
• Good morning/afternoon/evening. My name’s .................
• Hello there. How are you/how are you doing?
• Jane. I’d like to introduce you to Steven. He’s just joined the team.
• Steven, this is Jane, our maintenance technician. She keeps things running smoothly.
• Cynthia. Hi. I haven’t seen you for ages. How are things?
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Presenting companies, departments and jobs
• Hello. It’s Martin isn’t it? Pleased to meet you. My name’s Sabine.
• Shona! It’s good to see you. How’s the family?
• Excuse me. Are you Ms Brent, the new travel agent?
• How’s life, Brendan?
• First of all, let me introduce you to the others and then I’ll find us some coffee.
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Unit 1
Section 7
V Writing
Activity 25
Write an article or a press release about a company of your choice.
Alternatively, you can use the skeleton below and write about the company Mercedes Benz.
Écrivez un article ou un communiqué de presse sur une société de votre choix. Sinon utilisez le
squelette ci-dessous pour écrire votre texte sur la société Mercedes Benz.
Information
Activity 26
Write a text explaining your typical day at work / at school / at home.
Écrivez un texte donnant les détails d’une journée typique pour vous au travail / à l’école / à la
maison.
isez l’enregistrement du « listening 2 » pour vous aider. Écrivez quand et où vous faites quelque
L
chose. Pensez que la plus grande partie de votre texte est au présent simple (les habitudes, routines,
etc.). N’oubliez pas d’employer des adverbes et expressions de fréquence.
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Presenting companies, departments and jobs
Section 8
X Checklist
Vocabulary
Activity 27
The words in the box below are all in unit 1. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading
texts to see how these words are used.
Les mots ci-dessous sont tous dans l’unité 1. Mettez-les dans les phrases pour remplacer les
mots en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading
section 2 pour comprendre l’emploi de ces mots.
staff - network - deadline - skill - tightly - needs - remotely - keep - issues - proficient - growth - evolve
install - conduct - smoothly - running - supplier - oversee - remain - laptops
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Unit 1
Grammar
Activity 28
Put the verbs in the text below into the correct tense (present simple, present continuous,
present perfect and present passive).
Conjuguez les verbes entre parenthèses : soit le présent simple, le présent continu, le present
perfect ou la forme passive.
Hard-disk drives (to be) ………………………… the major working parts of PC systems. Data
(to store) ………………………… at an extremely fast rate whenever the computer (to turn)
………………………… on (except in the case of laptops as they periodically (to switch)
………………………… off to preserve the life of the battery). Every time you (to access) ……………
a hard drive you start an incredible performance at supersonic speed.
Hard drives are very sensitive to dust and consequently (to contain) ………………………… in metal
housing to protect them. If dust (to enter) ………………………… the hard drive it can block the
internal components and mean that the drive can (to crash) ………………………….
When software or yourself (to order) ………………………… the system to read or write a file, the
operating system (to tell) ………………………… the hard-disk to move to the drive’s file allocation.
The operating system (to look at) ………………………… and (to decide) …………………………
which parts of the disk are free to be able (to maintain) ………………………… a new file.
The hard drive (to be) ………………………… one of the rare components of a computer that (to
be) ………………………… both mechanical as well as electronic.
They (to change) ………………………… a great deal over the years, reducing in size and increasing
in performance. Today, they (to become) ………………………… reasonably cheap compared to the
past.
In this company, the hard drives (to become) ………………………… old and need replacing. We
(to have) ………………………… a particular problem with the magnetically coated platters which
(to get) ………………………… dirty. But it is easier (to change) ………………………… them rather
than trying to repair them.
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Unit 2
IT evolution: problems and solutions
Dans cette unité vous allez découvrir le vocabulaire lié au thème de l’évolution des systèmes informa-
tiques à travers les années. Sont exposés ici également les thèmes de résolution des problèmes et des
procédures.
Nous allons également en profiter pour reprendre ensemble la structure des passés simple, progressif et
passif qui constituera une des clés de voûte de votre épreuve orale, puisque vous serez amené, lors de votre
compte-rendu à rapporter des faits passés.
À travers les activités d’expression orale, vous parlerez de vos compétences acquises auparavant. Vous
exploiterez également le passé à l’expression écrite en parlant d’une erreur commise au passé et de sa
solution.
Contents
Section 5: vocabulary ............................... 48
Vocabulary exercises: reading and listening texts
Past time expressions
Vocabulary groups
Activities 18 à 23
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Unit 2
Section 1
a Preview
Before starting this unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts.
Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire
que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary
Activity 1
Choose the correct definitions.
choisissez la définition qui correspond le mieux.
Lifespan Remote
r period of existence r distant
r product development r attached
Commonplace Endless
r ordinary r finished
r co-working r infinite
Laptops Load
r mobile phones r to charge
r portable computers r to empty
Theft Recovery
r prisoner r restoration
r robbery r cover again
Sharing Sockets
r divide equally r plug receptacle
r work individually r short socks
User-friendly Nightmare
r something that talks to you r a bad dream
r something that is easy to use r a nocturnal
Bin Order
r waste receptacle r customer complaint
r file saver device r customer purchase request
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Grammar
Thinking about the past tenses. Try this grammar test to see what you know or don’t
know.
Les temps du passé. Testez votre grammaire.
Activity 2
Put the verbs in the sentences below into the correct past tense: (past simple, past continuous or
the passive). Be careful, it can sometimes be negative.
Mettez les verbes dans les phrases ci-dessous au passé : le prétérit, le prétérit continu ou la forme
passive. Attention, à la forme négative.
a) I (to think) ………… you (to come) ………… from Holland.
b) We (to deliver) …………the printers yesterday.
c) New mobiles (to manufacture) ………… ………… last year.
d) A few years ago Lawrence (to work) ………… with me.
e) It (to rain) ………… ………… when we (to leave) ………… home.
f) When she (to arrive) ………… we (to try) ………… ………… to phone her.
g) The Accounts Department (to re-organise) ………… ………… a few months ago.
h) The phone system (to be) ………… very expensive to install.
i) Jennifer (to run) …………the office for many years before she (to retire) ………….
Activity 3
Make questions for the sentences below.
Faites des questions pour les phrases ci-dessous.
a) I bought this house ten years ago. (When …..?)
b) They were finishing the reports. (What ….. ?)
c) I had to walk to work because of the train strike. (How …..?)
d) The main problem we had was with the delivery times. (What …..?)
e) I got married in Jamaica. (Where …?)
f) He was a cook for several years. (What …?)
g) They forgot to send the cables. (What …?)
h) We didn’t have enough time to go for a walk. (Why …?)
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Unit 2
Section 2
M Reading
First, read the text to get a general idea of the subject before attempting the
exercises.
Avant de faire l’exercice, lisez le texte, afin de comprendre son sens général.
Activity 4
The following sentences (A – G) have been removed from the text below. Put the sentences back
into the correct place to complete the text.
Les phrases suivantes (A – G) sont extraites du texte ci-dessus. Remettez ces phrases à leur place
pour compléter le texte.
(A) It also has a greater lifespan than the now practically obsolete floppy disk.
(B) The list is endless.
(C) The first widely available option was the cable modem introduced in the late nineties.
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IT evolution: problems and solutions
(D) Some of the everyday uses of commonplace devices we all use today were still in the minds
of their creators only a few years ago.
(E) DSL particularly targeted small business and home users.
(F) Satellite services came slowly into the picture widening the availability of internet access.
(G) This means that anyone can safely plug and unplug devices without turning off the device
or the computer.
Activity 5
Below is a list of verbs in document 1. Write the base form of these verbs Be careful, some of
them are irregular verbs.
Ci-dessous une liste de verbes extraits du document 1. Écrivez la base du verbale pour chacun.
Attention, certains de ces verbes sont irréguliers.
a) were _______________
b) took _______________
c) known _______________
d) was _______________
e) made _______________
f) introduced _______________
g) supplied _______________
h) targeted _______________
i) remained _______________
j) came _______________
Activity 6
Answer the questions below and justify your answers from the text when possible.
Répondez aux questions ci-dessous et justifiez votre choix quand vous le pouvez.
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Unit 2
Below is an article. The paragraphs are not in the correct order. Can you put them into the correct
order to make a coherent text? There are 7 paragraphs. To help you, one of the answers is given.
Paragraph 4 = (C).
Dans l’article ci-dessous, les paragraphes ne forment pas une suite logique. Pouvez-vous les mettre
dans le bon ordre pour rendre ce texte cohérent ? Il y a sept paragraphes. Pour vous aider, une
des réponses est donnée. Paragraphe 4 = (C).
(A) Having successfully completed these stages was completed by going into tools, internet options
the network was up and running. Some files and and selecting ‘never dial a connection’. A final check
folders needed to be shared. This was the company’s was carried out to ensure that computer names were
initial reason for requiring a network. However, it was unique, that cables were firmly inserted into sockets,
essential for security reasons not to be able to share that all the hubs and switches were working and so
everything on the C drive. Therefore certain folders the network was complete.
and files had to be given passwords to prevent anyone (E) As the machines were now connected to
being able to access the whole network. Although each other, the next stage was accessing and sharing
this took a little time, it was an important task for the printers. This procedure was initiated through the
future security of the company network. network settings. The printer folder was opened and
(B) First, the computer was turned off at the ‘Sharing’ was accessed by right clicking on the printer
mains and the power lead unplugged. A necessary icon. The administrator gave each printer a name.
precaution as static electricity can be transmitted to After that, to check that the network was working the
the interior of the PC and cause damage. An empty printer folder was opened on another machine and
PCI slot was located and the covering strip on the the ‘Add printer wizard’ was run through to make
case was removed with a screwdriver. The card was sure it was performing correctly. Fortunately this
put in and the screw replaced. The case was put worked without having to specify the printer name,
back on and the computer rebooted. The necessary which is sometimes necessary.
software CDs were inserted as and when requested by (F) Last year a small company decided to set up
the machine. a network. Once everything was unpacked from the
(C) With all the physical wiring done, the following cardboard boxes, the first thing the administrator
step was getting the network configured. The network did was install the network cards as instructed. The
card driver supplied enabled the machines to talk to instruction manual gave information about any
each other immediately and the technicians didn’t specific requirements relating to their operating
need to install protocols. systems. Following the instructions carefully was
(D) Finally, the broadband was connected. The essential as the order of installation was very
router had a dynamic host configuration protocol important for the future well-being of the system.
(DHCP) and this software automatically allocated (G) Next, the switch was plugged in and the
unique IP addresses to all the computers connected cables hooked up to the PC. The ADSL router was
to it through the switch. The IP address allowed the installed at the same time. The broadband cable was
computers to recognise each other and pass along then plugged in to the phone line. As this was not
data. The technicians followed the wizards carefully a wireless network it was necessary to measure the
on the router. The web browser had to be told to distances for cables to the different PCs.
connect up to the internet using the network. This
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IT evolution: problems and solutions
Activity 7
Put your answers here:
Mettez vos réponses ici :
1) ( ) 2) ( ) 3) ( ) 4 ( C ) 5) ( ) 6) ( ) 7) ( )
Now write out the text in the correct order. This may take some time but it is good practice
and will help you to check that the order is logical. It will also be easier for you to answer the
questions that follow.
Écrivez ci-dessous le texte en entier. Ceci prendra un peu de temps, mais c’est un excellent exercice
de compréhension et vous permettra de vérifier si l’ordre est logique. De plus, cela vous aidera à
répondre aux questions qui suivent.
Setting Up A Network
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Unit 2
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Activity 8
Answer the comprehension questions below and justify your answers from the text when
possible.
Répondez aux questions de compréhension ci-dessous et justifiez votre choix quand vous le
pouvez.
1) What was the first thing the administrator had to do? (§. 1)
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2) Why does the computer need to be completely disconnected? (§. 2)
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3) What must you remember to do if you are not installing a wireless network? (§. 3)
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4) What do you sometimes need to do when accessing and sharing a printer? (§. 5)
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5) Why did this company want a network? (§. 6)
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6) What security measures did they take? (§.6)
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7) Why did they take these security measures? (§ 6)
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8) What do IP addresses do? (§7)
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IT evolution: problems and solutions
Section 3
D Listening
Listen carefully to someone describing a problem they had in a company and the solution they
eventually found.
Écoutez attentivement quelqu’un qui décrit un problème vécu dans une société et comment ce
problème a été résolu.
Activity 9
Answer the following comprehension questions during the second listening.
Répondez aux questions de compréhension pendant la deuxième écoute.
N
’oubliez pas : écoutez entièrement au moins une première fois l’enregistrement sans répondre aux
questions.
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Unit 2
Activity 10
Translate the following paragraph taken from the listening text.
Traduisez le paragraphe suivant extrait de la compréhension orale.
omme c’est votre première traduction, la précision n’est pas de mise. L’important est de traduire
C
le sens général du texte. Ne vous inquiétez pas si votre texte fini est plus court ou plus long que
l’original.
1. Read the original text more than once until you have a good idea of its general meaning.
Lisez le texte original plusieurs fois pour avoir une bonne idée de son sens général.
2. As you read make notes of the general meaning in French. This means do not translate word
for word, but rather translate a complete idea or at least a sentence.
Au fur et mesure de votre lecture, prenez des notes en français, donnant le sens général du
texte. Ne traduisez surtout pas mot à mot.
3. Using your notes write a text in French.
Rédigez un texte à partir de vos notes.
4. Read the original text again to make sure your translation has a similar meaning.
Relisez le texte original pour vérifier que votre traduction a retenu les idées principales.
Vocabulary
thefts: vols
laptop: ordinateur portable
bin: corbeille
Well, recently there was quite a bit of worry over the rising number of laptop thefts. A lot of our
managers use them especially when visiting customers. The whole point of them having laptops is
that they can travel anywhere and still have a record of all the customer’s detailed information to
hand. Travelling, of course, increases the risk of theft. We were worried about all the confidential
customer information on the hard disk. Our managers believed that when they put files in the bin,
that was that, they had eradicated all sensitive data. But, naturally, as you well know, all data can
be recovered from a hard disk, so binning files was hardly great security for our customers.
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IT evolution: problems and solutions
Activity 11
First answer the general comprehension questions. Check your answers in the correction booklet
before doing activity 12.
Répondez aux questions de compréhension. Vérifiez vos réponses dans le fascicule autocorrection
avant de faire l’activité 12.
Activity 12
These mixed up sentences have been taken from listening 2. Put the words into the correct order
to make complete sentences. The words within the slashes are in the correct order. Be careful not
to forget the prepositions, articles, pronouns, etc.
Ces phrases extraites du texte listening 2 sont mélangées. Mettez les mots dans le bon ordre.
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Unit 2
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IT evolution: problems and solutions
Section 4
G Language focus
Regular Verbs
La règle de base pour former le prétérit simple est d’ajouter ed à la base verbale.
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Unit 2
Activity 13
In Reading document 1 there are nine examples of past simple regular verbs. Can you find them?
Il y a neuf exemples de verbes réguliers au prétérit simple dans le Reading document 1. Essayez
de les trouver.
1) ……………………… 5) ……………………… 9) ………………………
2) ……………………… 6) ………………………
3) ……………………… 7) ………………………
4) ……………………… 8) ………………………
Irregular Verbs
Les verbes irréguliers sont nombreux en anglais. Une quarantaine d’entre eux sont communs et
doivent être appris (c’est la deuxième colonne de vos tableaux de verbes irréguliers au collège). Il
est préférable de les apprendre dans un contexte.
Les premiers et les plus utilisés sont :
• be.
• have.
• do.
• make.
Le prétérit simple de ces principaux verbes est donné ci-dessous.
Verb Person Present simple Past simple
I am was
be you / we / they are were
he / she / it is was
I / you / we / they have
have had
he / she / it has
I / you / we / they do
do did
he / she / it does
I / you / we / they make
make made
he / she / it makes
ous remarquez qu’en anglais seul le verbe be au prétérit à plusieurs formes Tous les autres n’ont
N.B. V
qu’une forme.
Activity 14
Underline all the examples of the past simple irregular verbs in Reading document 1.
Soulignez tous les exemples de verbes irréguliers au prétérit simple dans Reading document 1.
Past continuous
On utilise le prétérit continu pour exprimer :
a) une action qui dure (en train de) dans le passé ;
b) pour décrire une scène au passé ;
c) pour décrire une activité dans le passé qui a été interrompue.
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IT evolution: problems and solutions
Activity 15
Can you find the examples of the past continuous in Reading document 2?
Trouvez des exemples de prétérit continu dans Reading document 2.
Activity 16
Can you find the examples of the past simple passive in Reading document 2? Remember to look
for the auxiliary be in the past and the past participle of the verb (often ed).
Trouvez les exemples de la forme passive au prétérit dans Reading document 2. N’oubliez pas de
chercher l’auxiliaire be suivi du participe passé du verbe (souvent ed).
Past simple
Au prétérit l’auxiliaire est did.
• I worked very long hours. Did you work very long hours?
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Unit 2
Past continuous
Au prétérit continu l’auxiliaire est le verbe be.
• The e-mails were coming in fast.
• It was raining yesterday.
• She was cooking when we arrived.
Au prétérit continu les questions deviennent:
• Were the e-mails coming in fast?
• Was it raining yesterday?
• Was she cooking when you arrived?
Activity 17
Make logical questions for the sentences below.
Faites des questions logiques pour les phrases ci-dessous.
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IT evolution: problems and solutions
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Unit 2
Section 5
B Vocabulary
Vocabulary 1
Activity 18
In the following activity there is one word in each line which does not have the same meaning
as the other 3. Underline the odd one out.
Dans l’activité suivante, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez
l’intrus.
Activity 19
Put the words you found in Activity 18 into the sentences below.
Mettez les mots trouvés dans l’activité précédente dans les phrases ci-dessous.
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Activity 20
Below is a short text in the past. Underline the past time expressions?
Soulignez les expressions déterminantes dans le texte au prétérit ci-dessous.
When I was a little girl, I lived in Malta. I don’t remember much about the place, just a few
memory flashes. At the age of four I went to a Maltese school, and when I was six I could speak
the Maltese language very well. What I remember most about that period of time was the sun
and not having to wear shoes. Shoes were too hot so I was always happier without them. Of
course, when we went to visit my uncle in Rabat I had to dress nicely and wear real shoes. It felt
like torture. We left Malta in the early sixties, and returned to England. When I first arrived in
England, all those years ago, I remember my mother saying ‘This is your country. This is where you
come from’. I was not happy at all. It was in November 1964, a horrible day and there was a lot of
fog. I didn’t know what fog was and it frightened me a little. Although we always spoke English
every day at home, I found it very difficult to understand people in England with their different
accents. During the first year I spent in England my mother had to translate for me. Of course, I
gradually got used to it, but the most difficult part for me was wearing shoes everyday. Today it
all seems such a long time ago.
Now write them here.
Écrivez-les ici.
1) ……………………………………… 2) ………………………………………
3) ……………………………………… 4) ………………………………………
5) ……………………………………… 6) ………………………………………
7) ……………………………………… 8) ………………………………………
9) ……………………………………… 10)………………………………………
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Unit 2
Word Families
Des mots peuvent aussi être regroupés parce qu’ils appartiennent à la même famille.
Verb Noun Noun (person) Adjective/Adverb
production productive
to produce producer
product productively
Activity 21
Complete the table below to create word families for the following verbs:
Complétez le tableau ci-dessous pour créer des familles de mots:
Verb Noun Noun (person) Adjective - Adverb
to attach ……………
to communicate ……………
to cost ……………
to decide
to deliver ……………
to locate …………… ……………
to print
to progress ……………
to restrict ……………
to use
to worry
Themes
Des mots peuvent aussi être regroupés parce qu’ils sont liés à un même sujet/thème.
