ENGLISH AT Work IV

Transcription

ENGLISH AT Work IV

english at Work IV
English at work IV
Let’s go international!
Englisch macht mobil!
Sie halten die neueste Ausgabe von English at Work IV in Händen. Die positive Resonanz vieler
Lehrerinnen und Lehrer hat uns ermutigt, eine weitere Auflage dieser beliebten Reihe herauszugeben. Dieses Mal dreht sich alles um das Thema Mobilität.
Lernenden während ihrer Ausbildung die Chance zu geben, vorübergehend in einem anderen
Land ihre Ausbildung fortzusetzen oder ein Praktikum zu absolvieren, ist heute wichtiger denn
je. Der Blick über den „eigenen Tellerrand“ öffnet nicht nur neue Perspektiven und ermöglicht
das Kennenlernen fremder Kulturen, er hilft auch, Fremdsprachenkenntnisse zu verbessern.
Gerade für das spätere Berufsleben sind solche Kenntnisse unerlässlich.
In einer exportorientierten Wirtschaft wie der österreichischen braucht es Fachkräfte, die mehr
als nur ihre Muttersprache beherrschen. Englisch nimmt dabei einen sehr wichtigen Stellenwert
ein: In praktisch allen Unternehmensbereichen und von nahezu allen MitarbeiterInnen wird
English heute – in unterschiedlichen Niveaustufen – als selbstverständlich vorausgesetzt. Auch
von Lehrlingen wird erwartet, dass sie in ihrem Bereich in Englisch kommunizieren können.
Nahezu alle SchülerInnen an Österreichs Schulen erhalten Englisch-Unterricht. Durch einen
temporären Aufenthalt im Ausland können die Lernenden ihre Fähigkeiten vertiefen und weiter
ausbauen. Mobilitätsaufenthalte, die insbesondere über die Bildungsprogramme der Europäischen Union finanziell gefördert werden, bieten die optimale Gelegenheit, Sprachkenntnisse in
realen Situationen anzuwenden.
Die Materialien von English at Work IV unterstützen LehrerInnen und SchülerInnen bei der
Vorbereitung, Durchführung und Nachbereitung von Mobilitätsaufenthalten. Sie sind in allen
Schultypen einsetzbar. Die Erstellung der Materialien, bei denen auf Authentizität und Aktualität großen Wert gelegt wurde, erfolgte im Rahmen der go international Initiative der Wirtschaftskammer Österreich (WKÖ) und des Bundesministeriums für Wirtschaft, Familie und
Jugend (BMWFJ).
Mit dieser Unterlage möchten die WKÖ und das BMWFJ einen weiteren Beitrag leisten, die Qualität der Fremdsprachenausbildung insbesondere in der Lehre weiter zu verbessern. Denn nur
durch sprachlich versierte Arbeitnehmerinnen und Arbeitnehmer ist es möglich, dass Österreich
seinem Ruf als „Export-Weltmeister“ auch in Zukunft gerecht wird.
Dr. Reinhold Mitterlehner
Dr. Christoph Leitl
Bundesminister für Wirtschaft, Familie und Jugend
Präsident der Wirtschaftskammer Österreich
TIPPS:
n Haben Sie eine English at Work-Ausgabe verpasst? Kein Problem! Unter www.ausbilder.at >
Lehre und Europa > Fremdsprachige Materialien finden Sie alle bisherigen Unterlagen,
inkl. Hörtexte, zum Download.
n Wenn Ihre SchülerInnen Interesse haben, Berufserfahrung im Ausland zu sammeln, steht
Ihnen IFA – Internationaler Fachkräfteaustausch (www.ifa.or.at) mit Rat und Tat zur Seite!
English at work IV
▲
Table of Contents
PART 1: Mobility Preparation Phase
Unit 1: That’s My Job
Unit 2: Applying for a Work Placement
Unit 3: Welcome to Primus Enterprises!
Unit 4: When in Rome, Do as the Romans Do
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PART 2: Mobility Realisation Phase
Unit 5: Finding My Way Around
Unit 6: My First Day at Work
Unit 7: Company Organisation
Unit 8: Company Departments and Responsibilities
Unit 9: Seeing a Doctor
Unit 10: Having an Accident
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46
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PART 3: Mobility Follow-Up Phase
Unit 11: Evaluation Work Placements
Unit 12: Reporting About Work Placements
Unit 13: Making a Presentation
CD – Table of Contents