Sales:
to sell marketing selling points design
product range sales figures sales representative
advertising domestic market trade etc.
Activity 22
Below are words taken from the reading and listening texts.
There are two distinct groups. Put the words into the right group.
Les mots ci-dessous sont sortis des textes de Reading et Listening. Il y a deux groupes bien distincts.
Triez les mots par groupe.
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IT evolution: problems and solutions
Group 1: Money
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Group 2: IT
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Activity 23
Some words that are found together in Reading 1 and 2 have been separated. Can you put them
back together? Some of them are compound nouns or expressions. For more information on
compound nouns see Unit 6.
Certains mots qui sont ensemble dans Reading documents 1 et 2 ont été séparés. Remettez les
ensembles. Certains sont des noms composés ou des expressions. Pour plus d’information sur les
noms composés regardez l’unité 6.
Section 6
Speaking
Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone)
soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre
production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous
entendre parler anglais.
Activity 24
Make a plan.
Faites un plan.
1. Begin with a past time expression.
Commencez avec une expression de temps du passé.
• When I was a student …;
• Last summer, I …;
• In December, 2003 I …;
• A few years ago I …;
• I recently started a new job, but before that I …;
2. Say the name of the company, what it does and where it is located.
Dites le nom de la société, ce qu’elle fait et où elle est située.
• The company was called JB and Sonny Corporation and they made plastic bottles. They
were located in a small town in the centre of France, near Moulins.
3. Give the name of your job or function in the company. Look it up in the dictionary if
possible. Don’t worry if you can’t find the exact job title as they don’t always correspond.
Move on to 4th.
Donnez le nom de votre poste ou fonction dans l’entreprise. Cherchez le dans le dictionnaire
si possible. Ne vous inquiétez pas si vous ne trouvez pas le titre exact ; ils ne correspondent
pas toujours.
4. a) Describe the job you did.
b) the people you worked with.
c) the type of place you worked in.
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O RN’oubliez
emember to try and use adjectives when you are describing things.
pas d’employer des adjectifs pour les descriptions.
• A difficult / easy / busy / part of the job was …; (a)
• We had a tight schedule / deadline because …; (a)
• The boss / my department / the team leader / my colleague(s) / my workmate(s) was / were
very easy-going / friendly / unfriendly / strict / hard-working, etc. (b)
• I worked in a small team of five people. (b)
• We worked outdoors / in an office most of the time. (c)
• We travelled frequently around the region / France / Europe. (c)
• Our building was very old and needed a lot of repairs / was very modern with a lot of light. (c)
5. Remember to say what you liked / enjoyed about the job. And / or anything you disliked about
the job. What could make the job better?
N’oubliez pas de parler de ce qui vous a plus dans ce travail. Et / ou s’il y avait quelque chose
que vous n’avez pas aimé. Qu’est-ce qui aurait pu rendre ce travail plus agréable ?
• What I really enjoyed about that job was the freedom the boss gave me. As long as the
work was done we could complete the tasks in the order we liked and keep our own time
schedule.
• I really didn’t enjoy the hours in that job. We started very early in the morning and had to
take a long lunch break.
• If they cut down the lunch break people could leave earlier and so have a shorter day.
Activity 25
Think about a (some) specific task(s) you know how to do using computers and go back in time
to remember how you learnt about them.
Réfléchissez à une tâche que vous connaissez, et remontez le temps pour vous souvenir comment
vous l’avez appris.
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If you are entirely self-taught explain any mistakes you may have made or any difficulties you
may have had. You can also talk about what training you would have liked to have had in the
past if there had been the opportunity.
Si vous êtes totalement autodidacte, parlez des erreurs faites dans le passé ou des difficultés
rencontrées. Vous pouvez aussi parler d’éventuels stages que vous auriez aimé suivre si l’occasion
s’était présentée.
Always make notes before you record yourself.
Prenez toujours des notes avant de vous enregistrer.
Activity 26
Social English
Communicating in English can be difficult for various reasons. Some of these are:
Communiquer en anglais peut s’avérer difficile pour différentes raisons. Par exemple :
• Regional accents which are difficult for non-native speakers to understand.
Des accents régionaux difficiles à comprendre pour les étrangers.
• Non-native speakers making mistakes which cause communication problems.
Les interlocuteurs étrangers qui font des erreurs créant des problèmes de communication.
• Background noise while trying to communicate (traffic, music, machines, other people’s
conversations, etc).
Des bruits de fond pendant la communication (les voitures, la musique, les machines, d’autres
conversations, etc.)
• Talking on the phone and therefore not having the help of facial expressions and body
language.
Parler au téléphone et donc ne pas avoir l’aide des expressions du visage et le langage du
corps.)
• Native speakers talking very fast to each other making it extremely difficult for a non-native
speaker to follow a conversation.
Les interlocuteurs qui parlent très vite entre eux leur langue maternelle : l’étranger n’arrive
pas a suivre la conversation.
In this first part you will practice useful expressions to ask people to repeat what they
D07
have said or to ask them to speak slowly.
Ici vous allez vous entraîner à utiliser des expressions utiles pour demander aux gens de
répéter leurs phrases ou de ralentir le rythme.
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11) Can I just read that back to you to make sure I’ve got everything?
12) I’m sorry, I’m not sure if I’ve understood you correctly?
13) I’m afraid I can’t hear you very well.
First, make sure you understand these expressions. Then, listen to the nine short extracts
D 08
on the recording. In the spaces provided on the CD use the sentences / questions above.
Sometimes more than one sentence / question is possible.
D’abord, vérifiez que vous comprenez toutes ces expressions. Ensuite, écoutez les neuf
extraits de l’enregistrement. Dans les silences, utilisez la phrase / question ci-dessus qui
convient. Parfois plus d’une phrase/question peut convenir.
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Unit 2
Section 7
V Writing
Activity 27
First - Then - Next - After that - When this is - finished - Eventually - Finally
Below is an example of notes made for the process of making a picture frame. If you do not have
an example of your own use these notes to write a short text describing the process of making
a picture frame.
Vous trouverez ci-dessous des notes prises pour décrire le processus de fabrication des cadres. Si
vous ne trouvez pas d’exemple vous-même, utilisez ces notes pour écrire un texte qui explique ce
processus.
Document 1 Notes made for process of making a picture frame
1. Necessary materials – choose type of wood; piece ends together with hammer. (for soft wood put
of thin glass; joint connectors; tiny nails or tacks; material over hammer head to prevent damage);
picture hanger or two hooks; piece of string; wood lie frame flat; check angles; rectify before glue
glue; rigid cardboard; material for backing; dries; step back for better vision of angles.
2. Measure picture – + centimetres for space; calculate 5. Wait for glue to dry completely. Place glass inside
size and quantity of wood; cut wood to size (four frame. Place stiff coloured; cardboard on glass
pieces); cut each end of each piece of wood at 45° face down. Place picture face down inside frame.
angle; check pieces fit together well: no gaps; make Centre carefully. Put rigid backing over picture.
incision / groove inside each piece of wood to make Make sure picture is in correct position and cannot
an edge – to put in piece of glass; make design on move.
four pieces of wood and / or paint them. 6.
Use nails or tacks to secure backing to frame.
3. Measure and cut glass to fit inside frame. Attach frame hanger in centre of frame back.
Option: attach 2 hooks to middle of vertical pieces
4. Place joint connectors in each end of vertical pieces
of wood. Measure and attach string. Tie loosely
of wood; put wood glue on wood ends; tap wood
between hooks.
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Vocabulary
Activity 28
Make some notes before you begin. Don’t forget to begin with the time and place the action
took place. First describe the mistake. Secondly, think about the problems or consequences that
arose from this mistake and/or the people affected by it. Then, in the third part describe how the
problem was solved. Finish your text by writing about what you or the team learned from this
mistake, and subsequently if anything was changed by this knowledge.
Avant de commencer, prenez des notes. N’oubliez pas de commencer par le lieu et le moment
où l’action s’est déroulée. D’abord, décrivez l’erreur. Ensuite, expliquez les problèmes ou
conséquences survenus à la suite de cette erreur et/ou les gens qui ont été affectés. Dans un
troisième paragraphe décrivez comment le problème s’est résolu. Finissez votre texte en écrivant
ce que vous ou votre équipe en a appris, et si des changements ont été effectués par la suite.
In total, you should write about 4 paragraphs and between 120-180 words.
Au total, il faut écrire environ 4 paragraphes et entre 120-180 mots.
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Section 8
X Checklist
Vocabulary
Activity 29
The words in the box below are all in unit 2. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the texts to
see how these words are used.
Les mots ci-dessous sont tous dans l’unité 2. Intégrez les dans les phrases pour remplacer les mots
en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading pour
comprendre l’emploi de ces mots.
1) It was lucky that you saw that mistake before we sent the products.
2) Where I work internet access is limited to managers only.
3) The boxes were not full when they arrived.
4) We’d like out network to be with no cables.
5) I like playing computer games. But, I don’t like playing online.
6) The new software application was aimed at young people.
7) Susan found the machines easy to work with
8) The new version will be ready next year.
9) The files will have to be transferred to the office computers.
10) Don’t forget to put in the new drivers.
11) Unplug the electricity or it could cause a problem to the computer.
12) The arrival of the goods was on time.
13) Examining the market before buying is more economic.
14) DVDs usually have a longer life than CDs.
15) Laptop prices are decreasing, but generally they are still expensive.
16) Distant villages were difficult to link up to the internet.
17) Taking things belonging to others can be a problem in a lot of companies.
18) The most recent innovations are not necessarily the best for everyone.
19) There was a mistake on the customer’s purchasing request form.
20) All departments are using the same printers and scanners.
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Grammar
Activity 30
Put the verbs in the text below into the correct tense (past simple, past continuous and past
passive).
Conjuguez les verbes entre parenthèses : soit le prétérit simple, prétérit continu, ou la forme
passive du prétérit.
According to recent reports the last few years (to see) ………………. IT students leaving universities
and schools with the wrong skills. In the past the skills which (to require) …………………………..
to get a job in the IT industry (to cater) ……………….. adequately ……………….. for by schools
and universities. It must be said that in the past many companies (to have) …………….. less
computer knowledge and (to rely) ………………. on these fresh young students who (to arrive)
……………….. to set up and run computer systems.
But IT (to grow up) ……………….. very fast, and this (to mean) ……………….. that company staff
quickly (to acquire) ……………….. IT knowledge. Many companies (to organise) ……………….
their own in-house training courses or (to send) ………………. staff on specific courses to meet
company requirements. Staff also (to learn) ………………. a good deal from those early days of
fumbling around in the dark which inevitably (to lead) ……………….. to the acquisition of IT skills.
Over the last couple of years students (to leave) …....... ………………. universities and colleges with
IT skills that (to be) ……………….. out of date. Consequently companies (to be) ………………..
reluctant to hire them as they (to have) ……………….. to retrain them at their own expense.
This (to be) ……………….. particularly noticeable in programming with students who (to finish)
…………… …………….. courses and (to pass) ……………….. exams only to find that they (to have)
………………. little training in the most recent programming languages. Large companies (to
start) ……………….. to take on younger people and (to begin) ……………….. their own training
programmes. These companies (to feel) ……………….. that academics (to listen neg.) ……….
………………. to them. “The academic world needs to adapt IT courses more towards business
needs.” (to say) ……………….. one manager.
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Unit 3
Intra & inter…net
Les thèmes abordés dans cette troisième unité sont l’Internet, les réseaux locaux et la traduction assistée
par ordinateur. Vous allez améliorer vos capacités de compréhension de l’oral et de l’écrit et enrichir votre
vocabulaire au travers des divers documents de compréhension.
Les sections 4 et 5 vous présenteront le vocabulaire et la grammaire nécessaires à la comparaison entre
produits, procédures, tendances, etc.
Vous serez amené à décrire des graphiques et des histogrammes à l’oral. En outre, dans la section d’expres-
sion orale vous apprendrez comment exprimer votre opinion sur un sujet. À l’écrit vous procéderez à votre
première traduction. Vous rédiger également un rapport.
Contents
Section 5: vocabulary ............................... 81
Vocabulary exercises: reading and listening texts
Adjectives and prepositions
Dates and figures
Describing graphs and charts
Activities 19 à 25
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Section 1
a Preview
Before starting this unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts.
Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire
que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary
Activity 1
Choose the correct definitions.
choisissez la définition qui correspond le mieux.
Landscape Current
r scenery r present
r plants r common
Overcrowded Drawbacks
r too many r push back
r not enough r disadvantages
Annoying Faithful
r boring r loyal
r irritating r fatal
Outlay Awful
r expense r great
r credit r terrible
Amazing Unfortunately
r tempting r unluckily
r astonishing r unbelievably
Range Lack
r remote r moderation
r series r definciency
Savings Fashionable
r economies r exaggerated
r rescues r in vogue
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Grammar
Thinking about the past tenses. Try this grammar test to see what you know or don’t
know.
Les temps du passé. Testez votre grammaire.
Activity 2
Put the comparative or superlative of the following adjectives into the correct sentence.
Mettez les comparatifs et superlatifs des adjectifs suivants dans la bonne phrase.
large - small - fashionable - cheap - old - interesting - good - beautiful - useful - expensive
Activity 3
Put the following quantifiers alongside their definition.
Mettez les quantifieurs suivants dans les espaces selon leur définition.
a lot of - some - much - many - a lot - a great deal of - any - a few - a little - little - few
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Activity 4
Can these nouns be put into the plural? Do they take an ‘s’? Write the pluriel form in the space
provided.
Ces noms peuvent-ils être mis au pluriel ? Prennent-ils un « s » ? Écrivez les formes du pluriel.
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Section 2
M Reading
Read the following text.
Lisez le texte ci-dessous.
1) Information technology is changing at Fortunes differ within Europe itself with the northern
breakneck speed. Everyday new items are available European countries forging ahead with a sustained
to upgrade, update or dramatically change our period of network building. The rest of Europe is far
computer systems. Because of this we tend to think behind and activity is still relatively slow.
of information and communication technology as a 5) In the US and Asia there has been supportive
recent innovation whereas it has, in fact, turned into regulatory reform recognising the fundamental
a mature industry. Consequently, a lot of the new importance of very-high-speed digital subscriber
equipment and software out there is the same but lines (VDSL) for all. In Europe, for the most part,
just a lot faster. these reforms have only referred to the large public-
2) As the national telephone companies no sector industries such as airports, power plants and
longer have a monopoly over the telephone highways.
industry this means that competitive new telephony 6) For the very small business, such as a local
is being brought in, driving down the costs of building firm with a reasonably cheap phone system
telecommunication. This is an expensive part of any and basic computers for administrative purposes,
company’s budget and it should follow therefore that changing over to these new super highways can
no matter how small a company the opportunity to be a costly business and not necessarily worth the
compete on the global stage could be provided at investment. After all, there is not only the cost of the
little extra cost. equipment to be considered, but usually a need for
3) However, Europe is lagging behind the US and some re-organisation of the workplace is involved.
Asia in the high-data-rate broadband services on Specific training for employees could also incur extra
offer today, deployed using fibre optics. Fibre optics costs. However, for a small manufacturing company
are secure and offer virtually unlimited bandwidth trading in other countries, the reduction in costs
capacity. In the US the competitive landscape means could outweigh this initial outlay.
operating companies are more aggressive than their 7) For most people it is financially unwise or
European counterparts and are pursuing a fibre- downright impossible to buy the latest piece of
to-the-home (FTTH) strategy. Japan is investing at technology as soon as it comes on the market. There
such a rate that half their public telephone network is a balance to be found between the price of new
subscribers will be reached by 2010. China is also technology and the likely savings for the company
way ahead of Europe with at least 5 million super once in use.
broadband connections to date and its role as an
Finding out about the disadvantages and drawbacks
economic superpower has barely begun. At its current
of any new system by collecting information from
rate of growth of over 90% a year China will pass the
independent observers is probably more important
US in total broadband subscribers (fibre optics and
than throwing the company headlong into an
copper wire included) by late 2006 to become the
exciting new business solution.
world’s largest broadband country.
4) Europe, on the other hand, boasts no more
than 500,000 super broadband connections today.
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Activity 5
The reading text on page 69 is separated into seven paragraphs. Each paragraph has a title which
covers its general theme. Match the paragraph numbers 1 – 7 to their titles A – G.
Le texte de la page 69 est séparé en sept paragraphes. Chaque paragraphe a un titre correspondant
à son thème général. Donnez son titre à chaque paragraphe. Les paragraphes sont numérotés de
1 à 7 et leurs titres de A à G.
Activity 6
In the following exercise there is one word in each line which does not have the same meaning
as the other three. Underline the odd one out. All these words are in Document 1.
Dans l’exercice suivant, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez
l’intrus. Tous ces mots sont dans le Document1.
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Activity 7
Below are definitions for the 3 words of similar meaning. Match the words to their meaning.
Ci-dessous des définitions. Rattachez les 3 mots de même sens à leur définition.
1) ………………, ……………… and ……………… are all people who buy things.
2) ………………, ……………… and ……………… are used to express frequency.
3) ………………, ……………… and ……………… are adjectives which mean a lot of money.
4) ………………, ……………… and ……………… are all places where people work.
5) ………………, ……………… and ……………… all mean to get bigger.
6) ………………, ……………… and ……………… express a period of time to now.
7) ………………, ……………… and ……………… are all people who work together on an equal
basis.
8) ………………, ……………… and ……………… express the good and bad points of something.
9) ………………, ……………. and……………… express something that can be reasonably expected.
10) ………………, ……………… and ……………… are linking words to express a connection which
follows logically.
11) ………………, ……………… and ……………… are verbs which mean to fulfil a need.
12) ………………, ……………… and ……………… are verbs which mean to assemble, centralise or
unite (for example: information)
13) ………………, ……………… and ……………… are adjectives to express enormity of size. (for
example: of a company)
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Unit 3
Read the text several times before answering the questions below.
Lisez plusieurs fois le texte avant de répondre aux questions ci-dessous.
Nowadays most businesses have a website. At problem and then introduce the product or service
the same time many internet sites are so awful that as a solution to this problem. Detailing the problem
they can cause more harm to a business than having shows the audience how the company relates to
disgruntled employees, Unfortunately, a lot of them. When the reader feels that the company
company managers are ignorant of this fact. Some has understood their problem they will feel more
managers do not realise that today a website is an confident about it being able to solve it.
integral part of the business. Building customer confidence is vital for company
Why do companies feel the need for a website in credibility, and even more so, on the web. One way to
the first place? It isn't just because it's fashionable, do this is to include customer testimonials in the sales
nor is it the 'keeping up with the Jones' effect. The letter. A customer testimonial stating how a product
truth is that most businesses can increase their greatly benefited them is a great deal more effective
sales significantly with good on-line services. than comic-style flashing adjectives and superlatives
Good websites provide better up to date service to like “fantastic”, “superb”, “greatest ever”, etc.
customers. Availability and any changes in product
description can be posted on site within minutes. Another way to create customer loyalty is having
an opt-in offer. This tool gathers customers' e-mail
Consumers today expect websites; but if their
addresses and should be in a prominent position on
shopping experience on a website is an unhappy one,
the home page, or even better on every page.
they are unlikely to re-visit the website or, of course,
buy the product. In both scenarios the company loses The creation of a good website will cost the
business and money. company money so it is vital that it reaps more than
it spends. Therefore, attracting people to the site is
'Websites Work Wonders' is certainly a true
as important as its design and layout. Advertising
maxim but only if the potential customer can use
the website can be done through traditional means
it easily and more conveniently than going into the
such as newspapers, product magazines, etc. Special
shop or using the phone. From the safe knowledge
software also exists for attracting readers to specific
that they know the company’s wares better than
sites. This is called pay-for-performance advertising
anyone, managers are often too close to their own
where a company bids for certain terms. The
product and create websites full of company jargon
company paying the most will come up first in an on-
and unnecessary detail. It is essential to create the
line search. There are many affiliate schemes where
site from an outsider's point of view.
companies provide links to each other's websites
Getting the headline right is one of the first thereby lowering the cost of advertising.
important points as it is often the first thing a
Other ideas for improving and revamping an
customer sees. This can have a huge impact on sales.
existing website are: remembering to use highlighting
A successful headline should highlight a problem the
sparingly, changing the lengths of paragraphs, adding
target audience faces and stress the main benefits of
sub-headings to emphasise key messages, using bullet
the product or service in solving this problem. Too
lists for important points, etc.
many headlines just title the product but not what it
does for the customer. This does not incite the visitor Last but not least, a well-designed website will save
to continue reading the rest of the page. Another money on the marketing of a product range. It should
basic point is the overall design of the site. become less necessary to create and print company
product brochures; a huge expense. Considerable
It's all about focus. A simply designed website
savings can also be made on postage and packaging as
offering fewer products will have far greater success
well as on man-hours. These savings relate not only
than a detailed website with complex graphics that
to finance, but also towards a better preservation of
take too long to load. Write a short sales letter
the environment in the long-term with the need for
focussing on one set of ideas about a leading product,
less paper based advertising.
put it on the home page and test the response over
a set period. This sales letter should first establish a
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Activity 8
Below are sentences taken from the text. Choose the correct answer which means the same as
the original sentence.
Ci-dessous des phrases extraites du texte. Choisissez la phrase qui a la même signification.
1. Availability and changes in product description can be posted on site within minutes.
r Product modifications are implemented quickly.
r The latest product information is made public extremely quickly.
r The products are quickly available.
2. It is essential to create the site from an outsider’s point of view.
r It is necessary that the website contains detailed company information.
r It is necessary to see the website through the customers’ eyes.
r It is necessary that managers decide the content of the website.
3. Too many headlines just title the product but not what it does for the customer.
r The headline gives the name but not the functions of a product.
r The product titles are not clear.
r The customers don’t understand the headlines.
4. Detailing the problem shows the audience how the company relates to them.
r The company shows its detailed relationship to website visitors.
r Giving explanations of customer worries indicates the company understands them.
r Customers’ concerns are very important to the company.
5. Building customer confidence is vital for company credibility, and even more so on the web.
r On the web, the company must not lose their loyal customers.
r On the web, a customer’s trust is difficult to obtain.
r It is especially important to create customer trust on the web.
6. They don’t realise that today a website is an integral part of the business.
r Managers don’t understand that websites are as important as any company
department.
r A website should not be run by managers.
r Managers don’t understand that they need a website.
7. The creation of a good website will cost the company money so it is necessary that it reaps
more than it spends.
r It is essential that the website is cheap to design and set up.
r Companies spend more on websites than all other forms of advertising.
r Websites can be expensive so the company must get some payback.
8. There are many affiliate schemes where companies provide links to each other’s websites,
thereby lowering the cost of advertising.
r Companies can associate website connections to reduce publicity expenditure.
r Publicity is expensive so it is better to cut out website links.
r Several companies can use the same website.
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9. It becomes less necessary to create and print company product brochures; a huge expense.
r Having a good website is environmentally sound.
r Enormous costs are avoided in company literature.
r Expensive brochures are a great means of advertising.
Activity 9
Find the synonyms from the sentences in activity 8 above that helped you decide the correct
answer:
Trouvez les synonymes des mots suivants dans les phrases de l’activité 8, synonymes qui ont déter-
miné votre choix.
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Intra & inter…net
Section 3
D Listening
Activity 10
Listen again then answer the questions. Put (T) for True, or (F) for False.
Répondez aux questions à la deuxième écoute. T pour vrai, et F pour faux.
T F
1) Google is the only search engine still working. r r
2) Google expanded rapidly. r r
3) AltaVista is the most recent search engine on the market. r r
4) AltaVista and Lycos both worked in the same way. r r
5) The search engine size wars started in 1994. r r
6) Google’s simplicity made it popular. r r
7) Google does not allow pop up ads on its website. r r
8) Google had 8 million documents in 2004. r r
9) Most people think that the quantity of documents makes the best search engine. r r
10) Big search engines are adding new dimensions to their companies. r r
Activity 11
Below is an extract from the last part of the listening text. Listen again carefully and try and
complete the text with the missing words.
Voici un extrait de la dernière partie de l’enregistrement. Écoutez attentivement de nouveau, et
complétez le texte avec le vocabulaire manquant.
Well, now there is a whole new batch of search engines like ask.com which use the …………-
…………-………… technology developed by TEOMA. Some are ………… ………… but they locate
specific groups of like-minded experts and …………. They ………… link-rich pathfinders for you.
Some have no index of their own. These are meta-search engines that send out your ………… to
other search engines and will sift the information to give you ………… …………. . This is called
………… and it organises the results pages into different subjects. There is also Daypop which gets
information from ………… or ‘online diaries’. As blogers are enthusiasts on a given subject they’ll
hopefully provide you with ………… …………. .
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Activity 12
Listen carefully to the following presentation. While listening, make notes about the main ideas
he puts forward.
Écoutez attentivement la présentation suivante. Pendant votre écoute, prenez des notes sur les
idées principales.
Introduction:
...................................................................................................................................................................
...................................................................................................................................................................
Comparison of:
...................................................................................................................................................................
...................................................................................................................................................................
MT is:
...................................................................................................................................................................
...................................................................................................................................................................
TM is:
...................................................................................................................................................................
...................................................................................................................................................................
Conclusion:
...................................................................................................................................................................
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Activity 13
Listen again and answer the questions.
Écoutez de nouveau et répondez aux questions ci-dessous.
C
eci pourrait éventuellement vous aider à compléter vos notes du premier exercice.
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Section 4
G Language focus
Language focus 1 – Comparatives and superlatives
farther farthest
far distance1 ou additionnel2
further furthest
older oldest
old older / elder ou oldest / eldest3
elder eldest
1 On utilise à la fois farther et further pour parler de la distance :
• Lyon is farther / further away from here than Paris.
Lyon est plus loin d’ici que Paris.
2 On utilise further (jamais farther) pour exprimer la notion d’additionnel (plus amples) :
• For further information phone 0141 426 7867.
Pour de plus amples informations faites le 0141 426 7867.
• This is a further education college.
Ceci est un établissement de la formation continue.
3 Elder
et eldest peuvent être utilisés au lieu de older et oldest pour parler de l’ordre de naissance
des membres d’une famille. Ils sont utilisés uniquement devant un nom.
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Comparez :
• My elder/older brother just got married. Mon frère ainé vient juste de se marier.
• He’s three years older than me (elder than me). Il a trois ans de plus que moi.
elder brother / sister sont utilises uniquement quand une personne n’a qu’un frère ou une sœur
qui est plus âgé(e) ; eldest est utilisé quand il y en a plus.
• elder est le plus âgé de deux
• older est le plus âgé de deux ou plus !
N.B. : Avec beaucoup d’adjectifs à deux syllabes les deux formes (+ er – + est / more, most) sont possibles.
• more polite politer
• more common commoner
Avec d’autres (notamment les adjectifs qui se terminent en + ing, + ed, +ful, & + less) seul more,
most est possible
• more stressful
• more relaxing
En générale la structure avec more , most devient de plus en plus commune.
Pour trouver la norme pour un adjectif à deux syllabes vérifiez-le dans un bon dictionnaire à jour !
Certains comparatifs peuvent être doublés avec la conjonction and pour montrer un
changement.
• Life is getting more and more expensive.
• I work harder and harder every day.
• Sales are going down. The figures are getting lower and lower.
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Activity 14
Can you complete the table?
Complétez le tableau.
Adjective Comparative Superlative
happy
longer
recent
competitive competitive
secure secure
the most aggressive
large
small
important
fashionable
easy
great
ridiculous
Activity 15
Find the comparatives and superlatives in Reading texts 1 and 2.
Trouvez les exemples de comparatifs et superlatifs dans les textes Reading 1 et 2.
Reading 1
1) _________________________ 4) _________________________
2) _________________________ 5) _________________________
3) _________________________ 6) _________________________
Reading 2
1) _________________________ 5) _________________________
2) _________________________ 6) _________________________
3) _________________________ 7) _________________________
4) _________________________ 8) _________________________
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Small quantity
Des petites quantités
a few / few
a few et few sont respectivement les formes positive et négative employées avec les noms
dénombrables.
• a few people came to the opening. (positive idea)
• few people came to the opening. (negative idea)
a little / little
a little et little sont respectivement les formes positive et négative employées avec les noms indé-
nombrables.
• There’s a little money coming in from the new range. (positive idea)
• There’s little money coming in from the new range. (negative idea)
Large quantity
Des grandes quantités
a lot of
a lot of est employé généralement dans les phrases affirmatives devant les noms dénombrables
et indénombrables.
• There are a lot of cars in the car park.
• There is a lot of traffic in the town centre today.
N.B. : On emploie a lot et non pas a lot of, lorsque il n’a pas de nom ou complement dans la phrase.
• Yes. I agree with you, there are a lot.
• Yes. I agree with you, there is a lot.
Indefinite quantity
Des quantités indéfinies
much
much est employé en général dans les questions et phrases négatives devant les noms indénom-
brables.
• There isn’t much traffic on the road in town.
• Is there much traffic on the road?
many
many est employé en général dans les questions et phrases négatives devant les noms
dénombrables.
• There aren’t many people at work today.
• Are there many people at work today?
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some
some est employé en général dans les phrases affirmatives devant les noms dénombrables et
indénombrables.
• There is some money on my desk.
• There are some people waiting in reception.
N.B. Généralement, on utilise some dans les questions quand on s’attend à une réponse affirmative,
et quand on propose ou demande quelque chose.
• Would you like some coffee?
• Could I have some coffee?
any
any est généralement employé dans les autres questions et négations devant les noms
dénombrables et indénombrables.
• Is there any money on your desk?
• There isn’t any money on your desk.
• Are there any customers waiting in reception?
• There aren’t any customers waiting in reception.
N.B. a
ny peut être utilisé dans les phrases affirmatives pour dire n’importe quel/quelle.
• I can catch any train. It doesn’t matter because they all go to the city centre.
• Visit any of our customers; they’ll all give you the same feedback.
• You can choose any menu you like. I’m not paying.
D’après les règles ci-dessus vous constaterez que certains quantifieurs sont interchangeables et
ont pratiquement le même sens.
• A few people = Not many people
• A little money = Not much money
Activity 16
Check that you have understood the rules above by completing the sentences with the correct
quantifier.
Be careful, there is one sentence for each rule!
Vérifiez que vous avez bien compris les règles ci-dessus en complétant les phrases avec le bon
quantifieur.
1) We were hoping for better sales figures this month. But at least we sold .……………. cars.
2) I couldn’t hear you because the machine was making ……… ……… ……... noise.
3) Are there …………….. managers on training courses this week? The office seems empty.
4) Unfortunately, ………….. customers were interested in the latest update.
5) There was ……… ……….. improvement, but we still have a long way to go.
6) I’m afraid there is ……………. chance of increasing the workforce.
7) The car doesn’t use ………………. petrol because it’s mainly electric.
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8) You can phone me ……………….. day of the week. It’s all the same to me.
9) Could you send me ……………….. information on your JJMS 15 series?
10) There are hundreds of different types of packaging. There are really ………. ………
11) I don’t have …………….. money. I’ve forgotten my bag.
12) ……………….. programs are good and ………………. are bad.
13) There is ……… ………. ………. ……… of truth in what you say.
Uncountable
Certains noms sont indénombrables
• software
• equipment
• information
• knowledge, etc.
Countable nouns
Les noms dénombrables peuvent se mettre au singulier (employés avec a / an / one) et au pluriel.
En général on ajoute un s pour faire le pluriel. La terminaison d’un nom en y, devient ies au
pluriel.
• National telephone companies no longer have a monopoly.
Uncountable nouns
Les noms indénombrables n’ont pas de pluriel et en général ne sont pas précédés par
a / an / one.
• I was late because of a traffic. I was late because of traffic.
• There is a very bad weather. There is very bad weather.
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On peut employer les mots tels que a piece of ou a bit of (informel) devant certains noms
indénombrables pour les rendre dénombrables.
singular plural
• a new piece of software. three new pieces of software
• a piece of equipment. several pieces of equipment
• an interesting bit of information. really interesting bits of information
Activity 17
Put the following words from the Reading and Listening texts into the correct list:
Mettez les mots tirés des textes Reading et Listening dans la bonne colonne :
Countable Uncountable
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
Activity 18
Read the tape script for Listening 2 ‘Ins and Outs of CAT’. There are nine uncountable nouns in
the text. Can you find them?
Lisez l’enregistrement de Listening 2 – « Ins and Outs of CAT ». Il y a neuf noms indénombrables
dans le texte. Trouvez-les.
1) ______________ 4) ______________ 7) ______________
2) ______________ 5) ______________ 8) ______________
3) ______________ 6) ______________ 9) ______________
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Section 5
B Vocabulary
Vocabulary 1 – Crossword
Activity 19
Here is a crossword. All the words are in Unit 3. This will help you make sure you have really
understood how to use these words.
Voici une grille de mots croisés. Tous les mots sont dans l’Unité 3. Ceci vous aidera à vérifier que
vous avez bien compris comment employer ces mots.
1 2 3 4 5 6 7
8
9 10
11 12 13
14 15 16
17 18 19
20 21 22
23 24
25 26
27
28
29 30 31 32
33 34 35 36 37
38
39
40
41 42 43
44
45 46
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Across 28 words
Down 21 words
Across Down
Activity 20
Put the following prepositions into the following sentences. In some cases there are two
possibilities.
Mettez les prépositions suivantes dans les phrases suivantes. Il y a parfois deux solutions.
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N.B : Q
uand un adjectif et une préposition sont suivis d’un verbe, le verbe se termine toujours par -ing.
N.B : voir aussi Info File 2 dans votre fascicule Lexique, transcriptions et formations.
On utilise les nombres ordinaux pour les dates, les fractions, et pour la position dans une liste :
• 1st first • 2nd second • 3rd third • 4th fourth • 5th fifth
N.B : voir aussi Info File 3 dans votre fascicule Lexique, transcriptions et formations.
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Activity 21
Practice saying these dates.
Entraînez vous à dire ces dates.
01/01/2008 06/11/1999 17/03/2010 22/04/1989 31/07/06
Activity 22
Write the dates as they should be spoken:
Écrivez les dates comme elles doivent être dites :
________________________________ _____________________________
________________________________ _____________________________
________________________________ _____________________________
Activity 23
Listen to the examples on your CD then practice saying the sentences.
Écoutez les exemples enregistrés sur le CD puis entraînez vous à dire les phrases.
Part 1
D 11
When saying a series of numbers, we say each number individually.
Pour dire un nombre ou une série de nombres, on énonce chaque chiffre.
• Phone: 008 653 15744 is said:
double O, eight, six, five, three, one five seven double four.
In decimal numbers we say:
• 428.6 = four two eight point six.
In an e-mail address we say:
jodjy@fdk.gh = j, o, d, j, y, at f, d, k dot g, h
O À la fin d’une phrase, on ne dit pas dot mais full stop.
Part 2
When describing graphs and charts we often use percentages and fractions.
D 12
Les pourcentages et les fractions sont souvent utilisés dans les graphiques et les tableaux.
15% Fifteen percent of the maintenance costs can be saved.
48% We increased sales by forty eight percent.
3/4 Three quarters of the paper is recycled.
1/2 Half of the staff are on holiday.
1/3 A third of all translations are difficult to understand.
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To go up To go down
Verbes Verbes
to rise, to increase, to soar, to skyrocket to fall, to decrease, to plummet, to drop
Noms Noms
a rise, an increase a fall, a decrease, a drop
No change
Verbes
to remain stable / steady / unchanged, to stay the same
Les adjectifs et les adverbes ci-dessus sont souvent employés avec les verbes et noms :
slight / ly, small, gradual / ly, dramatic / ally, sudden / ly, sharp / ly, steady / ily
N.B : 1. Un adjectif est employé avec un nom et est en général placé devant ce nom.
• The graph shows a gradual / slight rise.
• The chart indicates a sudden / sharp / dramatic/steady increase.
2. Un adverbe est employé avec un verbe et est en général placé après ce verbe.
• Sales rose gradually / slightly.
• The market increased suddenly / sharply / dramatically / steadily.
Up and Down +
Verbes Noms
to fluctuate fluctuation
• The graph shows a fluctation in costs.
• The chart informs us of our fluctuating costs.
We use different types of visual aids to help make a presentation clear: graphs, pie charts and
bar charts are some of them.
Nous utilisons différents visuels pour rendre une présentation plus claire : graphiques, camemberts,
histogrammes, par exemple.
Activity 24
1. U
se the Bar chart to complete the text with the
following pairs of words.
Utilisez l’histogramme pour compléter le texte
avec les groupes de mots suivants.
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sharp increase - rose gradually - steady fall - dropped dramatically - increased slightly
As you can see from the chart the South sector ……………… ……………… from 2002 to 2003. There
was a ……………… ……………… in 2004, and then in 2005 sales ……………… ………………. The
North sector’s sales …………………… …………………… between 2002 and 2003. Since 2003 there has
been a ……………… ………………. The North sector is doing better than the South at the moment.
Figure 2 – Pie chart
Activity 25
1. Use the Pie chart above to complete the text with the following words.
Utilisez le camembert ci-dessus pour compléter le texte avec les mots suivants.
skyrocket - largest - stable - slightly - increase - smallest
Asia is definitely the leader with the ………………… share of the market; a total of 41%. The
………………… share is in Africa, although the US is only ………………… better at 17%. Our
European market is ………………… in that it has remained the same for several years. We need to
………………… our efforts in Africa where reports tell us the market is going to ………………….……
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Section 6
Speaking
Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone)
soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre
production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous
entendre parler anglais.
Activity 26
Record yourself. Describe the following graph.
Enregistrez-vous. Décrivez le graphique suivant.
Remember to use percentages. You do not need to give the exact percentage.
Utilisez les pourcentages. Il n’est pas nécessaire d’être très précis.
Remember to use the language given in vocabulary 4 to describe how the sales figures change.
Utilisez le langage donné dans la partie vocabulary 4 pour décrire les changements des chiffres
de ventes.
• This graph makes a comparison of sales of two models from 1998 up to today. Let’s start with
model A: Between 1998 and 2000 there was a gradual/small/slight increase/rise in sales.
Or
• Between 1998 and 2000 sales increased/rose gradually/slightly to nearly 40 %.
J J S M E x is C o S a le s
M odel A M odel B
100
90
80
70
60
% 50
40
30
20
10
YEAR
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Activity 27
Organisation
Make some notes stating your opinion.
Écrivez quelques notes donnant votre opinion.