1. Unit 1, exercise 5:
Doing a Work Placement Abroad
That’s Theresa Lenger from Austria Calling
3. Unit 3, exercise 3:Booking a Flight
Diving into the Finnish Culture
Pronunciation
6. Unit 5, exercise 1:How Do I Get to…?
Turn Left and Walk Along
7. Unit 6, exercise 2:Information about…
8. Unit 7, exercise 2:Board of Directors and a CEO
9. Unit 8, exercise 3:A Guided Tour
10. Unit 9, exercise 2:At the Doctor’s
11. Unit 10, exercise 5:Forms to be used in Case of Accidents
12. Unit 11, exercise 3: Preparing for Your Final Interview
13. Unit 12, exercise 2:Filling in a Logbook
14. Unit 13, exercise 4: Presenting my Company
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english at Work IV
Impressum
Medieninhaber und Herausgeber © English at Work IV
Wirtschaftskammer Österreich
Wiedner Hauptstraße 63, 1045 Wien, http://wko.at
Bundesministerium für Wirtschaft, Familie und Jugend
Stubenring 1, 1011 Wien, www.bmwfj.gv.at
Im Rahmen der Initiative
Redaktion
AWS Arbeitsgemeinschaft Wirtschaft und Schule im Rahmen des Instituts für Bildungsforschung der Wirtschaft, Wiedner Hauptstraße 63, 1045 Wien
Die Arbeitsgemeinschaft Wirtschaft und Schule (AWS) ist eine Initiative von Wirtschaftskammer Österreich (WKÖ) und Österreichischem Sparkassenverband und ist als Projekt am Institut für Bildungsforschung der Wirtschaft (ibw), Rainergasse 38, 1050 Wien angesiedelt.
Autorinnen
Mag. Sabine Tritscher-Archan (Part 1: Mobility Preparation Phase)
Ingrid Garschall MEd (Part 2: Mobility Realisation Phase, Part 3: Mobility Follow-Up Phase)
Grafik: design:ag, Alice Gutlederer, Capistrangasse 4/6, 1060 Wien, www.designag.at
Höraufnahmen: Alle Audiotracks wurden aufgenommen und gemischt von
Soundborn Studios Vienna, Schönborngasse 9, 1080 Wien, www.soundborn.at
Sprecher: Howard Nightingall und Melanie Preston
Argentinierstrasse 20/5, 1040 Wien, www.businessofacting.at
CD-ROM Produktion: Soundborn Studios Vienna, Schönborngasse 9, 1080 Wien, www.soundborn.at
Druck: Ing. H. Gradwohl GmbH, Spielberger Straße 28, 3390 Melk
Wien, November 2011, 1. Auflage
Hinweis: Die Rechtschreibung orientiert sich in allen drei Teilen am British English.
Die beiliegende DVD enthält Hörübungen für alle drei Teile. Im Text sind Hörübungen durch das Symbol
2
gekennzeichnet.
English at work IV
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▲
Table of Contents
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Pronunciation
Information about…
Part 1: Mobility Preparation Phase
3
UNIT 1
▲
1 That’s My Job
A
to
He/She is playbtelechnical documents,
n read and ap
s,
ntrol workflow
material,
n plan and co
qu
mponents and
ine the re ired
am
ex
d
an
all coils, coil co
ct
st
le
in
d
n se
an
e
bl
m
, adapt, asse
s
n manufacture
rolling system
s,
uipment, cont
echanical part
eq
l
om
tr
ro
ec
nt
el
co
r
l
al
he
ot
and inst
ogramme, wire
transformers,
n assemble, pr
on
electric motors,
g installati s,
e
ic
in
rv
or
it
se
d
on
m
an
d
e
an
, operat
, assemble, test
omechanical
n manufacture
ent,
d service electr
pm
an
ui
e,
eq
at
d
er
an
s
op
,
ce
st
vi
switching de
up, examine, te
mponents,
semble, fit, set
as
,
re
tu
ac
uf
and related co
s
an
ne
hi
riables,
n m
ac
m
t,
non-electric va
equipmen
ic
ic
if
on
ec
tr
sp
ec
bel
jo
d
d
an
ic an
tromechanical
and test electr
defects on elec
ss
d
se
an
as
,
ts
re
ul
fa
su
l
ea
ca
n m
techni
nose and clear
nes,
to persons
n localise, diag
tions and machi
la
event damage
al
pr
st
in
to
s
s,
re
it
su
un
ea
ic
m
and electron
ent protective
ine and docum
am
ex
h,
lis
ab
st
n e
d work results,
on workflow an
ta
and property,
da
l
ca
ni
ch
document te
n collect and
lts of work,
cument the resu
do
d
ance
an
s
es
ss
a
n
ion and mainten
t systems,
at
en
ic
em
pl
ag
ap
an
e,
m
us
y
e
th
n apply qualit
r customers on
nes.