Recording
1. Introduce the subject.
2. Give your opinion.
3. Give reasons for your opinion.
4. Try and give examples, real or imaginary.
5. Conclude by re-stating your opinion using different words.
Starting:
• “I agree with …”; • “I disagree / don’t agree with …”;
Giving your opinion:
• “I think …”; • “In my opinion / view, …”; • “Personally, …”
Activity 28
Social English
When meeting with customers and foreign colleagues it is useful to know how to have a social
conversation with them and not just talk about business. This is called ‘small talk’ in English.
There are several occasions when this can happen. For example: before or after a meeting,
conference or presentation; when travelling together; at a business lunch or dinner, etc. What
can you talk about and how do you introduce topics?
Quand on rencontre des clients et des collègues étrangers, il est utile de savoir non seulement
parler affaires, mais également être capable d’avoir des conversations générales. En anglais, on
appelle ceci « small talk ». Cela peut se produire à différentes occasions. Par exemple : avant ou
après une réunion, une conférence ou une présentation ; en voyageant ensemble ; pendant un
repas d’affaires, etc.
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Below are some subjects you can talk about socially. Record yourself asking questions to
introduce the topics below, as well as some follow up questions.
Ci-dessous quelques sujets que vous pouvez aborder. Enregistrez vous. Posez des questions qui
introduiront ces sujets de conversation, et d’autres afin de les poursuivre.
family and children hobbies and interests sport cinema
local customs weather food
television the news travelling
music holidays
Be careful, questions which give a yes / no answer are less productive. Try to ask open questions
beginning with what, where, when, how, who, why, etc.
Attention, les questions amenant à une réponse oui ou non sont moins productives. Posez des
questions ouvertes commençant par what, where, when, how, who, why, etc.
• Do you like sport ?
• Are you interested in sport?
• What sports do you like?
• Which sport do you prefer to watch play?
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Section 7
V Writing
Activity 29
First draft
Paragraph 1
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Paragraph 2
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Activity 30
In this unit we have spoken about the importance of a good website. Now, make a comparison
between two websites of your choice.
Dans ce chapitre on a parlé de l’importance d’un bon site web. Maintenant, faites une comparaison
entre deux sites Web de votre choix.
1. First, choose two different websites.
D’abord, choisissez deux sites Web différents.
2. Secondly, make a column for each website and answer as many of the following questions as
you can.
Ensuite, faites une colonne pour chaque site Web et répondez succinctement à un maximum de
ces questions.
3. Your general impression.
– Does the website make you feel confident about this company? Why / why not?
– Do you think they answer a potential customer’s questions/problems about a product?
– Do they give you good reasons to buy their product?
– Do you think the home page is attractive? Why / why not?
– Would it attract customers? Why / why not?
– Does the home page make you want to continue reading and looking for more details? Is it
easy to extract/see the information you need from the homepage? Why / why not?
– Is it clear? Why / why not?
– Is the whole website easy to use? Or is it complicated and overcrowded
(too much information)?
– Is there unnecessary detail which slows you down in your search for specific information?
– Can you move quickly from one page to another?
– Are the graphics annoying and/or slow to download?
– Is the text well-written or are there any mistakes?
4. Using your notes write a text comparing the two websites.
Utilisez vos notes pour écrire un texte comparant les deux sites web.
First, write a short introductory paragraph explaining what you are doing and presenting the
two websites of your choice.
Premièrement, écrivez un court paragraphe d’introduction expliquant ce que vous faites et
présentant les deux sites Web de votre choix.
Your second paragraph should give your general impression as well as a general comparison of
the 2 websites.
Dans votre deuxième paragraphe, donnez votre impression globale ainsi qu’une comparaison de
ces deux sites Web.
Then use your columns to make a more detailed comparison of the good and bad points you
listed.
Ensuite utilisez vos colonnes de notes pour faire une comparaison plus détaillée des points pour
et contre.
Your final / concluding paragraph will confirm your overall impression as well as stating which
is the best website in your opinion.
Votre conclusion (paragraphe final) réitérera votre impression générale, et indiquera lequel de
ces sites est le meilleur selon vous.
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Section 8
X Checklist
Vocabulary
Activity 31
The words in the box below are all in unit 3. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading
and listening texts to see how these words are used.
Les mots ci-dessous sont tous dans l’unité 3. Mettez les dans les phrases pour remplacer les mots
en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et
Listening pour comprendre l’emploi de ces mots.
pros and cons - astonishing - cheaper - trust - emphasise - firm - topics - outlay - increasing - famous - likely
awful - counterparts - current - solve - overcrowded - favourites - advertising - headline - figures
1) She had to underline ………………… all the benefits before they decided to invest.
2) The present model is less expensive ………………… than the old one.
3) The present ………………… model will be available in November.
4) We need to look at the advantages and drawbacks ………………… before we invest.
5) I’d like to work in publicity ………………….
6) The staff are often in contact with their co-workers ………………… in other countries.
7) The company is very well-known ………………… for its quality products.
8) He’s making a list of subjects ………………… to discuss at the meeting.
9) Looking at the sales figures blue and red are the ones people prefer ………………… .
10) Our company ………………… is expanding.
11) Salaries are rising ………………… by 5% this year.
12) Our website is full of unnecessary detail ………………… .
13) It was an atrocious ………………… meeting, we’ll have to do it again.
14) I’d like to look at those numbers ………………… again.
15) I think we should change the title ………………… of this article.
16) After the initial investment ………………… there is nothing more to pay.
17) It is probable ………………… that the reports will be late.
18) They have a serious maintenance problem to sort out ………………… .
19) The managers have lost the staff’s confidence ………………… .
20) It was an extremely surprising ……………….. competition.
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Grammar
Activity 32
Comparative or superlative?
Put the adjective in brackets into the correct form.
Complete the following sentences with a comparative or a superlative.
Complétez les phrases ci-dessous avec un comparatif ou un superlatif en utilisant l'adjectif entre
parenthèses.
Activity 33
Complete the following sentences with the right quantifier.
Complétez les phrases ci-dessous avec le bon quantifieur.
1) I don’t know how to finish the month. I have very ………. money to spend.
2) Yoann has ……… ………. ………. work. He’ll find it difficult to take a holiday.
3) Do you have …………… exercises to do?
4) I telephone Argentina every day. I telephone there ………. ….…….. .
5) Jasons Ltd doesn’t have ………….. time before the bank closes the company completely.
6) There is ………. ………. ………. ……… software to install. It’ll take us a long time.
7) Broadband is ………. ………. cheaper today, but not much.
8) We’ll finish quickly. There are not ………. translations to do.
9) Very ………. engineers go on this course. It’s not very popular.
10) There is ………. chance of delivery before June, we don’t have any drivers available.
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Activity 34
Complete the following sentences with some or any.
Complétez les phrases ci-dessous avec some ou any.
Activity 35
Underline the correct noun: countable or uncountable?
Soulignez le bon nom : dénombrable ou indénombrable?
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Unit 4
Security, security, security…
Cette quatrième unité a pour thème la sécurité des systèmes informatiques et la cybercriminalité.
Vous allez y étudier les auxilliaires modaux au présent et au passé. Vous y apprendrez aussi à utiliser ces
modaux pour exprimer les différents degrés de la certitude.
Vos activités d’expression orale dans cette unité sont sous la forme d’une présentation de produit et d’un
compte rendu. La section 7 vous proposera notamment de rédiger un rapport et d’écrire un courriel.
Contents
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Unit 4
Section 1
a Preview
Before starting this unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts.
Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire
que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary
Activity 1
Choose the correct definitions.
choisissez la définition qui correspond le mieux.
Worry Accounts
r happy r agreements
r concern r records
Teenagers Buying
r child r purchasing
r youngster r bringing
Opponent Prevent
r adversary r start
r anniversary r stop
Invoice Enough
r detailed billing document r slow
r internet voice program r sufficient
Plenty Agree
r abundant r to have the same diploma
r less r to be of the same opinion
Knowledge Destroy
r awareness r ruin
r agreement r read
False Watch
r free r observe
r untrue r obsolete
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Security, security, security…
Grammar
Try this grammar test to see what you know or don’t know.
Testez votre grammaire.
Activity 2
Put the following modals into the sentences. Be careful, you can only use them once.
Mettez les modaux suivants dans les phrases. Attention, vous ne pouvez les utiliser qu’une fois.
couldn’t - shouldn’t - can’t - mustn’t - won’t - wouldn’t - could - should - can - must - will - would - may - might
Activity 3
Put the following modals into the sentences, according to the degree of certainty.
Placez les modaux suivants dans les phrases, selon le niveau de certitude.
a) It’s absolutely out of the question. You …………… leave early tonight.
b) There’s a good chance that there …………… be a new job for you in Accounts.
c) It …………… be the same car. It’s unique.
d) …………… we walk or is it too far?
e) They …………… be late, but I don’t think so.
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Section 2
M Reading
First read the text below and answer the questions which follow.
Lisez le texte ci-dessous et répondez aux questions qui suivent.
In today’s highly documented, widely travelled internet: viruses, trojans, worms, phishing, keylogger,
world most people know about risk, but everything spyware, adware, etc. These attacks can use 4 main
depends on the type of risks you take - in computers routes to enter your computer: the electronic mailbox,
as in life. For example, if you’re walking down the downloads, web navigators and the network.
street a flowerpot might fall on your head, or a cyclist Most people know that via their electronic
could run onto the pavement and knock you over. mailbox they might receive viruses, in particular
However, these dangers and risks to your health and in attached files, and that spamming is an ever
well being escalate if you’re skiing down a mountain annoying problem. Considerable damage could also
rather than strolling along a suburban street. The be caused through address book theft. There is little
same applies to computer security. doubt that computers must be equipped with anti-
A home computer used for family photos, recipes, virus software.
personal accounts, etc., requires minimum security, Downloads are another source of worry in that
i.e. the recording and saving of files, together with spyware, viruses or trojans can enter the computer
back up using a memory stick or by putting data onto with the free download. These hidden programs start
a CD. A lone standing computer at work or a laptop up automatically when starting up the new program
will require the same. However, often or not in a and some of them are malicious.
working environment the need arises for some file
The third source is web navigators. Cookies are
privacy; in the case of sensitive customer data, private
implanted in your computer and are, on the whole,
staff information or finance accounts, for example.
fairly harmless in that they simply trace your internet
One essential method is that private files must have
habits (where you go on the web). The information
password access. Consequently, in addition to back
gathered is used mainly by the company to justify to
up, encoding software is necessary. This software
their advertisers how many people visit the site and
scrambles data to prevent unauthorised reading.
hence see their adverts. There are no consequences
The scrambled data will be unintelligible unless the
for the user. However this text could be used by
correct code is used.
others to send you targeted adverts and can also hide
In the workplace security cables should be put malicious programs.
in to stop PC theft; equipment must be protected;
Up to 80% of viruses are created in the hope of
e.g. the screen should be in an open well-aired
extracting money from people. Others are sometimes
space, otherwise its components will deteriorate. No
made for a bet or just for fun. The rest are created
computer equipment should be too near a radiator.
with the intention of using your computer as a host.
Earthed equipment has to be used as the slightest
Illicit or illegal data, such as pornography, can be sold
electrical surge can destroy components.
through your computer without you being aware of
All of the above though are small-fry in it.
comparison to the dangers that may come from the
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Activity 4
Answer the questions below about the text. Put (T) for True, or (F) for False.
Répondez aux questions : T pour vrai, et F pour faux.
T F
1) The more dangerous the activity, the more the risks will increase. r r
2) Passwords are vital. r r
3) It is illegal to change open source software. r r
4) Too much heat can damage computers. r r
5) The worst problems come from the web. r r
6) Anti-virus software is useful but not essential. r r
7) Downloads are virus protected. r r
8) Cookies collect information about you r r
9) Cookies can’t damage your computer. r r
10) Most people do not know their computer is being used as host. r r
Activity 5
Match the beginning of the following sentences to their meanings.
Reliez les débuts de phrases à leurs sens.
Activity 6
Find synonyms in the text for the following words.
Cherchez dans le texte les synonymes des mots suivants.
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First read the text below and answer the questions which follow.
Lisez le texte ci-dessous et répondez aux questions qui suivent.
Document 2 Cybercrirme
On of the worst dangers out there on the web data, the user must open up the system and a hacker
is phishing, computer speak for fishing. Massive can take advantage to infiltrate the computer and
mailshots, called spamming, are sent out in the form consequently the network with a Trojan.
of e-mails claiming to be from a legitimate company, Once inside the computer the Trojan is constantly
for example a bank. The e-mail asks the customer to active awaiting orders from its master. It can be
update private information by clicking on a link to programmed to open up silently, discreetly at certain
connect up directly to the bank’s website. The link times, for example during the night, and the user will
takes them to a bogus website created by the hacker. not know that it is there. The Trojan’s job is to open
By spamming thousands of people, the hacker doors giving total access to the computer and its sister
hopes that some will actually be customers and will computers in the network. The hacker uses this access
unwittingly give out personal information such as to put data into the computer or to steal it and has
credit card details, account numbers, etc. When using total control of the computer. This is essentially used
a direct link it is very important to check that the link for attacking companies. Once control is established
name which appears on the screen is exactly what it the company is contacted and blackmailed. The
should be and that a secure website has https:// and threat being that the company must pay a certain
not http://. sum of money or the Trojan horse will destroy all
When visiting the false website the user can also data on the computer and /or network.
become the victim of a Trojan. In the case of private Administrators need specific equipment for
individuals the computer becomes a zombie remotely detecting Trojan horses. Anti-virus software cannot
controlled by the hacker, often or not used in a bot detect them as unlike a virus they do not reproduce
network (botnet). The bot network can be used to themselves. One possible way to detect a Trojan is to
send tons of spam mail to a company. Firewalls, watch for suspicious activity on the network. TCP/IP
routers, filters, in fact all security systems cannot cope protocol uses a known set of numbers between 1 and
with such great numbers of data arriving at once and 1124. Certain numbers are used for specific actions.
the company server goes down. The company has to For example no. 22 is used for secure e-mail while
shutdown the security systems to rearm them and no.21 is used for non secure e-mail. No. 139 is the
this is when a virus or a trojan starts up. windows protocol for sharing printers. If a computer
Trojans or Trojan horses are programs that open is using very high numbers there could be suspicious
back doors into a computer. They are extremely activity on the network. Trojans might be using
discreet and for the most part the user has no numbers up in the 5000s. They are certainly one of
knowledge of their existence. Another common the most dangerous attacks around today as once
example when a Trojan horse can be implanted in inside they are capable of almost anything.
a computer is when using P2P file sharing. To access
Activity 7
In your own words, answer the questions below.
En utilisant vos propres mots, répondez aux questions ci-dessous.
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Activity 8
Find the sentences in the text that the following translations correspond to. There is one mistake
in each sentence. Can you correct it?
Trouvez les phrases dans le texte qui correspondent aux traductions ci-après. Dans chaque
traduction il y a une erreur. Corrigez-la.
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6) Le cheval de Troie sert à ouvrir des portes donnant libre accès à l’ordinateur et aux autres
ordinateurs du service.
Line …..… Correction .......................................................................................................
7) Une fois le contrôle établi, la société est envoyée pour lui faire du chantage.
Line …..… Correction........................................................................................................
8) Les administrateurs de systèmes ont besoin d’outils spécifiques pour augmenter les chevaux de
Troie.
Line …..… Correction........................................................................................................
9) Une manière impossible de détecter un cheval de Troie est de chercher les activités suspicieuses
sur le réseau.
Line …..… Correction .......................................................................................................
10) Si un ordinateur utilise les cartes très élevées, il y a peut-être des activités suspicieuses sur le
réseau.
Line …..… Correction........................................................................................................
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Section 3
D Listening
Listen to this extract from a meeting. 3 people are talking about improving data protection and
electronic signatures.
Écoutez cet extrait d’une réunion. 3 personnes parlent d’améliorer la protection des données et
des signatures électroniques.
Activity 9
Who says what?
Qui dit quoi?
Sonia (S) Gerhard (G) James (J)
1) Whose idea is it to introduce electronic signatures? ( )
2) Who gives an example to illustrate the dangers of message interception? ( )
3) Who is sceptical at the beginning? ( )
4) Who asks for James? ( )
5) Who says digital certificates are popular? ( )
6) Who thinks it isn’t essential for all management to have them? ( )
7) Who explains that all managers can spend company money? ( )
8) Who explains that the company doesn’t create the certificates themselves? ( )
9) Who wants to understand how the electronic signatures work? ( )
10) Who explains how the key pairs work? ( )
11) Who suggests the signatures must be easy to remember and hard to falsify ( )
12) Who asks for a report on electronic signatures? ( )
Activity 10
Translate the following language often used in meetings.
Traduisez les extraits suivants souvent employés dans le langage des réunions.
1) ‘The next item on the agenda …’
...................................................................................................................................................................
2) ‘… put forward a proposal …’
...................................................................................................................................................................
3) ‘Let’s discuss it …’
...................................................................................................................................................................
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Acttivity 11
Listen to a hacker talking about the world of hackers. Listen to the complete recording once and
then try to answer the questions.
Écoutez un pirate qui parle du monde des pirates informatique. Écoutez l’enregistrement une fois
en entier avant d’essayer de répondre aux questions.
1) How old was he when he became a hacker?
...................................................................................................................................................................
2) What was the initial reason for becoming a hacker?
...................................................................................................................................................................
3) When did everything change for him?
...................................................................................................................................................................
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Activity 12
Listen again and complete the missing words in the paragraph.
Écoutez encore une fois et complétez le paragraphe.
Once I have the …………… …………… I can infiltrate the whole ……………, send instructions
to disconnect everyone from the …………… and then change the address from my own MAC
address, ………….. ………….. …………… …………… ……………, to one of the people connected
up to the router. Every ………… …………… leaving a factory has a unique MAC address. So then
if I want to do anything illegal on the internet, everything’s directed back to the ……………
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Section 4
G Language focus
N.B : Le verbe qui suit un modal est toujours mis à sa forme de base.
Il n’y a pas de s à la troisième personne du singulier (voyez la question dans preview).
Les modaux sont employés essentiellement au présent. En général, on utilise d’autres verbes pour
parler du passé et du futur.
Must
Pour exprimer une obligation forte on utilise must.
• I must go to work every day.
• People must drive on the left in England.
• Pour exprimer une obligation forte négative on utilise mustn’t.
• We mustn’t forget the office party.
• People mustn’t light fires in forests in the summer.
Have to
Must peut être remplacé par have to. C’est une forme moins personnelle et elle est utilisée pour
des règles générales.
• I have to go to work every day.
• People have to drive on the left in England.
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Should
should et shouldn’t sont généralement employés pour donner un conseil ou une opinion.
• I think you should apply for the job. (conseil)
• You shouldn’t drive so fast. It’s dangerous. (conseil et opinion)
• They think more people should qualify for tax reductions. (opinion)
Le passé de should et shouldn’t est should/n’t + perfect infinitive (have + been / gone / done /
seen, etc.).
• They shouldn’t have lost the contract.
• They should have negotiated better.
Can
can, can’t, could et couldn’t sont utilisés pour exprimer la capacité de faire, et la permission. Ils
sont souvent utilisés aussi pour faire des demandes.
• You can go now. (permission)
• He can’t drive. capacité de faire
• I can read in several languages. capacité de faire
De manière générale, could est de style plus soutenu que can. Par conséquent, il est toujours plus
poli d’employer could quand on est demandeur.
• Could you get me a coffee, please?
could est le passé de can quand on parle de capacité de faire quelque chose.