sory services fo
ent and machi
vi
ad
pm
ui
de
eq
vi
c
ro
p
ni
ro
n
-t
ec
el
d
nical an
of electromecha
A
He/She is able to
B
n s et up and secure building sites,
n implement plan specifications
(positioning, height, materials)
in natural environments,
n manufacture, renovate, restore and adapt
building components, buildings and
brickwork by using different building
materials,
n build formwork and armours,
reinforcements, concrete and screeds,
n fit materials to insulate against cold,
heat, noise and fire,
n perform repositioning tasks,
n plaster interior and exterior surfaces,
n finish brickwork and production of
exterior wall sidings,
n perform the work taking into
consideration relevant safety
regulations, standards and
environmental standards.
B
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English at work IV
He/She is able to
C
1
C
n identify the demand
for merchandise
procurement;
n place and handle ord
ers for goods in the
company-specific commu
nication form,
n supervise goods deliv
eries and their treatmen
t
in administrative terms
,
n accept, examine, sto
re and service goods,
n prepare and present
the company's range of
goods for sale,
n consult customers on
product selection and the
provision of services,
n conduct sales talks,
n accept and process ord
ers and customer orders
including invoicing and
payment transactions,
n handle customer com
plaints.
He/She is able to
D
n c onsult customers on the selection of training programmes, taking into account physical conditions
as well as time and technical requirements,
n compile service and support schemes tailored to customer wishes,
n prepare, procure, and present training equipment,
n perform maintenance and adjustment tasks on equipment,
n provide consultation and support services for customers in the implementation of the training programme,
n provide products and other services as a company representative,
n handle customer complaints,
n perform office work (correspondence, filing of customer data, handling of incoming and outgoing mail,
issuing invoices, membership cards, etc.),
n provide information and advice on the entire range of services offered in the training enterprise.
D
5
UNIT 1
1. Job Titles and Descriptions
a) Read the four job profiles above and select the job titles that match the descriptions from the box below.
A: ……….....………………....………………….
B: ……….....……....……..……………………….
C: ……….....………………..…..……………….
D: ……….....………..………....………………….
pharmaceutical trade assistant – surveying technician – floor layer – florist – fitness coach –
tinsmith – cake and pastry baker – bricklayer – general retail trader – paper-hanger and
decorator – electrical machinery engineer – light aircraft builder
b) What do the other job titles mean? What are the main tasks people have in these jobs?
Work in pairs to discuss these questions! The following phrases can be of help.
decorate shop windows – handle payments – apply surface treatment – shape horseshoes –
produce sketches and maps – collect surveying data – produce ice-cream and confectioneries –
bind bouquets – manufacture metal containers – perform function controls –
manufacture and assemble individual components – lay floor coverings – decorate walls and
ceilings – cut wallpapers and textiles – fit and repair tin molds – install aircraft instruments –
conduct sales talks – make flower arrangements – sell pharmaceuticals – prepare screeds
c) What is the title of your job? What are the main tasks you do?
Get together in pairs and tell each other all about your jobs! You can take notes here if you like!
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English at work IV
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d) Can you match these jobs to the job descriptions?
gardener 
1

A looks after plants
plumber

2

B works in a police station and maintains public security
nurse

3

C does the bookkeeping
flight attendant

4

D reports news on TV or writes articles for newspapers
journalist

5

E fixes leaks and unblocks sinks
police officer

6

F serves people on airplanes and ensures the passengers’ safety
chef

7

G works in hospitals, helps doctors and cares for patients
lawyer

8

H rescues people from burning buildings and helps put out fires
accountant

9

I does the cooking in a restaurant or hotel
firefighter

10

J defends people’s rights in court
2. Places to Work
a) Where do people work? Connect the correct puzzle pieces!
l
ita
r
retaile
p
tary
s
ho
secre
y
factor
n
kitche
mechanic
r
au est
ra nt
bak
ery
court
of law
nurse
joiner
wel
de
er
bak
ss
r
waitre
workshop
sh
op
garage
judge
office
che
f
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UNIT 1
b) Do you know other places of work? List all the places you know below:
3. Debating About Jobs
Look at the list of jobs below. What are the advantages of these jobs? In pairs choose one job each and on a
sheet of paper write down all the “pros” of doing this job. In your debate you should compare these jobs
referring only to their advantages, e.g.
[A]
[B]
Being a farmer is better than being a manager because you mostly work outside and
not in a stuffy office.
But being a manager is more interesting because you meet a lot of different people
and have different challenges.
Tip: When listing the pros, you can exchange ideas with other students who have chosen the same job.
They may have come up with different advantages than you. This will help you make a longer “pros” list and
give you more arguments for your debate!
stuntman
astronaut
factory manager
pilot
shop assistant in a fashion store
restaurant critic
actor / actress
model
journalist
babysitterIT-technician
animal keeper
beautician
politician
judge
sales representative
teacher
8
chef
English at work IV
1
4. Let’s Play!
a) Get together in groups of four. Everyone should think of a job, but do not tell the others what it is!
They should try to guess your job by asking questions that can only be answered by ‘yes’ or ‘no’.
Here is an example:
Job: Policeman
Possible questions:
n Do you work in a factory?
n Do you work with your hands?
n Do you wear a uniform?
n Do you work at weekends?
n Do you work with people?
n Do you sell something? etc.
b) Get together in groups of four. Each of you should give a presentation about his/her job, but add one
piece of information that is false. The others listening have to spot the false piece of information.
If they like, they can ask further questions during or after the presentation to help them guess.
c) Guess-the-Question Game: Get together in groups of four. Each of you should think of a question about
your job, but do not tell the others! Tell the others a piece of the “answer” (not a full sentence) to your
question. They should then try to guess your question. For example, if your answer is “1st” they may
guess “Which day do you get paid every month?” or “Which floor do you work on?”.
5. Doing a Work Placement Abroad
Anna attends the fourth form of a business college in Graz. During her next summer holidays she
would like to do a two-month work placement in England to improve her language and her technical skills.
When browsing through the internet, she finds the following ad:
Junior Secretary
Interested?
Then contact Mr. James Broker
at +44 (0)781 260 447
to arrange an interview!
Brown Consulting, a major consulting company dealing with
urban developments, offers a work experience placement (July to
August) in a busy back office to a young student. You will support
our head secretary in our London office in all duties that will
include:
• answering telephones
• managing travel arrangements (flight and hotel bookings,
organising visas, taxis, car rentals, etc.)
• diary scheduling
• administering and managing meetings
• assisting the team in getting ready for meetings and presentations
• dealing with incoming and outgoing correspondence
• ordering and maintaining stock levels of stationary, cleaning
and water supplies
• general admin/ad hoc office duties
(e.g. filing, faxing, scanning, etc.)
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UNIT 1
a) Listen to the telephone conversation between Anna and James Broker and select the correct answer!
1. Where has Anna gathered work experience?
 a) at school
 b) in local offices
 c) in her grandparents’ company
2. How old will Anna be next year?
 a) 19 years old
 b) 18 years old
 c) 20 years old
3. What quality do you have to have to do the job well?
 a) able to work under pressure
 b) flexible
 c) communicative
4. Who is Deborah Winger?
 a) Mr. Baker’s personal assistant
 b) the personnel manager
 c) the main secretary
5. When do Anna and Mr. Baker meet for an interview?
 a) Thursday next week
 b) this Friday
 c) Friday next week
6. What should Anna bring along?
 a) a Curriculum Vitae
 b) a motivation letter
 c) certificates from former jobs