• Karl could repair a computer when he was a young child.
May
may peut être employé pour exprimer la permission et est de style plus soutenu que can.
• You may smoke here.
Will
will et would sont utilisés pour formuler des demandes, pour prendre des décisions spontanées
et pour faire des offres.
• Will you come to my party? (Requête)
• I didn’t know you were having a party. Yes, I’ll come. (Décision spontanée)
• The phones ringing and I’m on my mobile. ‘That’s OK. I’ll answer it.’ (Offre)
would est un peu plus soutenu dans ces cas.
• Would you do me a favour? (Requête)
• I’d be very pleased to see her again. (décision spontanée)
• Would you like me to help you? (offre)
Activity 13
Read the following conversation between two colleagues. Complete the conversation with the
modals in the box below.
Lisez la conversation suivante entre deux collègues de travail. Complétez la conversation avec les
modaux ci-dessous.
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Mark: should have - should (x 2) - could - will / ’ll (x 2) - can’t - would - must have to - could have - can
Dave: have to - will/’ll (x 2) - would - had to - must - couldn’t - can (x 2) - has to
D: Mark, how are you? I haven’t seen you for ages! I’m fine, but things here are very busy.
M: Good, that’s the way it ……………… be. Go on then, give me an update. But, ……………
you make it quick as I ……………. leave for an appointment at 10 o’clock.
D: Well, recently we’ve been co-ordinating the transfer of mother board production to Poland.
We ………….. ………. link up all the production areas. Oh, excuse me, the phone! I ……….
just answer it. ‘Hello. No, I’m sorry she’s not here today. ………. I take a message? OK. I
………. give her the information. Goodbye.’ Right, where was I? Building the websites took a
long time, because we …………. ………… wait for the German translation to be finished. It’s
finished now, but it still …………… ………… be checked. And then, we’re up and running.
I’m giving a presentation next week to the staff. …………… you come?
D: Never mind. Apart from that, we’ve had a lot of minor problems in the office. The photocopier
broke down and the technician ……………. repair it, so we …………... buy a new one.
M: You ………….. …………. sent me an e-mail. I ………….. …………… lent you one. ……………
you like me to order one for you? I ………. get you one quickly.
D: Really, that’s wonderful. Colin’s been off work again. I don’t know what the problem is.
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• There is a problem at the airport. They may / might not arrive on time. (possibility)
Il faut ajouter le perfect infinitive (have + participe passé) pour former le passé de may / may not,
might / might not et could.
• It may / could / might have been true in the past, but today everything’s changed.
• Theo might have taken the file home, but he doesn’t usually.
• The Sales Department may / might not have sent the order last week. They’re very busy.
Activity 14
The following modals are in Reading document 1. For each one, give the reason why it is used.
The first one is done for you as an example.
Les modaux qui suivent sont dans le Reading 1. Pour chacun d’eux, dites pourquoi il est employé.
Le premier est donné comme exemple.
Activity 15
Put the modals of certainty into the sentences below. Be careful, there are examples of the
present, the past and negatives.
Mettez les modaux de certitude dans les phrases ci-dessous. Attention, il y a des exemples du
présent, du passé et des formes négatives.
1) I don’t know why the driver is late. Hazel is her friend, so she ………… know.
2) There ……………… be a problem with tomorrow’s deadline. We’re not ready.
3) Linda is not here. She ………….. ………….. gone to work.
4) We …………… ………… spent all that money on memory sticks. We only have 25.
5) F lucksons say they didn’t receive the parts, and as the plane was late they …………… ………….
……….. done.
6) Thelma …………… have a higher salary than me. She’s going on a world tour, and I can’t afford
it.
7) The bar chart …………… be right! Sales weren’t much higher in Italy than in Hungary.
8) I’m waiting for confirmation. I …………. ………… made a mistake. I’m not sure.
9) The plan …………. be good, but I’m not convinced.
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Section 5
B Vocabulary
Vocabulary 1
Activity 16
Word search
Find the words in the Word search below. All the words are in Unit 4.
Cherchez les mots dans le « mots mêlés » ci-dessous. Tous ces mots sont dans l’unité 4.
There are:
13 words across
14 words down
4 words diagonally
X A T S P Y W A R E X U B F
L C O P X M E Q I U M F X O
S C R E E N B W S I S T E R
E O D A G R E E K P X L Q G
L U E K E Y S X Y U E I U E
L N R I L R E P O R T N X W
I T O F X C Q U A X S K D P
N S S L N F H A R M L E S S
G L A W S Z R A V B M F I U
P A S S W O R D N T O I G M
U G F H X Q L O J N N L N I
E E B A J H Y D R R E E A G
M N O R B U Y I N G Y L T U
A D K I N V O I C E I B U K
Z A U N S T E L A W O R R Y
F I N G E R P R I N T M E X
Across: ……………….… ……………….… ……………….… ……………….…
……………….… ……………….… ……………….… ……………….…
……………….… ……………….… ……………….… ……………….…
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Activity 17
Put the words you found in the Word search into the following sentences. Be careful, in some
sentences two words are necessary.
Mettez les mots du « mots mêlés » dans les phrases suivantes. Attention, certaines phrases
contiennent deux mots.
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Activity 18
Put the correct verb in the sentences below. Be careful of the tense.
Mettez le bon verbe dans les phrases ci-dessous. Attention au temps du verbe.
1) There is no more room. We can’t ………… everybody up.
2) If you ............ on working like that, you’ll get the sack.
3) We had so much work that we couldn’t ………… away for a holiday this year.
4) She ………… up some slogans for launching the latest model.
5) We ………… across the Spanish delegation. They were eating in the same restaurant.
6) I’d love to …………. up your offer. I feel ready to start a new job.
7) Let’s watch the film. Fred, could you …………. off the lights and close the door?
8) Its freezing in here. Can someone ………… on the radiator?
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Section 6
Speaking
Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone)
soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre
production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous
entendre parler anglais.
Activity 19
Presenting a product
Record yourself presenting a product.
Présentez un produit. Enregistrez vous.
First, choose a product. You can choose any product you like, but make sure you have access to
sufficient information on it to be able to present it clearly. Alternatively, you can invent a product
and the information.
D’abord, choisissez un produit. Vous pouvez choisir celui que vous voulez, mais faites attention
d’avoir accès à suffisamment d’informations afin de pouvoir le présenter clairement.
Below are some guidelines to help you prepare the presentation. Make notes on each point.
Vous trouverez ci-dessous un guide pour vous aider à préparer la présentation. Prenez des notes
sur chaque point.
1. Decide why you are making the presentation.
Décidez pourquoi vous faites cette présentation. Est-ce pour vendre, informer ou former, par
exemple ?
2. Brainstorm your ideas.
Mettez toutes vos idées sur papier. Puis, organisez-les et choisissez les plus importantes. N’essayez
pas de dire trop de choses.
3. Prepare your introduction.
Préparez votre introduction. Ceci doit expliquer de quoi vous allez parler, et l’ordre dans lequel
vous allez le faire.
• ‘I’m going to talk about the new model 3XG telephone. First, I’ll explain what it is. Secondly,
I’ll talk about its main features. Then, I’ll move on to talk about its selling points, before
concluding with some practical information.’
4. Prepare your conclusion.
Préparez votre conclusion. Celle-ci doit faire ressortir les points les plus importants.
• ‘To sum up, …’, ‘I’d like to conclude by saying …’, ‘Finally, …’
5. Keep the language simple and clear.
Utilisez un langage simple et clair. Évitez l’emploi du jargon.
6. Use linking words to help the listeners follow you logically.
Dites quand vous avez terminé un point et quand vous passez au suivant. Employez des mots de
liaison afin d’aider vos auditeurs à suivre votre logique.
• ‘I’d like to start by …’, ‘First of all, …’, / ‘Secondly, …’, ‘After that, …’, ‘Then, …’, / ‘I’ll move
on now to …’, ‘I’ve spoken about …, now I’d like to talk about …’, ‘Now, I’d like to look at
…’, ‘That’s all I’d like to say about …, so now I’ll turn to …’
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Activity 20
Summarising
Le résumé d’un discours, d’une réunion ou d’une présentation est très important. L’orateur peut
ainsi vérifier qu’il n’a rien oublié. Ceci aidera également l’auditeur à se focaliser sur les points
les plus importants et lui donnera l’opportunité de vérifier qu’il a tout compris. C’est souvent le
moment pour les auditeurs de poser les questions afin d’avoir plus de détails sur certains points.
• ‘To sum up, …’
• ‘Let me summarise that for you, …’
• ‘To go over the main points again, …’
• ‘Let me point out the main ideas, …’
• ‘To recap, …’
• ‘In a nutshell, …’
• ‘In summing up, I’d like to say …’
Read the tape script for Listening 2 Hacking and a hacker’s advice, and write notes on the main
points the hacker makes. Summarise his talk, using the expressions above. Add any other advice
you can think of to help people fight hackers.
Lisez la transcription de Listening 2 « Hacking and a hacker’s advice », et prenez des notes sur les
points principaux du discours du pirate informatique. Résumez le discours à l’aide des expressions
ci-dessus. N’hésitez pas à ajouter vos conseils, afin d’aider des gens à combattre le piratage des
ordinateurs.
Activity 21
Social English
Dans cette unité nous venons de voir les modaux. Ils sont souvent utilisés pour donner des conseils.
Le plus commun pour cela est should. Ought to peut aussi être utilisé pour donner des conseils.
Should donne une opinion personnelle, alors que ought to est un peu moins personnel.
• You don’t look very well. You should go and see a doctor.
• I think you should go and see a doctor.
• Rich people ought to pay more taxes.
We can also use expressions to give advice. The most well-known expression is used to put
ourselves in the place of the person we are advising, or in the same situation. We begin by:
• If I were you, I would / I’d ….
On peut également employer des expressions pour donner conseil. La plus connue d’entre elles
est celle où l’on se met à la place de la personne que l’on conseille, ou dans la même situation.
On commence par :
• If I were you, I would / I’d … (Si j’étais toi/vous, Je + verbe au conditionnel).
• If I were you, I’d go and see a doctor.
• I would go and see a doctor if I were you.
• If I had that problem, I’d go and see a doctor.
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What advice can you give people for the following problems and situations? Prepare your ideas
and answers using the different structures above then record yourself.
Quels conseils pouvez-vous donner aux gens pour les problèmes et situations suivants ? Préparez
vos idées et réponses en employant les structures de phrases ci-dessus puis enregistrez vous.
• “I don’t know how to find a job.”
• “I have difficulty working with a particular colleague.”
• “I’m not very good at learning languages.”
• “I’m new to this town. I don’t know anybody. How can I meet people?”
• “My car’s very old, but I don’t have enough money to buy a new one.”
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Section 7
V Writing
Activity 22
Writing a summary
Choose one of the reading texts in this unit and write a summary. Read the complete text again
and start your summary by introducing the main theme of the text. Then, make a note of the
main idea of each paragraph. Finally, reiterate the main theme in your conclusion using different
words. Remember to use linking words. Your summary should consist of no more than two
paragraphs.
Choisissez un des textes dans cette unité et en faire le résumé. Relisez entièrement le texte et
commencez votre résumé par une introduction qui explique le thème principal. Puis, prenez des
notes sur les idées principales de chaque paragraphe. Enfin, dans la conclusion, utilisez d’autres
mots pour reformuler le thème principal. N’oubliez pas d’employer des mots de liaison. Votre
résumé ne devra pas dépasser les deux paragraphes.
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Activity 23
Writing an e-mail
Almost everybody knows how to write an e-mail. Unlike letters, there are no strict rules for
writing e-mails. However, making them clear and concise will be helpful.
Some basic rules for writing clearly, concisely and effectively are:
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Presque tout le monde sait comment écrire un courrier électronique. À l’inverse des lettres, il n’y
a pas de règles strictes pour les écrire. Néanmoins, les rendre clairs et concis sera toujours utile.
Ci-dessous, des règles de base pour une écriture claire, concise et efficace.
1. Whenever possible, use the active rather than the passive.
Préférez la forme active à la forme passive.
2. Don’t make sentences too long.
N’écrivez pas de phrases trop longues.
3. Use simple language.
Utilisez un langage simple.
4. Try not to use long and complicated words.
Évitez l’emploi de mots longs et compliqués.
5. Try not to use clichés.
Éviter les clichés.
6. Read through what you’ve written and delete any unnecessary words.
Relisez ce que vous avez écrit et supprimez tous les mots inutiles.
7. In e-mails (and letters) we generally begin with ‘Dear’.
En général, on commence les courriers électroniques (et les lettres) par ‘Dear’.
Using the above rules, write an e-mail in reply to one of the following:
À l’aide des règles ci-dessus, écrivez un courrier électronique en réponse à une des questions
suivantes.
1. Dear Staff
We’re looking for volunteers to work on Christmas Day this year. A bonus can be negotiated.
Full Christmas dinner provided.
Contact your Departmental Manager for further information.
Thank you.
We look forward to hearing from you.
The Management
2. I’d like to take a course in Business English. Do you know where I can get some information,
and can you recommend any useful books?
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Unit 4
Section 8
X Checklist
Vocabulary
Activity 24
The words in the box below are all in unit 4. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading
and listening texts to see how these words are used.
Les mots ci-dessous sont tous dans l’unité 4. Utilisez les pour remplacer les mots en gras. Ne
changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et Listening pour
comprendre l’emploi de ces mots.
issued - stay ahead - short - payment - false - bypassing - brought up - plenty - outlining - factory - approval
agenda - foolproof – recording - entirely - believe - enough - shutdown - aware - otherwise
1) T
ime is not a problem, we have more than enough ……………. The deadline is not till next
month.
2) The goods are faulty and must be sent back to the works …………… .
3) We must have a copy …………… of all the data.
4) Managers are not always conscious .………….. of staff problems.
5) We can’t pay the invoice until we have the consent …………… of Head Office.
6) That was an excellent idea you put forward …………… at lunch.
7) To keep in front …………… we must innovate.
8) I don’t have sufficient …………… information to make a decision.
9) The investors seem happy. If not, …………… they won’t put money into the project.
10) Getting past ……………. the security codes is a real challenge.
11) I completely …………… agree with you.
12) A brief ……………. letter explaining the problem should be sent to the technicians.
13) Settlement ……………. of the invoice is required on the goods arrival.
14) If somebody invents 100% safeguarded …………… computers they’ll be rich.
15) A lot of countries are convinced …………… that they have the best manufacturers.
16) If we have to stop ……………. the network running, we will lose money.
17) The boss interrupted when he was giving a general idea of …………… the project.
18) We need to make the list of points to discuss ……………. for the next meeting.
19) I thought the link was genuine, but in fact it was a bogus …………… one.
20) I’ve sent out …………… new passwords to all the employees concerned.
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Grammar
Activity 25
Rewrite the following sentences replacing the words in bold by words from the box. Be careful
of the tenses.
Réécrivez les phrases suivantes en remplaçant les mots en gras par les mots ci-dessous. Attention
au temps.
must (x 3) - can - can’t (x 3) - shouldn’t - should - should have - might - may - will have to - couldn’t - ought to
mustn’t - don’t have to (x 2)
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Activity 26
Complete the table below with the modals and the expressions from Activity 25. An example is
given.
Complétez le tableau ci-dessous avec les modaux et les expressions de l’activité 25. Un exemple
vous est donné.
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Unit 5
Storage and outsourcing
Plusieurs thèmes sont abordés dans cette cinquième unité, le stockage et la sauvegarde des données, la
capacité de croissance des PME et la délocalisation des services.
La section « language focus » vous aidera à parler d’événements futurs. L’emploi de la base verbale précé-
dée de « to » sera opposé à celui de la base verbale + ing.
En recourant aux points de grammaire acquis dans cette unité, vous allez commencer par fixer un rendez-
vous au téléphone puis le modifier ultérieurement. À l’écrit, vous procéderez à votre deuxième traduction.
Vous apprendrez à rédiger de manière formelle et correcte une réponse à une offre d’emploi.
Contents
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Section 1
a Preview
Before starting this unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts.
Avant de commencer cette unité, faites ce test pour vous familiariser avec le vocabulaire
que vous verrez dans les exercices de compréhension de l’écrit et de l’oral.
Vocabulary
Activity 1
Choose the correct definitions.
choisissez la définition qui correspond le mieux.
Foreign Storage
r unusual position r retention of data
r from another country r shopping area
Daily Removal
r once per day r distance
r all day r extraction
Surface Outsourcing
r over the top r work ginven to an outside company
r outer layer r employees working from home
Widespread Founder
r extensively distributed r carrier
r small area r creator
Overhaul Basically
r too hot r fundamentally
r complete repair or renewal r horizontally
Training Trend
r practical educating r tendency
r driving test r test
Extended Tight
r expanded r lacking space
r existed r a piece of clothing
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Grammar
Try this grammar test to see what you know or don’t know.
Testez votre grammaire.
Activity 2
Complete the following sentences using the correct future form.
Choisissez la forme du futur qui convient pour compléter les phrases.
a) Steven (be) ………… ……….. 25 next week.
b) I can’t come to the meeting. I (see) ………… ………… a customer at 2 p.m.
c) We went to the Travel Agents yesterday. We are ………… ………… (going) to Barbados.
d) I think I (stop) ………… ………… working soon.
e) ‘My car has broken down.’
‘Don’t worry. I ………… ………… (drive) you to the airport.’
f) Sheila is …......... ………… ………… (retire) next month.
g) I didn’t know that. What is she ………… ………… ……….. (do)?
h) She isn’t sure yet. She ………… probably ……….. (travel) a bit.
i) I ………… ……….. (phone) you as soon as I get some news.
k) Look at that sky! It’s ………… ……….. ………… (rain).
l) No. I’m ……….. ………… ………… (take) the train.
m) It ………… (leave) at 11.15 tomorrow morning.
Activity 3
Put verb into its correct form in the following sentences: infinitive or –ing.
Mettez le verbe dans sa forme correcte dans les phrases suivantes : l’infinitif ou –ing.
a) I find …………… (meet) new people very exciting.
b) …………… (drive) a motorbike is dangerous in big cities.
c) She really wants …………… (leave) the country.
d) Nicola enjoys …………… (go) water-skiing.
e) Flucksons have stopped …………… (manufacture) that model. It’s out of date.
f) We have finished ……………. (test) on the TDA654.
g) The Sales Manager thinks ………… (increase) the price is a bad idea.
h) Would you like …………… (come) to the pub for a drink this evening?
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Unit 5
Section 2
M Reading
First read the text below and answer the questions which follow.
Lisez le texte ci-dessous et répondez aux questions qui suivent.
One of the things we do best today is create vast Secondary storage, also called long-term storage or
amounts of data. For legal reasons companies are off-line storage, is used for maintaining data on a more
obliged to save more and more of this information. permanent basis. The hard disk is an example. Well-
They also need to be able to retrieve it with ease and as known uses include backup, archiving and disaster
often as they like. It is difficult for companies to cope recovery. Backup and archiving are similar processes
with the enormous amounts of data that need to be of offline storage and data protection. The difference
stored. Consequently, a lot of companies are looking between them is that whereas backup is the duplication
to outside storage companies that offer all-inclusive of data, archiving is the removal of data for permanent
solutions. Companies can then choose when and how storage. Disaster recovery refers to the recording and
they record information, and perhaps more importantly, protection of data away from the possibility of localised
can retrieve it on demand. As the need to keep data on disasters. Magneto-optical disc storage and optical disc
record increases so storage is becoming a fast growing storage are common mass storage devices. The first
industry. stores information on a magnetic surface, which is read
There are two forms of storage: primary storage and optically. This type of storage is non-volatile, sequential
secondary storage. Generally we use the term ‘memory’ access, slow write, fast read. Optical disc storage, the
when referring to the temporary storing of data, and the most common today, uses a laser diode to illuminate the
word ‘storage’ when talking about a more permanent disc surface and read the information stored in etched
means of storage. Primary storage uses volatile memory pits. DVD, CD, DVD-RW and DVD-RAM are some of the
and secondary storage uses non-volatile memory. forms of optical disc storage in current use.