b) Listen again to the conversation and decide whether the following statements are true or false.
Correct the statements that are false!
1. Brown Consulting is located in London.
2. Mr. Broker works in the personnel department.
3. Anna saw the job ad in a newspaper.
4. Anna will take her A-levels this year.
5. Brown Consulting has many German speaking customers.
6. The company is located near Bleak Street.
7. Anna is asked to demonstrate her practical skills after the interview.
10
T
F
English at work IV
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6. Brush Up Your Vocab!
a) Read through the text below and write down all the expressions used with “to do” and “to make”
in the table below. What do these expressions mean?
Paul usually does his homework only in the evenings. After school he likes doing some exercises first, before he makes himself some lunch. He always tries not to make too much noise because his father, who
works night shifts, usually rests in the afternoon. After lunch he does the dishes, makes a few phone calls
to his friends and then goes out. Sometimes he does his mother a favour and does the food shopping for
the day. Paul is pretty good at sports. He started with basketball two years ago and has made quite some
progress since then. Next year he will probably make a trip to L.A. to see one of the world’s best teams
play. His parents have agreed to this journey but have made a deal with Paul: If Paul does not do well in
his exams he will have to pay most of the journey himself. Paul will certainly make an effort to get good
marks. He promised his parents to do his best.
Expressions with “to do”
Expressions with “to make”
b) Do or make? Fill in the blanks with the right word.
1. I will …………………………..… a list of the things we need.
2. Can anybody ……………………………. a suggestions? I am completely in the dark.
3. The deadline is tomorrow. So we have to ………………………… a decision quickly.
4. The workers I hired always ……………………………. a good job.
5. He doesn’t …………………………… any harm.
6. My son never helps me ……………………………. dinner.
7. Can you ……………………………. some work for me? I could really use your help.
8. He has ……………………………. a fortune with his job!
9. I usually ……………………….. the cleaning on Saturday morning.
11
UNIT 1
TO DO – TO MAKE
The meanings of the verbs “do” and “make” are similar, but the verbs are used in different contexts:
TO DO
n “Do” for activities
The verb “do” is used to express daily activities, tasks or jobs.
do homework
do the dishes
do the laundry
do housework
do the job
do the washing up
n “Do” for general ideas
The verb “do” is used when speaking about things in general, that is, when describing actions
without saying exactly what the action is. This form is often used with the words “something, nothing,
anything” etc.
I’m not doing anything.
He does everything for his mother.
She’s doing nothing.
Does he ever do anything?
n Important expressions with “do”
There are a number of standard expressions that take the verb “do”:
do badly
do business
do good
do a favour
do one’s best
do harm
TO MAKE
n “Make” for constructing, building, creating
The verb “make” is used to convey the idea of constructing, building or creating. It is also used when
referring to the preparation of food.
make a dress
make food
make breakfast
make lunch
make a cup of tea
make a cake
n Important expressions with “make”
There are a number of standard expressions that take the verb “make”:
make arrangements
make a choice
make a difference
make an excuse
make a fool of yourself
make friends
make a fuss
make money
make a move
make a phone call
make a plan
make a promise
make a speech
make time
make your bed
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English at work IV
1
▲
Aims and Objectives
After this unit the students will be able to
■ name job titles and places of work
■ describe the main activities of jobs,
■ debate about jobs,
■ use the verbs “to do” and “to make” in collocations.
▲
Answers
1a) A = electrical machinery engineering
B = bricklayer
C = general retail trader
D = fitness coach
1b) pharmaceutical trade Pharmazeutisch-kaufmännische
assistance
Assistant/in
surveying technician
Vermessungstechniker/in
- decorate shop windows
- handle payments
- conduct sales talks
- sell pharmaceuticals
floor layer
Bodenleger/in
- lay floor coverings
- prepare screeds
- apply surface treatment
florist
Florist/in
- handle payments
- bind bouquets
- make flower arrangements
tinsmith
Spengler/in
- manufacture metal containers
- fit and repair tin molds
cake and pastry baker
Konditor/in
- handle payments
- produce ice-cream and
confectioneries
- produce sketches and maps
- collect surveying data
paper-hanger
Tapezierer/in und and decorator Dektorateur/in
- decorate walls and ceilings
- cut wallpapers and textiles
light aircraft builder
Leichtflugzeugbauer/in
- install aircraft instruments
- manufacture and assemble
individual components
- perform function controls
1c) Titles and descriptions of all apprenticeships can be found at: www.ibw.at >
Berufsbildung in Österreich > Lehrlingsausbildung > „Lehrberufsbezeichnung DE-EN“ and
„Lehrberufsbeschreibungen „DE-EN“
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UNIT 1
1d)
gardener police officer
accountant
journalist
plumber
flight attendant
nurse
firefighter
chef
lawyer
looks after plants
works in a police station and maintains public security
does the bookkeeping
reports news on TV or writes articles for newspapers
fixes leaks and unblocks sinks
serves people on airplanes and ensures the passengers’ safety
works in hospitals, helps doctors and cares for patients
rescues people from burning buildings and helps put out fires
does the cooking in a restaurant or hotel
defends people’s rights in court
2a) nurse – hospital
waitress – restaurant
judge – law court
retailer – shop
welder – factory
secretary – office
mechanic – garage
joiner – workshop baker – bakery
chef – kitchen
2b) Suggestions: school, greengrocer’s, newsagent’s, library, petrol station, butcher’s, flower shop,
embassy, reception, train station, bar, hotel, airplane, barber’s, hair salon
5a) 1b, 2a, 3a, 4c, 5c, 6a
5b) 1 = T, 2 = T, 3 = F, 4 = F, 5 = T, 6 = F, 7 = T
6b) 1 = make, 2 = make, 3 = make, 4 = do, 5 = do, 6 = make, 7 = do, 8 = made, 9 = do
▲
Vocabulary
bookkeeping
brickwork
building site
coil components
coils
leak
procurement
non-electric variables
reinforcements
screed
sink
surveying data
to insulate
to procure
wallpaper
welder
formwork
14
Buchführung, Buchhaltung
Mauerarbeiten
Baustelle
Wicklungsteile
Wicklungen
Leck
Ausschreibung
nicht-elektrische Größen
Bewehrungen
Estrich
Abwaschbecken
Vermessungsdaten
isolieren
ausschreiben
Tapete
Schweißer
Schalung
English at work IV
1
CD Script
Secretary [S]:Brown Consulting, this is Rebecca Neilson speaking, how can I help you?
Anna [A]:
Hello, this is Anna Bacher from Graz, Austria. Could I speak to Mr. Broker, please?
S:Hold on a second. I’ll check in the HR office if he is available. Hold on…
Ms. Bacher? Yes, Mr. Broker is in. I’ll put you right through.
Mr Broker [B]: Hello, James Broker speaking.
A:Hello Mr. Broker, my name is Anna Bacher. I am calling from Austria. I saw your ad on your
website in which you are looking for a junior secretary for two months and I am really
interested in this placement. Could you give me some more information about this job?
B:You are calling from Austria you said? So you would want to come to London to work here?
Why are you so interested in this job?
A:Well, I am a student in a business college in Graz here in Austria. I am attending the fourth
year at the moment and will take my A-levels next year. During my summer holidays I have
always worked in offices around the area. Also during the school year I have gathered
experience in secretarial work because my parents run a construction business and I have
often supported my mum in the office.
B:
So you seem to have gathered quite a lot of experience in office work…
A:Yes, I am quite familiar with all the duties you list in your ad. Now I would like to go
abroad and get to know another company and another working environment. And I want
to improve my English skills, of course!
B:Your English is quite good already! Well… we could actually do with someone who speaks
German because we have quite a few German speaking customers… Hm… How old are you?
A:
I have just turned 18. So I will be 19 by the time this job starts.
B:19... rather young… Hm… I must say that our office is very busy – even during the summer
months. We really need someone who is stress resistant and can work independently…
A:I know I am pretty young but I also know what it means to work in busy offices. I am sure I
can handle this.
B:Okay… Would you be available for an interview over the next three weeks or so? You should
also meet Deborah Winger, our head secretary, who you will support.
A:On Thursday next week there is a bank holiday in Austria and on Friday we are off from
school. So I could come to London on Thursday and I could meet you either Thursday or
Friday if that suits you.
B:
Let me check my schedule… Yes, Friday is good. Let’s say 10 o’clock?
A:
Sounds good. Where exactly is your company located?
B:We are in Bond Street, number 20. Take the Central line and get off at “Bond Street”.
From there it’s about five minutes.
A:Thank you very much for giving me the opportunity to come for an interview! Are there
any documents I should bring along?
B:Yes, a CV would be good. Maybe you can stay on for an hour after the interview and do some
tasks. This will help us see if you’re the right person for the job and give you a chance to see
if the job meets your expectations.
A:
Of course I can do that. That’s a good idea! Thank you and good bye!
B:
Good bye!
15
UNIT 2
▲
2 Applying for a Work Placement
1. Interested in work placements?
a) Read the following testimonials of students who have done a work placement abroad.
Then discuss the questions below in class!
agricultural
ars, 2nd year in
Benjamin, 17 ye
lture
cu
rti
ho
VET school focussing on
rdens
rking at South Ga
ing experience wo
rden
pir
ga
ins
sh
d
gli
an
En
w
ing
ho
Barbar
en
o
I had an enlight
a, 18 ye
a real insight int
d
ine
.
ea
ga
I
ar
s.
e
th
ek
we
nd
ars, offi
e
ou
re
ar
th
n
for
ow
sh
UK
s