Volatile memory needs an electrical input to keep the Where is data storage heading? The key words today
stored information and is therefore temporary. Non- are smaller and faster. And recent developments are
volatile memory maintains stored information without heading in that direction. The Blu-ray and HD DVD
electrical input and so is more suitable for secondary storage devices are examples of products which are
storage. The main technical differences between primary going to come onto the market soon. They will increase
and secondary storage devices relate to the method and the memory capacity of a single DVD by more than 5
speed of access to data. times. Current discs use red laser to read and write data,
Primary storage is basically part of the computer but blu-ray uses blue laser light, as its name indicates.
itself as it is directly connected to the CPU (central Blue laser light has a shorter wavelength than red and
processing unit). It is necessary for the CPU to be able to can therefore be focussed with much higher precision.
function correctly. Primary storage can be sub-divided This means that data can be put closer together on a
into three kinds. Processor registers, which are part disc, taking up less room. Consequently, the same
of the CPU, contain information to carry out current size DVD or CD will contain a far greater amount of
instructions. Main memory contains the programs that information.
are currently running and can transfer information from Other future possibilities in the research and
the processor register to main storage. In computers development stages include the holographic data storage
today, RAM (random access memory) is used for main system (HDSS), capable of storing 1 terabyte of data on
memory, and is directly connected to the CPU via a something the size of a lump of sugar. But, of course,
memory bus and a data bus. Cache memory is internal just around the corner, who knows what we’ll be using?
memory used to increase performance or throughput by The only thing we can be sure of is that everything is
keeping on hand the most recently and frequently used going to get smaller and faster.
data.
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Activity 4
Describe what each paragraph is talking about. Do not write more than two sentences.
Décrivez l’idée principale de chaque paragraphe. N’écrivez pas plus de deux phrases.
Paragraph 1
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Paragraph 2
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Paragraph 3
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Paragraph 4
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Paragraph 5
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Paragraph 6
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Activity 5
Using the sentences you wrote above to help you, invent a suitable title for each of the six
paragraphs. Look at previous titles in this book and notice how they are constructed. They are
usually short, in the present tense and rarely use articles - a - an - the.
En vous aidant des phrases écrites ci-dessus, inventez un titre qui convient pour chacun des six
paragraphes. Regardez les titres des articles précédents de ce livre et remarquez leur construction.
Ils sont généralement courts, au temps présent et utilisent rarement des articles a - an - the.
Paragraph 1 .............................................................................................................................................
Paragraph 2 .............................................................................................................................................
Paragraph 3 .............................................................................................................................................
Paragraph 4 .............................................................................................................................................
Paragraph 5 .............................................................................................................................................
Paragraph 6 .............................................................................................................................................
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More and more companies are turning to much higher in outsourcing companies, the continual
outsourcing as a means of limiting costs. Although retraining of staff can be expensive and quality will
outsourcing has almost always existed it was, in inevitably drop. Companies can lose customers
the past, in a much less structured fashion and from the outsourcing of important customer related
the types of company tasks outsourced were very services in these conditions.
different from those today. Sub-contracting parts of One change that is occurring in the ever growing
the manufacturing and maintenance process to a outsourcing industry is a return to outsourcing
specialist in a particular area with expensive specialist nearer to home. This is particularly true of European
tools and equipment is a well-known accepted form countries, which are looking to other European
of outsourcing. countries, especially the more recently joined
The massive growth in the hi-tech industry members of the European Union. The advantages
and in particular the speed of this growth saw the of working with other European countries are
demand for outsourcing rise dramatically in order manifold. In the medium term the newer European
to reduce costs. The nature of the industry along states labour force is cheaper. European law applies
with the development of internet communication to all companies and countries. Widespread second
has facilitated outsourcing. The money saved is language training, usually in English, means ease
being used for investment and on better paid staff. of communication between these countries is
This, in the long term, means the development of developing rapidly. Although the larger companies
improved products for customers. Although financial are already well-established in the use of outsourcing,
gains are the main motivation behind outsourcing, a growth is still slow in the small to medium business
company having more time to focus on their specific sector (SMB). This is partly due to a lack of confidence
competences and business strategy is an important in remote IT services, and a loss of control feared by
added attraction. The question is: Do these benefits the head of the company who is often the founder,
outweigh the possible drawbacks? and finds handing over any part of the company’s
One problem with outsourcing is poor customer workings difficult to envisage.
service which can harm the reputation of a company. It is thought that outsourcing will continue to
Customers can become extremely frustrated when grow at an ever increasing rate, probably doubling
trying to receive technical support and find that over the next few years. Some estimations consider
communicating with the person on the other end of that this will cut costs in the IT industry by more
the telephone is extremely difficult due to a limited than half. Interestingly, in some areas of thought,
knowledge of the language. In the case of offshoring outsourcing is seen as a revolution akin to the
(similar to outsourcing, but in another country), development of mass production back in the 19th
companies sometimes have difficulty with local laws century, eventually bringing greater prosperity to all.
which may be very different from the laws that they But that’s another story…
follow in their own country. Because staff turnover is
Activity 6
List the points for and against outsourcing according to the author.
Faites une liste des points pour et contre l’externalisation/sous-traitance selon l’auteur.
Advantages: ...........................................................................................................................................
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Drawbacks: ............................................................................................................................................
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Activity 7
Finish the sentences in your own words. Sometimes one or two words will do. You may use some
words and / or synonyms from the text.
Terminez les phrases avec vos propres mots. Parfois un ou deux mots suffiront. Vous pouvez
employer certains mots et/ou synonymes du texte.
1) (line 1) More and more companies are turning to outsourcing as a …
...................................................................................................................................................................
2) (line 16) The money saved is being used for investment and on …
...................................................................................................................................................................
3) (line 23) The question is: …
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4) (line 25) One problem with outsourcing is poor customer service which can harm …
...................................................................................................................................................................
5) ( line 50) Widespread second language training, usually in English, means ease of communication
between these countries is …
...................................................................................................................................................................
6) (line 63) Some estimations consider that this will cut costs in the IT industry by …
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Section 3
D Listening
Activity 8
Listen carefully to the following discussion and answer the general comprehension questions.
Écoutez attentivement la discussion suivante et répondez aux questions de compréhension
générale.
1) three people are talking, Andy, Delia and Josh. Who do you think is the boss?
...................................................................................................................................................................
2) Who is more enthusiastic about Rewfringes?
...................................................................................................................................................................
3) Who would prefer Fromalston?
...................................................................................................................................................................
4) Who gives detailed information about the maintenance contracts?
...................................................................................................................................................................
5) Who do they finally decide to give the contract to?
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Activity 9
Listen again and answer these more detailed questions.
Écoutez de nouveau et répondez à ces questions plus détaillées.
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Activity 10
Four people speak during the telephone conversation. Circle the number which corresponds to
the order the person speaks in. The first person to speak is number 1, the second is number 2,
etc.
Quatre personnes parlent pendant la conversation téléphonique. Encerclez le numéro qui
correspond à l’ordre dans lequel chaque personne intervient. La première personne à parler = 1,
la deuxième = 2, etc.
Secretary: 1 2 3 4
Switchboard Operator/Receptionist: 1 2 3 4
Purchasing Manager: 1 2 3 4
Sales Representative: 1 2 3 4
Activity 11
In this telephone conversation there are a lot of numbers: product reference numbers, prices,
quantities, fractions, etc.
Dans cette conversation téléphonique il y a beaucoup de chiffres : numéros de référence de
produit, des prix, des quantités, des fractions, etc.
Complete the extracts by filling in the missing numbers.
Complétez les extraits avec les chiffres qui manquent.
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Section 4
G Language focus
Present simple
Le présent simple n’est, en général, employé que pour exprimer un futur basé sur des horaires
fixes ; la plupart du temps les horaires d’avions, trains, bus, etc.
• My train leaves next Friday at 10pm.
Present continuous
Le présent continu est, en général, employé pour exprimer un futur prévu. Il est souvent appelé
the diary future parce qu’un rendez-vous, une réunion, un projet, etc. est prévu à l’avance.
• I’m seeing the customer tomorrow.
Going to
1. going to est employé pour exprimer les projets et les intentions futurs. Dans ce cas, il y a
peu de différence avec le présent continu, sauf que going to peut démontrer une volonté
personnelle.
• We’re going to get our tickets for the concert soon.
2. going to est aussi employé pour exprimer un futur pour lequel il y des preuves que l’action va
se passer.
• Look at those clouds. It’s going to rain.
Will
will est employé ;
a) pour exprimer un futur sur lequel la personne qui parle n’a aucun contrôle ; c’est en général
des faits ;
b) pour exprimer des décisions pour le futur qui sont prises au moment de parler ;
c) quand la personne n’est pas très sûre de ses intentions. Dans ce cas, will est souvent précédé
de ‘I think.
• The company will be 150 years old next year. (a)
• I didn’t know she was ill. I’ll go and visit her tomorrow. (b)
• I don’t like it here. I think I’ll look for a new job. (c)
NB: E
n anglais parlé, on dit rarement la forme pleine, I will, they will, it will, etc. La plupart du temps on
fait la contration et on dit : I’ll, they’ll, it’ll, etc.
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Activity 12
Put the correct future form into the conversations below.
Choisissez l’expression du futur qui convient dans les conversations ci-dessous.
Conversation 1
A: Mehdi, ………… you ………… next week? (work)
B: No, I’m on holiday.
A: Really! Where ............ you …………? (go)
B: I don’t know. I have very little money. Do you have any ideas?
A: Why don’t you go camping? That’s not expensive.
B: That’s a good idea. I ………… ………… to Jane about it. But where? (talk)
A: There’s a lovely place on the west coast. Would you like me to find the address?
B: Oh yes. Jane loves the west. OK. That’s decided, we ………… ………… there. (go)
Conversation 2
A: Mehdi, ………… you ………… next week? (work)
B: No, I’m on holiday.
A: Really! Where ............ you …………? (go)
B: We’re ………… ………… Mexico. (go)
A: Wow! That’s great. Who ………… you ………… with? (go)
B: Jane, of course. We ………… ………… ………… the tickets after work. (pick up)
A: How are you ………… ………… ………… to the airport? (get)
B: I’m not sure. A taxi, I suppose.
A: No, don’t do that, it’s expensive. I ………… ………… you if you like. (take)
B: Wonderful. But the plane ………… at 7am. (leave)
A: That’s alright. I ………… ………… ………. early for once. (get up)
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Activity 13
Decide if the verbs in brackets are ‘-ing’ or infinitive, or either.
Décidez si les verbes entre parenthèses sont à l’infinitif ou se terminent en ‘-ing’, ou si les deux
sont possibles.
A N
igel thinks (walk) ……………. to work or (take) ……….…… the bus is more environmentally
friendly.
B It depends on where you live. I love (walk) ….…………. but public transport takes too long. Ask
him if he wants (try) …….……… the bus service where I live? I’m sure he wouldn’t like (wait)
……….…… for the bus for hours. To change the subject, have you finished (repair) …….……….
that printer yet?
A N
o. I stopped (try) ……………. to fix it a week ago. I decided (send) …………….. it back to the
manufacturer. I expect (hear) …………….. from them soon.
B I suppose they’ll forget (call) ……………. you when it’s ready. They often do. Did Nigel offer
(help) …………….?
A He absolutely refused (touch) ……………. the machine. He hasn’t arrived yet. That’s unusual.
Perhaps he forgot (put) …………….. his alarm on.
B Probably. Why don’t you try (phone) …………….. him?
A I suppose so.
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Section 5
B Vocabulary
Vocabulary 1
Activity 14
Below is a list of words from Reading 1 and 2. Make sentences using these words to show that
you have understood their meaning. You have already seen some of these words in previous
units.
Ci-dessous une liste de mots des Reading 1 et 2. Employez ces mots dans des phrases afin de
montrer que vous avez compris leur sens. Vous avez déjà vu certains de ces mots dans les unités
précédentes.
retrieve - growing - storage - basically - outsourcing - reduce - quality - tasks - country - staff
Example: W
hen the computers went down we thought we had lost the files, but we managed to
retrieve them.
1. ...............................................................................................................................................................
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2. ...............................................................................................................................................................
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3. ...............................................................................................................................................................
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4. ...............................................................................................................................................................
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5. ...............................................................................................................................................................
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6. ...............................................................................................................................................................
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7. ...............................................................................................................................................................
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8. ...............................................................................................................................................................
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9. ...............................................................................................................................................................
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Activity 15
There are several commonly used expressions in the Reading and Listening texts. Look at these
expressions in context before doing the following Activity. Then draw a line between these
expressions and their French meaning.
Dans les textes des sections Reading et Listening il y a plusieurs expressions d’usage commun.
Avant de faire l’exercice suivant, regardez ces expressions dans leur contexte. Puis, reliez-les à
leur sens.
Reading 1 and 2: (Read the texts first)
all-inclusive un morceau de sucre
on demand ça, c’est une autre histoire
keeping on hand céder (dans le sens du pouvoir)
the key words tout compris
a lump of sugar garder sous la main
just around the corner à la demande
handing over les mots clés
that’s another story d’ici peu de temps
Activity 16
Replace the words in bold by one of the expressions from Activity 15.
Remplacez les mots en gras par une des expressions de l’activité 15.
1) That’s one idea, but alternatively ……………………………. we could stop production.
2) Just stay there, I’m coming right now ………………………………. .
3) I’m speaking for ………………………………. Sarah when I say thanks for everything.
4) Don’t buy those yoghurts. They’re past their sell by date ………………………… .
5) Things are a little difficult ……………………………… financially at the moment.
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Activity 17
Draw a line to match the telephone expressions with their equivalent face to face expressions.
Reliez les expressions téléphoniques à leurs équivalentes en situation de face à face.
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Activity 18
Put the following telephone conversations into the correct order.
Mettez les conversations téléphoniques suivantes dans le bon ordre.
Conversation 1
A: The line is engaged. Can I take a message?
B: Good morning. Could you put me through to Nayan Pajare, please?
A: No, thank you. I’ll try again later.
B: Spricksmiths. Good morning.
A: Hold the line, please.
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Conversation 2
A: I’ll give him your message as soon as he comes out of the meeting.
B Stella Johns.
A: Spricksmiths. Good afternoon.
A: Does he have your number?
B: Yes, could you ask him to call me back?
A: Who’s calling, please?
A: Could you spell Johns for me, please?
B: Certainly. That’s J-O-H-N-S.
B: I think so. I’ll give it to you just in case. It’s 0356893211, extension 244.
B: Could I speak to Simon Brampton, please?
B: Thank you.
A: I’m afraid he’s in a meeting at the moment. Can I take a message?
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Conversation 3
B: I’ll put you down for 2 o’clock then. Phone me back if there’s any change?
B: Simon. Hi. I’m fine. Everything OK down your way?
B: OK. Let me just get the diary on screen … when were you thinking of?
B: No, I’m afraid not. She’s tied up all day with meetings. What about Wednesday?
A: Is that Stella?
A: I will. I look forward to seeing you on Wednesday. Thanks Stella. Bye
A: I’m going to Paris next week and I need to see her before that. Is she free tomorrow?
B: OK. Talk to you soon. Bye.
B: Speaking.
A: Wednesday’s fine by me. I’m free anytime after 2 o’clock.
A: Hello Stella. How are you? It’s Simon here.
A: Yes, fine. Listen, I’m calling to make an appointment with your boss.
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Vocabulary 3 – Money
On a déjà vu quelques chiffres dans l’unité 3. Quand on parle de l’argent on n’énonce pas les
chiffres individuellement.
7520 € seven thousand, five hundred and twenty euros.
O N’oublier pas and devant les chiffres inférieurs à 100 dans les tranches de 100.
Voir aussi : Info File 3 dans votre fascicule Lexique, transcriptions et informations.
La virgule (comma) et le point décimal (decimal point) sont inversés entre le français et l’anglais.
450,000,000 four hundred and fifty million
2,500,209 two million, five hundred thousand, two hundred and nine
12.3 twelve point three
64.64 sixty four point six four / six four point six four
O d’argent,
Tous les chiffres après le point décimal sont énoncés individuellement, sauf quand on parle
ex :
• 64.64 € sixty four euros sixty four / sixty four euros and sixty four centimes.
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Activity 19
In the sentences below replace the euro sign with a word from the box.
Dans les phrases ci-dessous remplacez le signe euro par un des mots suivants.
loss - capital - commission - tip - profit - dividends - bonus - fees - overtime - perks
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Section 6
Speaking
Pour les activités dans cette section vous devez vous enregistrez soit sur cassette (standard ou dictaphone)
soit par moyen informatique (ordinateur, baladeur MP3 ou autre). Vous pouvez ensuite réécouter votre
production, la comparer aux modèles donnés s’il y en a. Vous vous habituerez ainsi, petit à petit, à vous
entendre parler anglais.
Activity 20
Monday 14/07 Tuesday 15/07 Wednesday 16/07 Thursday 17/07 Friday 18/07
am am am am am
9.00 dental lunch with Charlie if poss. keep morning free all day presentation 10.00 arrive back
appointment to prepare for tomorrow in Stockholm from Stockholm
pm pm pm pm pm
2.00 Mr Black 5.00 departmental 4.00 flight to Stockholm all day presentation 3.00 bank manager
4.00 Ms Rohr meeting in Stockholm
Vocabulary
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Conversation plan
You Brian Peacock
Ask to speak to BP. He answers the phone.
Say hello. Explain your reason for calling.
He agrees. He suggests a time and date.
(Invent a reason for the appointment)
Explain why it is not possible. Suggest Tuesday 2 p.m.. He can’t. He suggests another date.
Agree. Suggest a time. He can’t and suggests another time.
Agree. Confirm and say goodbye. He confirms and says goodbye.
Activity 21
Changing plans
A problem has arisen and you need to change the arrangements you made in Activity 20.
D 20
Make a telephone call apologising and requesting another time and date. Make a note
of useful expressions. Invent a reason for the change of plan. Listen to Brian’s side of the
conversation before recording yourself.
Un problème est survenu et il est nécessaire de changer le rendez-vous pris en activity 20.
Passez un coup de fil pour vous excusez et demandez une autre date et un autre horaire. Notez
les expressions utiles. Inventez une raison pour le changement de rendez-vous. Écoutez les paroles
de Brian avant de vous enregistrez.
Activity 22
Social English
Responding
We use certain words and expressions called social responses to show someone that we
D 21
are listening and interested in what they are saying. Naturally, there are a lot of these
expressions. Although understanding them all is very useful, for practical reasons it is a
good idea to adopt just one or two of them to use in each of the following situations.
On emploi certains mots et expressions appelés « social responses » afin de montrer à
quelqu’un que l’on écoute et qu’on est intéressé par ses paroles. Naturellement, il en existe
beaucoup. Bien qu’il soit utile de toutes les comprendre, pour des raisons pratiques je vous
conseille d’en adopter une ou deux à utiliser dans chacune des situations suivantes.