ce assis
in the
s
my first day I wa
wa
It
On
l.
tant, 3r
.
fu
ed
er
W
ag
nd
an
wo
m
h
s
e
wa
n
d
d year
ha
I
ey
centres are
fo
th
en
u
rd
n
ga
e
d
in appr
.
th
d
o
ted
an
en
u
es
ge
t
e
pr
hu
x
I
d
s
c
an
w
wa
it
entices
ed
a
op
e
ng
s
sh
d
ra
e
ar
. I liked
h
Th
a
ely
v
nic
,
hip tra
in
,
es
g
tre
ing
d
ter
my work
an
th
wa
rs
a
ed
e
we
ining
w
lud
flo
id
s,
a
inc
nt
y
e
rk
a
wo
fr
ily
o
e
o
full of pla
Da
f
x
.
m
p
g
ed
e
o
ed
m
ri
ne
in
s
y
g,
e
g
wa
n
hin
I
h
c
to
er
ulc
o
e
th
m
ev
u
,
er
w
in Swed
se since
e corne
eding
o
we
rk
,
als
s
nu
I helped out wh
o
an
r. When
m
en
my com
expect,
ching and pruning stay there. When my time
pany an ewhere that wa I was so
althoug I first arrived I
deadheading, pin
d my sc
s much
t
y enjoyed my
ou
all
h
w
re
ab
I
s
rt
h
I
.
further
a
h
po
on
o
h
s
re
e
o
so
t
a
v
d
la
d spok
seeme
ery nerv
staking, an
to write a shor
ous, I w re just around
ronmen d really nice. It en to my supe
end I was asked
y broadened
an
inl
to
rta
a
ing
ce
s
y
m
n
co
sta
’t
s
rv
t.
wa
took me
sure wh
T
isor befo
ints. My
.
rest of th he first thing
a
, high and low po
d more confident
Malin (m some time to s re on the phon t to
e staff.
my experiences
uch stronger an
m
l
e
e and
fee
T
pe
tt
y
e
d
co
m
le
h
o
e
e
s
e
s
als
u
ad
n
in
k
d
p
an
.
w
e
to
ly
I
rv
e
ick
w
m
qu
is
h
a
my horizon, m
er
y
a
o
s
d a brie
r) did w
rath
n
determ
jobs sim
a new situation
as intro ew envithe beginning!
ilar to th ined to show th f meeting and
I had to adapt to
duce m
at was tough at
Th
I
e.
e to th
e
o
e
w
ag
ed
th
gu
o
nt
o
a
n
lan
th
s
pla
e
n
d
e
r
s
e
s
h
travel a
with a foreig
y display bed I ha
rrangem I do in my ow rs I was reliable own to my ow e
ments.
by the
int was when m
po
ea
n
n
h
e
ar
.
n
c
hig
I
ole
o
ts
er
I
d
wh
m
,
oth
e
e
id
th
I
v
An
all sorts
ul in
I respon en answered th made presenta pany. I booked
the most beautif
of
e me feel very
d
ad
fl
ti
e
m
e
ig
o
was voted to be
is
d
p
n
Th
h
h
t.
in
s
ts
o
en
,
ne. P
copied
Eng
and ma
problem
open day ev
and
de
for them lish but the Sw eople were so
visitors during an
would certainly
metime filed docuedes are
They w
. I really
d a good time. I
g
ha
I
kin
all
loo
er
s
ne
Ov
e
yo
d.
a
s
re
an
s
e
o
to
prou
to
n
t
a
g
jo
en
n
ll
o
m
is
y
o
ce
s
e
d
h
o
pla
d my sta
e
I felt lu
a
a work
cky to h nice and helpe
y there! t English, it w d that
recommend doing
experience!
d
a
ave suc
made th
but challenging
h nice p me in my work The staff was a s not a
ings so
for a rewarding
eop
mazing
ex
ea
confide
!
nce talk sy for me. Wh le to work with perience.
ile work
ing to p
b
initiativ
e
c
a
u
s
eople at
e they
ing there
e and b
w
e more
I gaine
has imp
flexible ork. I’m able
ro
to use m d more
and my
to have ved a lot! I wo
y
s
e
lf
u
a work
experie ld recommend -confidence
nce abro
everyon
ad!
e
1. Have you ever considered doing a work placement? Why? Why not?
2. Do you know anybody who has done a work placement abroad? What experiences did he/she have?
3. If you had the opportunity to go abroad, where would you go and why?
4. What should your work placement be like? What tasks would you like to do?
16
English at work IV
1
b) What are the pros and cons of doing a work placement? Discuss this question with your partner and write
down all the advantages and disadvantages you can think of on a sheet of paper (an example is given
below). Then compare your results with the results of your colleagues in class.
PROs
CONs
gather work experience
away from home
2. “I am referring to your advertisement…”:
How to Write a Motivation Letter
Sebastian, a 17-year-old VET school student in mechanical engineering, has decided to do a work placement
abroad. He has turned to IFA (International Young Workers Exchange, www.ifa.or.at) for help. IFA has asked
him to write a motivation letter. He does not quite know how to do that. Can you help him? Read through
the following text, then write a motivation letter below!
ployer why you are
your prospective em
lls
te
s,
ie
pl
im
e
m
personality, the
ter, as its na
ce to describe your
an
ch
The motivation let
a
u
yo
s
ve
gi
rk abroad.
for the company. It
otivates you to wo
m
at
wh
d
motivated to work
an
k
ea
s you sp
have, the language
qualifications you
and divide it into
al business letter
rm
fo
a
e
lik
er
tt
le
otivation
Construct your m
ying
s:
what you are appl
the following part
y part is to specify
or
ct
du
tro
in
e
sh
th
ould be ort
The goal of
. This paragraph sh
ity
1.Introduction:
un
rt
po
op
b
jo
e
und out about th
rest.
for and how you fo
er’s immediate inte
oy
pl
em
e
th
qualifications
h
tc
ca
list the skills and
ld
and designed to
ou
sh
u
yo
er
tt
cond part of the le
for. Read the
2.Body: In the se
n you are applying
io
sit
po
e
th
r
fo
on
skills match
right pers
and see how your
ts
that make you the
en
m
ire
qu
re
e
refully, identify th
es and qualities as
announcement ca
relevant experienc
t
os
m
ur
yo
of
e
m
ually the longest
ghlight so
ng. This part is us
yi
those required. Hi
pl
ap
e
ar
u
yo
position for which
s too lengthy or if
they relate to the
ragraphs if it look
pa
o
tw
to
in
it
k
ea
You may br
part of the letter.