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We can also show that we are listening to someone by using reply questions. These are not real
questions and follow a specific rule. The verb in the reply corresponds to the auxiliary used to
make a question.
On peut aussi montrer qu’on écoute quelqu’un en employant des reply questions. Ce ne sont
pas de vraies questions et elles suivent une règle spécifique : le verbe dans la réponse correspond
à l’auxiliaire que l’on emploierait pour faire une question.
Reply question
• I’m going to Jamaica on Friday. Are you?
• We won the contract! Did you?
• Samantha has got a new job. Has she?
• The bank is asking for more money. Is it?
Another way to show interest when listening to someone is to repeat the subject or the end of
the sentence.
Une autre façon de montrer de l’intérêt pour les dires de quelqu’un est de répéter le sujet ou la
fin de la phrase.
• I’m going to Jamaica on Friday. Jamaica? / On Friday?
• Samantha has got a new job? Samantha? / A new job?
• The bank is asking for more money. The bank / More money?
Listen to the situations on the recording and make suitable responses to show your interest,
surprise or to express sympathy. Make sure you vary the type of responses you give. Use more
than one of the expressions above each time. For example:
Écoutez les situations suivantes sur votre Cd et faites les réponses qui conviennent pour montrer
votre intérêt, surprise ou compassion. Variez vos réponses. Utilisez plus d’une expression ci-dessus
à chaque fois que vous parlez. Par exemple :
• I’m going to Jamaica on Friday. Jamaica? That’s terrific!
• We won the contract! Did you? Wonderful!
• The bank is asking for more money. The bank? Oh dear.
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Section 7
V Writing
Activity 23
Writing a letter
There are rules to follow when writing a letter. These rules are changing with the evolution of
e-mails but they can still be useful in the case of a formal letter to apply for a job or to make a
complaint, for example. In formal letters we do not contract: I’m = I am.
Il y a des règles pour écrire une lettre en anglais. Ces règles changent avec l’évolution des
courriers électroniques, mais restent encore utiles dans le cas de lettres formelles, pour postuler
pour un travail ou faire une réclamation, par exemple. Dans ce genre de lettres on ne fait pas de
contraction : I’m = I am.
Useful phrases
Beginning Ending
• Dear Sir or Madam Yours faithfully
• Dear Mr / Ms Princetown Yours sincerely
• Dear Susan / Duncan Best / Kind Regards
Introduction
• With reference to ….
• I am writing … to inform / to request / in reply to / to confirm
Main body
• Please find enclosed …
• I enclose …
• I would like to …
• Could you / Would you …
• I would like to add that …
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The following letter has been written in reply to the above advertisement. If sent, this application
will receive a negative reply. The language is informal and the person does not respect the rules
for writing a formal letter. Rewrite the letter. Do not forget to make separate paragraphs. Do not
hesitate to invent any details you think may help Claire receive a positive reply.
La lettre qui suit est une réponse faite à l’annonce ci-dessus. Si elle est postée, la candidate recevra
une réponse négative. Le langage est trop familier et la personne ne respecte pas les règles d’une
lettre formelle. Modifiez cette lettre. N’oubliez pas de faire des paragraphes séparés. N’hésitez
pas à inventer tout détail qui puisse aider Claire à recevoir une réponse positive.
Hello
I’m Claire and I saw the ad in the newspaper about the job. I’d like to do it. It looks
interesting. But I want more info. You know, how much do you pay, company
car, etc?
I’ve put my CV in with the letter so you can look at it. I don’t have much
experience but I’m a quick learner.
Let me know asap when I can come for an interview. I’m free all the time.
Write soon
Claire
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Activity 24
Translation
Before starting the translation go back and read the notes on translating in Unit 2, Listening 1.
Avant de commencer cette traduction, relisez les notes sur la traduction dans l’unité 2, Listening 1.
Maintenance agreement
We offer two different types of maintenance contracts. Please make your choice and send us the
completed form as soon as the equipment is installed.
All contracts run for a period of one year and cannot be cancelled before the termination of the
first year. After this initial year the contract can be cancelled at any time by letter. The agreement
is cancelled deux months after receipt of the cancellation letter.
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Option 1
7 days / 24 hours support with a guaranteed response time of 4 hours. The price includes parts,
labour and travel costs. If on-site repair is not possible, replacement equipment will be provided
for the duration of the repairs.
Option 2
5 days / 8 hours support with a guaranteed response time of 8 hours. The terms of the guarantee
are the same as for Option 1.
Our engineers make an appointment to come at a time that is convenient to you. Consequently,
you do not have to stay in the office all morning or all afternoon.
All our contracts include specially reduced rates for your staff training needs.
We, the suppliers, reserve the right to stop all maintenance and support in the event of software
modification by the customer.
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Section 8
X Checklist
Vocabulary
Activity 25
The words in the box below are all in unit 5. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading
and listening texts to see how these words are used.
Les mots ci-dessous sont tous dans l’unité 5. Mettez les dans les phrases pour remplacer les mots
en gras. Ne changez pas le mot donné. N’hésitez pas à vous référer aux textes de Reading et
Listening pour comprendre l’emploi de ces mots.
agree with - putting you through - great - utmost - founder - knowledge - hand over - cutting back - century
outsourcing - these days – support - purchasing - green light - rely on - suitable - removal - allows – enormous
weekly
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Grammar
Activity 26
Complete the dialogue with the correct future forms.
Complétez le dialogue avec l’expression du futur qui convient.
Activity 27
Translate the following telephone conversation into English.
Traduisez la conversation téléphonique suivante en anglais.
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Contents
Section 5: Vocabulary.....................................174
Vocabulary exercises: reading and listening texts.
Business related phrasal verbs and expressions.
Money.
Activities 17 to 20
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Section 1
a Preview
Before starting the unit, try this pre-test to help you with the vocabulary you will see
in the reading and listening texts, and then test your grammar.
Vocabulary
Activity 1
Choose the correct definitions
Features Short-range
r fortunes r small radius
r elements r small rest
Headsets Hopping
r earphones r random jumping
r hairstyles r street dance
Incentive Overheads
r firewall r general expenses
r motivation r governing bodies
Forecast Auction
r presume r sale
r predict r shop
Painless Booming
r without problem r going very badly
r without pleasure r going very well
Display Monetary
r show r financial
r information r purchasing
Accurate Samples
r exact r sizes
r external r examples
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Grammar
Try this grammar test to see what you know or don’t know.
Activity 2
The sentences below are all in the conditional. Choose the correct form of the conditional.
Les phrases ci-dessous sont toutes au conditionnel. Mettez les verbes à la bonne forme.
a) If water (reach) ..…………… 100°, it (boil) ..……………
b) If it (be) ..…………… still sunny tomorrow, we (go) ..…………… for a picnic.
c) If people (be) ..…………… more polite, life (be) ..…………… much more pleasant.
d) I f I (have) ..……………… more information when I started the company, I (lose) ..…………………
so much money.
e) They (need) ..…………… a lot of advice if they (want) ..………………… to start up on their own
next year.
f) If my husband (be) ..…………… afraid of flying, we (go) ..………………… abroad more.
g) I ’m too busy. I (like) ..……………… to analyse our customer needs if I (have) ..……………… more
time.
h) You (see) ..…………… the sea if you (go) ..…………… to the coast.
i) When my computer (down) ..…………… I (call) ..…………… Tony.
j) I’m leaving now. As soon as I (arrive) ..…………… I (phone) ..…………… you.
Activity 3
Make the following sentences imperative.
Mettez les phrases suivantes à l’impératif.
a) You should go and see a manager about that problem.
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b) When the cycle is finished, could you switch off the machine?
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c) You need to turn left and you drive straight on for 500m.
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Section 2
M Reading
Read the following text
The term Open Source was coined in 1998 to help lead to better software security.” Another company, who
explain, in a business-friendly way, the technical and changed to open source software, reduced its IT costs by
economic benefits of sharing, rather than restricting, over 30% and increased the processing capacity of its
the availability of computer source code. A developer's web site by almost a third.
talents, abilities, and education determine what he or The Open Source Initiative (OSI) is a non-profit
she can do with software. The size and connectedness
corporation dedicated to managing and promoting
of a developer community determines what they can do
the Open Source Definition for the good of the
when they all work together. A software company can
community, specifically through the OSI Certified Open
hire talented developers and get them to work together,
Source Software certification mark and program. You
but when those developers are prohibited from sharing
outside their closed community, their potential, and can read about successful sofwre products sthat have
the software they create, is very limited. By contrast, a these properties, and about our certification mark and
software license that permits developers the freedom to program, which allow you to be confident that software
work on any software, any time, with anybody, creates really is "Open Source." We also make copies of approved
a far greater potential - given that there are many more open source licenses. The Open Source Initiative exists
developers outside any given company than there are to make this case to the commercial world.
working inside any company. "Open Source isn't limited to individuals and the
The basic idea behind open source is very simple: hacker community anymore. Organisations of all sizes,
When programmers can read, redistribute, and modify state, local and national governments are embracing
the source code for a piece of software, the software free and open source software and are adopting it
evolves. People improve it, people adapt it, people fix in record numbers. Stresses on the Open Source
bugs. And this can happen at a speed that, if one is used community, including big corporate involvement and
to the slow pace of conventional software development, the expectations of a growing user community are
seems astonishing. challenges OSI can help with", said Russ Nelson, from
We in the open source community have learned that the OSI Board of Directors. "We'll be offering initiatives
this rapid evolutionary process produces better software aimed at meeting the needs of what has become a
than the traditional closed model, in which only a very serious and professional software ecosystem."
few programmers can see the source and everybody else Open source software is an idea whose time has
must blindly use an opaque block of bits. finally come. For twenty years it has been building
One well-known software company says that it's a momentum in the technical cultures that built the
major advantage to have open-source code. Internet and the World Wide Web. Now it's breaking
“As a lot of security problems derive from the core, a out into the commercial world, and that's changing all
greater number of people keeping an eye on source code the rules. Are you ready?
Many thanks to the Open Source Initiative for this information. www.opensource.org
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Activity 4
The sentences below are all taken from the text. Circle the synonym which best corresponds to
the words in bold. This activity will help you complete Activity 5.
Les phrases ci-dessous sont toutes extraites du texte. Encerclez le synonyme qui correspond le
mieux aux mots en gras. Cet exercice vous aidera à faire l'activitée 5.
1) T
he term Open Source was coined in 1998 to help explain, in a business-friendly way, the
technical and economic benefits of sharing, rather than restricting, the availability of computer
source code.
2) B
y contrast, a software license that permits developers the freedom to work on any software,
any time, with anybody, creates a far greater potential -
3) W
hen programmers can read, redistribute, and modify the source code for a piece of software,
the software evolves.
4) A
nd this can happen at a speed that, if one is used to the slow pace of conventional software
development, seems astonishing.
5) A
s a lot of security problems derive from the core, a greater number of people keeping an eye
on source code lead to better software security.
6) T
he Open Source Initiative (OSI) is a non-profit corporation dedicated to managing and
promoting the Open Source Definition for the good of the community, specifically through the
OSI Certified Open Source Software certification mark and program.
7) W
e'll be offering initiatives aimed at meeting the needs of what has become a serious and
professional software ecosystem.
8) Now it's breaking out into the commercial world, and that's changing all the rules.
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Activity 5
Make a summary of the text in English. Your summary should correspond to no more than half
of the original text. That is, 250 words or less.
Read through the text several times until satisfied you know it well. Make notes of the main
ideas in each paragraph. Then, in your own words, write your summary. Remember that the 250
words mentioned above are an absolute maximum and the shorter you make your summary the
better. Try to limit your summary to 2 or 3 sentences per paragraph, depending on the length of
each paragraph. The lines below are separated into paragraphs.
Faites un résumé du texte en anglais. Votre résumé ne devrait pas faire plus de la moitié du texte
original. C’est-à-dire, 250 mots ou moins.
Lisez plusieurs fois le texte jusqu’à ce que vous le connaissiez bien. Prenez des notes sur l’(es)
idée(s) principale(s) de chaque paragraphe. Puis, avec vos propres mots, écrivez votre résumé.
Souvenez vous que les 250 mots mentionnés ci-dessus sont un maximum absolu et le plus court
est le mieux. Essayez de vous limiter à 2 ou 3 phrases par paragraphe, selon la longueur du
paragraphe. Les lignes ci-dessous sont séparées en paragraphes.
Your summary:
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Why the name Bluetooth? Bluetooth technology is that infrared systems have. (Infrared must be in line of
named after a king of Denmark from the 900s. This sight and is a one-to-one connection only).
king was responsible for uniting Denmark and a part What are the advantages of Bluetooth? It is relatively
of Norway into one kingdom. This technology is also cheap, automatic and wireless. Power consumption is
known as IEEE 802.15.1. low and it does not require expensive hardware. This
Where does Bluetooth come from? In 1994 a team of means devices connect to each other in real peer-to-peer
researchers started a feasibility study to discover how to fashion. Bluetooth replaces cables in a wide variety of
eliminate cables between devices using short-range low applications unlike Wi-fi connections. Because devices
–power wireless connectivity. This idea and the ensuing use a radio communications system they do not have to
research saw the development of Bluetooth technology. be in line of sight with each other making it useful for
communicating with devices in other rooms. Bluetooth
What is Bluetooth? It is short-range radio technology
uses the SAFER + algorithm for authentication and
which allows different devices to talk to each other and
passkey creation enabling the user to establish trusted
can connect up to eight devices at any one time. These
pairs of devices. A device that wants to communicate
devices can communicate with each other when in range.
only with a trusted device can authenticate the identity
It has a limited range of approximately 10 metres.
of the other device. Trusted devices may also encrypt
How does Bluetooth work? It transmits via low-power the data that they exchange over the air making
radio waves and communicates on a frequency band eavesdropping on Bluetooth-enabled devices difficult.
that is set aside by international agreement for the use
What are the disadvantages of Bluetooth? Its range
of industrial, scientific and medical devices (ISM). In is limited to about 10 metres and it is therefore not
order to avoid interfering with other protocols which suitable for networks that need to be accessed from
use the same band, the Bluetooth protocol divides the remote locations. Certain devices (some printers
band into 79 channels and changes these channels up to for example) allow any device to use their services
1600 times per second. This technique is called spread- by default. Bluebugging is a potential threat where
spectrum frequency hopping. The various Bluetooth hackers can remotely access a user's phone and use it
devices hop frequencies in unison so as to stay in contact to make calls and send text messages, without the user’s
with each other. In this way the connected devices form knowledge. Software also exists called the Car Whisperer
an automatic network called a piconet. A piconet (‘pico’ which allows hackers to send and receive sound via a
meaning very small + ‘net’ meaning network) is formed Bluetooth-enabled car stereo. Thieves have been known
during the time of connection with one of the devices to use Bluetooth-enabled phones to track mobile
acting as the master and the others acting as slaves. The networking connections left in cars, such as laptops.
signals sent out are so weak that interference with a
Where is Bluetooth heading? The next version of
system outside the piconet is very rare. Bluetooth will include increased security features. For
What is Bluetooth used for? It is found in a variety of example, atomic encryption change will mean that
products including phones, headsets, modems, printers, passkeys can be changed periodically. Looking further
PDAs, keyboards, mice, and many others. It can be used ahead, Bluetooth plan to adopt ultra-wideband radio
for transferring files and presentations from PDAs to technology, enabling very fast data transfers. This could
computers for example. It is commonly found in mobile see the development of software radios. New versions
phones, being used to create the link between the phone will enable high quality video and audio to be used for
and the headset or for transferring data from a phone portable devices, television sets and in wireless VOIP
to a computer. Bluetooth is used to avoid the problems applications.
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Activity 6
In the following activity there is one word in each line which does not have the same meaning
as the other 3. Underline the odd one out. At least one of the words on each line is in Reading
document 2.
Dans l’activité suivante, un mot de chaque ligne n’a pas le même sens que les 3 autres. Soulignez
l’intrus. Au moins un mot de chaque ligne se trouve dans le Reading document 2.
Activity 7
Find the sentences from the text which mean the same as the sentences below.
Trouvez les phrases dans le texte qui ont la même signification que les phrases ci-dessous.
2) If some pieces of equipment are within a certain distance from each other they are able to
connect.
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3) T he different pieces of Bluetooth equipment remain connected by moving very quickly from
channel to channel.
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4) It doesn’t use much electricity and it is not necessary to have machines that cost a lot of
money.
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5) A piece of equipment that wants to connect just to another piece of recognised equipment can
check that it is the right one.
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6) It doesn’t work at a great distance and is consequently not good for groups of devices which
are very far away from each other.
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7) In the future, Bluetooth’s project is to use super bandwidths which will make the exchange of
information extremely rapid.
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Section 3
D Listening
Listening 1 Buying and selling
D22, 23, 24
Listen to the 3 conversations below: A, B and C. The 3 conversations are related. I suggest you
listen to all 3, before attempting to do the activities for each conversation.
Écoutez les 3 conversations ci-dessous : A, B et C. Les 3 conversations sont en rapport les unes avec
les autres. Je suggère que vous écoutiez les 3 conversations à la suite, avant d’essayer de faire les
activités pour chaque conversation.
Activity 8
Conversation A
D 22
Fill in the blanks in conversation A.
Remplissez les trous dans la conversation A.
A: I ’m ……………………. in buying the ……………………. ones, but find the shipping costs from
the US too …………………….
B: W
hy don’t you try going onto Ebay and bidding in an ……………………. for them? That way,
you’ll have a lot more ……………………. of where to get them from. You’ll probably find the
same ones at a ……………………. ………………….. .
A: Yes, but I’m a bit …………………… about using the auctioning system.
B: Y
ou don’t need to be. There are a lot of ……………………. ………………….. to make people feel
……………………. about using credit cards and the like. You can use Paypal for the transaction.
The customer’s payment information is securely routed through a network of processors and
……………………. ……………………. .
A: Sounds OK. Maybe I’ll try it.
Activity 9
Conversation B
Answer the comprehension questions for conversation B.
D 23
Répondez aux questions de compréhension pour la conversation B.
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Activity 10
Conversation C
Answer the comprehension questions for conversation C.
D
24
Répondez aux questions de compréhension pour la conversation C.
1) How long has she been buying and selling over the internet?
...................................................................................................................................................................
4) She says her sales have increased and now she is eligible for the ………. ………...
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Activity 11
Listen to the conversation between Brenda and George and answer the following general
comprehension questions.
Écoutez la conversation entre Brenda et George et répondez aux questions de compréhension
générale suivantes.
6) Brenda says she has been working on a marketing plan. What three things has she written in it?
...................................................................................................................................................................
7) George gives Brenda three reasons why it is important to analyse the databases. What are they?
...................................................................................................................................................................
Activity 12
These mixed up sentences have been taken from the listening 2. Put the words into the correct
order to make complete sentences. The words within the slashes are in the correct order. Be
careful not to forget the prepositions, articles, pronouns, etc.
Ces phrases extraites du texte « Listening 2 » sont mélangées. Mettez les mots dans le bon ordre.
2) I need / of / to complete / But first / the survey / to my website / getting them / and then / to
attract people / find a way
...................................................................................................................................................................
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3) future purchases / you could / free samples /a discount / for example /offer / or / on
...................................................................................................................................................................
6) the / you / marketing plan / you’ve got / But once / make up /need to / a / right database
...................................................................................................................................................................
8) r esponse time / for the / the / using / mean / should have / internet / survey / will / that / also /
you / fast / a
...................................................................................................................................................................
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Section 4
G Language focus
Zero Conditional
Zéro Conditionnel : il est utilisé pour parler de quelque chose qui est toujours vrai.
• If water reaches 100°, it boils.
(condition) " (conséquence)
Si l’eau atteint 100°, elle bout.
• If I’m late for work, I lose money.
(condition) " (conséquence)
Si je suis en retard pour le travail, je perds de l’argent.
OU
• I lose money if I’m late for work.
(consequence) " (condition)
Je perds de l’argent si je suis en retard pour le travail.
Le présent simple est utilisé dans les deux parties de la phrase. Dans ce cas if peut être remplacé
par when.
1st Conditional
1er conditionnel : il est utilisé pour parler de quelque chose qui est une réelle possibilité.
• If I see a good laptop, I’ll buy it.
(condition) " (conséquence)
Si je vois un bon ordinateur portable, je l’achèterai.
• If I find the file, I’ll send it to you.
(condition) " (conséquence)
Si je trouve le fichier, je vous l’enverrai.
• If you pay for it in cash, they will give you a discount.
Si vous le réglez en espèces, ils vous feront une remise.
OU
• They will give you a discount if you pay for it in cash.
(consequence) " (condition)
Ils vous feront une remise si vous le réglez en espèces.
Le présent simple est utilisé pour exprimer la condition if, et will est utilise pour exprimer la
conséquence.
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2nd Conditional
2e Conditionnel: il est utilise pour parler des situations imaginaires ou de quelque chose qui est
improbable.
• If I were the Managing Director, I’d give everybody a pay rise.
(condition) " (conséquence)
Si j’étais le PDG, je donnerais une augmentation à tout le monde.
• If I had more money, I’d buy a new computer.
Si j’avais plus d’argent, j’achèterais un nouvel ordinateur.
OU
• I’d buy a new computer if I had more money.
(conséquence) " (condition)
J’achèterais un nouvel ordinateur si j’avais plus d’argent.
Le prétérit est utilise pour exprimer la condition if, et would est utilisé pour exprimer la
conséquence.
Les phrases conditionnelles 1re et 2e font référence au présent et au futur. La différence entre les
deux est la probabilité et non la notion de temps.
Regardez la différence entre les deux phrases suivantes :
• If I see a good laptop, I’ll buy it.
La personne qui parle va probablement aller faire des courses à la recherche d’un
ordinateur portable, donc la situation est possible.
• If I had more money, I’d buy a new computer
La personne qui parle n’a probablement pas beaucoup d’argent, donc la situation
est improbable ou un rêve.
Les deux phrases font référence au présent et au futur.
3rd Conditional
3e Conditionnel: il est utilisé pour parler des situations imaginaires dans le passé.
• If I hadn’t been so nervous at the interview, I would have got the job.
(condition) " (consequence)
Si je n’avais pas été aussi nerveux à l’entretien, j’aurais eu le travail.
• If I had worked harder, I would have passed my exam.
Si j’avais travaillé plus, j’aurais réussi mon examen.
OU
• I would have passed my exam if I had worked harder.
Le past perfect (had + participe passé) est utilisé pour exprimer la condition if, et would have +
participe passé est utilisé pour exprimer la conséquence.
Le 3e conditionnel est utilisé seulement pour parler du passé.
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Activity 13
Fill in the blanks in the following sentences.
Complétez les phrases suivantes.
1) If the order (arrive) .………………. today, we (deliver) .……………….…… it tomorrow.
2) S he (telephone) .……………….…… you yesterday if she (know) .……………….…… the
answer.
3) O
ur standard company policy is that if/when you (buy) .………………. more than 25, you
automatically (receive) .……………….…… a discount.
4) If I (win) .……………….……… the lottery, I (travel) .……………….…… around the world.
5) T
he meeting shouldn’t be too long. If the meeting (finish) .……………….… before 6 p.m.,
I (have) .……………….… time to go shopping.
6) I don’t go to that shop because the service is too long. If they (have) .……………….… more
staff, the service (be) .……………….…… better.
7) C
ompanies (get) .……………….… more customers if/when they (have) .………………. a good
website.
8) If he (arrive) .……………….… late for work again, I (speak) .………………. to him.
9) T
hat seems to be decided. If you all (agree.………………., we (move) .………………. on to the
next item on the agenda.
10) I’m sorry I’m late. If there (be) .……………….……… so much traffic, I (be) .……………….……
here earlier. Attention
can est seulement employé au futur quand on prend une décision. Dans d’autres situations on
emploi will be able to pour exprimer la capacité à faire quelque chose.
• I am free tomorrow. I can see you at 10.
Je suis libre demain. Je pourrai vous voir à 10 heures.
• Next year I’ll be able to speak English. (I will be able to…)
L’année prochaine je serai capable de parler anglais.
• We will be able to work more efficiently when the new equipment arrives.
Nous pourrons travailler plus efficacement quand le nouveau matériel arrivera.
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On n’emploit pas can au passé. Could et was / were able to sont utilisés pour exprimer la capacité
générale dans le passé.
• I could drive a motorbike when I was nine.
Je savais conduire une moto quand j’avais neuf ans.
• She could / was able to speak four languages when she was a child.
Elle savait parler quatre langues quand elle était enfant.
On n’emploit pas could pour parler d’une capacité à faire une action spécifique dans le passé, sauf
à la forme négative. Dans ce cas, on utilise was / were able to ou managed to.
• The paper was stuck in the machine, but I was able to / managed to get it out.
Le papier était coincé dans la machine, mais j’ai réussi à le sortir.
(Could n’est pas possible ici.)
• There was a problem with the car, but they were able to / managed to drive it to a garage.
Il y avait un problème avec la voiture, mais ils ont pu la conduire jusqu’au garage.
• The exam last week was so difficult that I couldn’t / wasn’t able to / didn’t manage to do it.
L’examen de la semaine dernière était si difficile que je ne pouvais /n’arrivais pas
à le faire.
Activity 14
Complete the following sentences.
Complétez les phrases suivantes.
1) When I lived in Berlin, I …………………… speak German really well.
2) I was late for the appointment but I …………………… phone and tell them.
3) I don’t know how many employees lost their jobs, but I ………………………… help some of
them find new ones.
4) He …………………… repair the telephone, so I bought a new one. (negative)
5) The manager says the delivery …………………… wait until next week.
6) One day in the future, we ……………………… live on another planet.
7) Ben wanted to fly to Turkey, but he ……………………… get a ticket.
8) I …………………… write the report tomorrow.
9) We’re very busy this week, but we …………………… do the job next Friday.
10) After the accident, she …………………… work for 6 months. (negative)
11) The software is free so you …………………… save some money on next year’s budget.
12) I’m not good at maths, but I …………………… do mental arithmetic easily.
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Pour donner des instructions on peut employer always et never avant l’impératif.
• Always unplug the machine before doing repairs.
Débranchez toujours la machine avant de faire des réparations.
• Never touch the electric wires.
Ne touchez jamais les fils électriques.
L’impératif à la première personne est let’s, qui est souvent employé pour faire une suggestion.
La suggestion inclut l’interlocuteur. Let’s est suivi de la base verbale.
• Let’s go.
Allons-y.
• Let’s go to the cinema.
Allons au cinéma.
• Let’s finish work early today.
Je suggère qu’on termine plus tôt le travail aujourd’hui.
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Activity 15
Below are instructions for making documents into transparencies for overhead projectors. Put
them into the correct order.
Ci-dessous des instructions pour transformer des documents en transparents pour des
rétroprojecteurs. Mettez les dans le bon ordre.
Lower the lid carefully.
Place the overhead projector transparent into the paper feeder tray.
Press the button to start copying.
Press button to select the number of copies required.
Place the original document face down on to the glass.
Open or pull out the manual paper feeder tray.
Press the button to select manual paper feeder tray.
1) ...............................................................................................................................................................
2) ...............................................................................................................................................................
3) ..............................................................................................................................................................
4) ...............................................................................................................................................................
5) ...............................................................................................................................................................
6) ...............................................................................................................................................................
7) ..............................................................................................................................................................
Activity 16
Complete the following sentences.
Complétez les phrases suivantes.
1) ………………. check the invoice before payment.
2) ………………. put computer equipment next to a radiator.
3) ………………. go for a swim.
4) ………………. go the Chinese restaurant. I don’t like it.
5) ………………. the paper in the machine.
6) ………………. tell the manager when you leave early.
7) ………………. the machines off at night before leaving the building.
8) ………………. meet on Friday.
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Unit 6
Section 5
B Vocabulary
Vocabulary 1
Activity 17
The compound nouns and adjectives from the Reading and Listening texts have been mixed up.
Put them back in order.
Les noms et adjectifs composés des textes de Reading et Listening ont été mélangés. Remettez les
dans le bon ordre.
First part
market - short - business - low - head - television - key - pass - ultra - flea - spread - peer - over - red - feed
Second part
heads - sets - sets - power - spectrum - friendly - tape - back - place - boards - to peer-market - wideband
range - key
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
……………………………………. …………………………………….
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Activity 18
The answers to the crossword below are all adjectives. Most of them come from the Reading and
Listening texts in Unit 6. A few, however, come from previous units. You should know all these
adjectives.
Les réponses du mot croisé ci-dessous sont toutes des adjectifs. La plupart d’entre eux viennent
des textes de Reading et Listening dans l’Unité 6. Quelques uns viennent des unités précédentes.
Vous avez déjà vu tous ces adjectifs.
There are:
Across 17 adjectives
Down 12 adjectives
1 2 3 4 5
6 7
8 9 10
11
12
13 14
15 16
17
18
19 20 21 22
23
24
25
26
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Across Down
1. working by itself (often used for machines) 1. extremely surprising
4. synonym for wide 2. synonym for financial
6. synonym for quick 3. if you work in manufacturing you are an …………….. worker
8. highly skilled 5. opposite of bad
10. the opposite of 6 across 6. opposite of busy/when you do not pay for something it is
…………….
11. unusual, infrequent 7. synonym for customary
12. something or someone in which you have confidence 9. opposite of first
13. to be alike 10. synonym for grave or important
15. synonym for very good 14. synonym for agreed or ratified/certified
17. opposite of light (weight) 16. opposite of bottom
18. opposite of uncertain 20. opposite of strong
19. opposite of old 22. synonym for general or habitual
21. opposite of private
23. opposite of big
24. opposite of imprecise
25. opposite of easy or soft
26. synonym for restricted
Vocabulary
to come up with: trouver (une idée, une réponse) ; faire (une suggestion)
to deal with: s’occuper de (un problème, un client, un travail)
to get down to se mettre: (au travail)
to get in touch with: prendre contacte avec (une société, une personne)
to get on with: s’entendre avec (quelqu’un); se mettre (au travail)
to get rid of: se débarrasser de (quelque chose, quelqu’un)
to keep to: ne pas se disperser (un plan, un ordre du jour)
to lay off: licencier (du personnel)
to put off: reporter (un rendez-vous, une réunion)
to stand for: signifier; supporter (généralement employé au négatif)
to stand in for: remplacer provisoirement (quelqu’un)
to take off: partir/quitter (du travail, d’une réunion)
to take on: prendre en charge (un travail, quelqu’un)
to take over: prendre les reins de (un travail de quelqu’un, une société)
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Activity 19
Use some of the phrasal verbs above to complete the following sentences. Be careful of the tense
changes.
Utilisez certains des phrasal verbs ci-dessus pour compléter les phrases suivantes. Attention au
temps.
1) OK, everybody. It’s time to start. Let’s ………………………….. work.
2) She didn’t say she was leaving. She just ………………………….. .
3) Could you ………………………….. me tomorrow? I’ll be absent all day.
4) We’ve decided to ………………………….. the old machines and buy new ones.
5) I can’t ………………………….. any more work. I’m overloaded already.
6) That was a brilliant suggestion you ………………………….. at the meeting today.
7) I ’m sorry, I know it was planned for today but nobody’s in the office. We’ll have to …………………
the presentation until next week.
8) We’ve bought most of the shares and plan to ………………………….. the company soon.
9) The customer is waiting for someone to ……………………… him. Can you send an e-mail?
Vocabulary
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Activity 20
In the sentences below the words are mixed up. Put them back into the correct order.
Les mots sont mélangés dans les phrases ci-dessous. Remettez les dans le bon ordre.
5) a favour / Charlie Smith / is / doing / my uncle / with / me / because / doing business / he’s
...................................................................................................................................................................
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Section 6
Speaking
Activity 21
Giving instructions
You are going to pretend that you are giving instructions to someone on the telephone. First of
all, think about the subject. This can be how to install a new piece of software, how to set up a
network or any other procedure you can think of that involves a certain number of steps.
Vous allez faire semblant de donner des instructions à quelqu’un au téléphone. Premièrement,
pensez à un sujet. Par exemple, comment installer un nouveau logiciel, comment mettre en place
un réseau ou toute autre procédure qui comprend un certain nombre d’étapes.
Before starting look at Language Focus 3 in this unit. Prepare your instructions in the correct
order and insert appropriate linking words.
Avant de commencer regardez Language Focus 3 dans cette unité. Préparez vos instructions dans
le bon ordre et insérez les mots de liaison appropriés.
• First, ………………..
• Secondly, ………………..
• Then, ………………..
• Next, ………………..
• After that, …………
• Finally, ……………….
Activity 22
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Social english
Activity 23
Formal
• You are now at the end of this course and we would like to take this opportunity to
thank you for all the hard work you have put in. We look forward to meeting you again
next year. Goodbye.
Informal
• Thanks a lot for everything. See you next year. Bye.
Make appropriate responses to the different situations using the sentences below. Use a
combination of the responses below. Record yourself.
Faites des réponses appropriées aux différentes situations en employant des phrases ci-dessous.
Utilisez une combinaison des réponses ci-dessous. Enregistrez-vous.
Situation A: You need to leave a business meeting.
Situation B: You have just finished a business lunch with a customer.
Situation C: You’re at a party. It’s very late and you must get up early the next day.
Situation D: You’re with a group of colleagues. You need to go and catch a train.
Situation E: It’s the end of a conference you organised. People are leaving and thanking you.
Situation F: A friend invited you to lunch for your birthday. You must get back to the office.
Situation G: It’s the end of a 2 day training course. You learnt a lot from it.
Situation H: A colleague thanks you for the advice you gave him.
Situation I: A friend drove you to the airport. You need to hurry or you’ll miss the plane.
Situation J: Y
ou’ve spent 4 days in Ireland. The people you stayed with have come to say goodbye
to you at the airport. They are coming to see you next month.
Thanking
• Thanks a lot.
• Thank you very much.
• Thank you for a really interesting …
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Responding to thanks
• I’m glad you enjoyed it.
• I’m glad you could come.
• I’m glad I could be of some help.
• It was a pleasure.
Saying goodbye
• I’m afraid I have to get up very early in the morning. So, I’d better go.
• I really must be on my way. (give a reason)
• I really must be going. (give a reason)
• I must be off now. (give a reason)
• I really must leave now. (give a reason)
• Goodbye. Bye.
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Section 7
V Writing
Activity 24
Making a complaint
Write a letter (see Unit 5 – Activity 23) or an e-mail (see Unit 4 – Activity 22) to make a complaint.
Choose one of the following situations and invent the details:
Écrivez une lettre (voir l’Unité 5 – activité 23) ou un courrier électronique (voir l’Unité 4 – activité
22) pour faire une réclamation. Choisissez une des situations suivantes et inventez les détails :
A. You were very unhappy with the service and food at a restaurant you took 2 customers to last
week.
B. You ordered some equipment from a company. The delivery was very late and some of the
equipment was damaged.
C. A supplier continually makes mistakes on the invoices it sends you for payment.
Activity 25
Translation
Translate the following newspaper article. Remember the advice for translating in Unit 3
– Activity 29.
Traduisez l’article de journal suivant. Souvenez vous des conseils de traduction de l’Unité 3
– Activité 29.
Industrial relations at Flix and Sons are in rapid decline with the threat of strike action on the horizon.
The Workers Union representing over 75% of the 140,000 workforce rejected the 2.8% pay rise offered by the
company’s directors. Shares in the company are also being offered to employees instead of the performance
related bonus in cash they usually receive at Christmas. The company made profits of over 480e million last year
and all top managers are being offered a substantial increase in salaries amounting to a 5.5% pay rise.
The General Manager, Dawson Pritchkin, defended the 2.8% pay rise by saying that the company needed
to invest heavily in new machinery to stay ahead of its competitors. One Trade Union representative said: “A
successful company needs to invest in its workforce. This company was losing money 5 years ago. We’ve all
worked very hard and accepted a lot of redundancies to change those losses into profits. We feel we deserve better
treatment. I hope strike action can be avoided through negotiation.”
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
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Section 8
X Checklist
Vocabulary
Activity 26
The words in the box below are all in unit 6. Put them in the sentences below to replace the
words in bold. Do not change the word in the box. Don’t hesitate to refer back to the reading
and listening texts to see how these words are used.
booming - monetary - get down to - red tape – display - separate - allow - feedback - laying off - accurate - false
have a point - samples – overheads - near - got rid of - taking over - the black economy - business-friendly - fast
1) They do not permit ………………. us to use the internet.
2) The company’s general expenses ………………. are too high.
3) We need to get some return information ……………….… from customers.
4) I believe some financial ………………. incentive helps marketing strategy.
5) We can finish this quickly if we get on with ……………….…… it.
6) If the recession continues, we’ll have to start making staff redundancies.
7) There is too much bureaucracy ………………. when starting a company.
8) Illegal work ……………….… is a growing concern in this region.
9) The delivery is not far from ………………. the town centre.
10) He’s a very quick ………………. writer.
11) I need to make this information easy for companies to understand ………………. .
12) We’re putting the latest models on show ……………….… tomorrow.
13) Can you disconnect ………………. the scanner and printer software?
14) The sales figures were not very precise ………………. .
15) Isn’t it time you threw out ………………. those old books?
16) This is not genuine ………………. open source software.
17) Globalisation means a lot of companies are buying up ………………. others.
18) Business is doing extremely well ………………. .
19) We sent out a few specimens ………………. to our best customers.
20) I think you are right ………………. .
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Grammar
Activity 27
Complete the following sentences.
1) What ………………. you do if you (win) ………………. a lot of money?
2) I used to be very good at running. I ………………. (run) very fast when I was a child.
3) I don’t feel like driving. ………………. (walk).
4) If you (call) ………………. me when the plane lands, I (pick up) ………………. you ………… .
5) W
hen programmers ………………. (change) the source code, we (get) ………………. better
software.
6) Would you like (fly) ……………….………… ? (ability)
7) The computers were down. I (fix) ……………….…… the fault. (negative ability)
8) If I ……………. you, I (complain) ………………. to the manager.
9) If I (pass) ………………. my exam, I (buy) ………………. you a drink.
10) Remember, ………………. (switch off) the computer before backing up the files.
11) (write) ………………. a newspaper article for your homework.
12) If you (speak) ……………… English well, it (be) ………………. easier to find a job.
Activity 28
Complete the following conversation.
A: Right, it’s nearly 7 p.m. ……………… (stop) for today.
B: But we haven’t finished.
A: I know. (worry – negative) ………… ………… we have time. We (finish) ………… ………… it
tomorrow.
B: If we (leave) ………… this until tomorrow, we (have) ……………… even more work to do.
A: I’m sorry, but I’m really too tired. I (concentrate) ………… ………… .
B: OK. ………… (go) and have a drink before we go home.
A: Great idea. That’s just what I need.
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