ragraphs.
best in separate pa
e the necessary
your points work
ur wish to complet
yo
s
es
pr
ex
h
ap
gr
ny your printed
final para
sing and accompa
clo
3.Closing: In the
ur
yo
d
ad
en
th
rsonal interview,
information in a pe
ndwritten one.
signature with a ha
Motivation Letter
17
UNIT 2
Tips for Writing
a Motivation Letter
■ S tand out: Write
a motivation letter th
at shows what attribut
Make sure you are co
es you have that othe
ncise and to the point
rs may not.
while being convincing
at the same time.
■ Address it to the
correct person: Make
sure you send it to th
Avoid generic opening
e person that is hiring
s and broad greetings
.
such as “Dear Sir”. A
always be personalised
motivation letter shou
if at all possible.
ld
■ F ollow the KISS Pr
inciple: Keep it shor
t and simple. Your mo
than one page in len
tivation letter should
gth. If employers need
be no more
to look at more than
consuming.
one page then it is to
o time
■ S treamline your
look: You should keep
the same fonts, spacing
for your resume.
, and stationary that
you have
■ K
eep them intereste
d: Be creative and do
not use the same stand
Think outside of the
ard introductory parag
box and grab their att
raph.
en
tion. Explain what yo
and why you should
u can do for their comp
be hired in a creative
any
manner. Every motiv
Copy-pasting is not rec
ation letter should be
ommended!
unique.
■ T
ell the truth: Don’t
embellish your experie
nces in a motivational
comes out in the end.
letter. The truth alway
s
■ P
roofread your lette
r: Employers tend to
view typos and gramm
your carelessness and
atical errors as evidenc
inability to write. Pro
e of
ofread every letter yo
double-check your let
u
send. Ask a friend to
ter before you send it.
Sources: adapted from
18
http://ezinearticles.com
/?Motivation-Letter-Fo
r-Work-Abroad&id=1639
53 and http://www.mah
alo.com/motivational-l
etters-sample/.
English at work IV
1
19
UNIT 2
3. That’s Me: Writing a CV
a) A Curriculum Vitae (CV, in Canada and the United States usually referred to as “résumé”) is a document
that contains information about education and work experience allowing the potential employer to get to
know the applicant quickly.
Have you ever written a CV? Did you have any difficulties writing your CV? What did your CV look like?
b) Read the following texts on how to write a good CV.
Then look at the sample CV below and answer the questions!
your
have to do at some point in their life whether it is
CV writing is something that almost everyone will
focus
d
shoul
It
.
to show off your skills and experience
first job or you are changing careers. A CV is a way
fications as well as highlight the skills that you have
on the positive aspects of your experience and quali
but should stand out because of its content instead.
acquired. It doesn’t need to be fancy or colourful
Keep It Simple
A CV
used a fancy typeface or brightly coloured paper.
You are not going to get the job because you have
connot what it looks like. Keep it simple and let the
should be impressive because of what it contains,
Try to
Arial or Times New Roman and a font of 10 or 12.
tent speak for itself. Use a plain typeface such as
look
Anything too different or fancy will just make you
keep it to one page, although two would be fine.
effect of what you were hoping for.
unprofessional and is likely to have the opposite
Focus On Your Skills
you have the skills that they need:
Writing a CV is about showing the company that
the schools you have attended will not necessarily
■ Simply listing the jobs that you have done or
prove that you have those skills.
the skills you learnt and what you achieved.
■ You need to talk about what you did in each role,
red.
ical skills/work experiences that you have gathe
■ Have a section devoted specifically to the pract
Tailor Your CV for Each Job
one CV and send it to every possible company. HowWhen you are first job hunting it is easy to write
g
your CV for each job that you apply for. CV writin
ever, you will have much more success if you tailor
show
qualities and skills that they put in the job ad and
can take time but it will be worth it. Look at the
where and how you have achieved these.
Play Up the Positive
l, were
than others. Perhaps you got bad grades at schoo
Everybody has areas on their CV that are weaker
g
ng a CV is about playing up the positive and hidin
unemployed for a while or had to leave a job. Writi
obut look at what you learnt. Explain how you devel
the negative. You should never ever lie on your CV
g
qualifications you have gained since school. CV writin
ped in your time out or focus on any professional
is about selling yourself.
best person for the job, so play up the positive and
Your CV is your chance to prove why you are the
calayout simple, tailoring your CV for each job appli
focus on your skills. CV tips include keeping the
so
CVs
of
reds
hund
ve
have learnt. Companies recei
tion and explaining anything negative by what you
make yours stand out for all the right reasons.
/how-write-good-cv.html
Source: adpated from http://www.acareerchange.co.uk
20
English at work IV
1
1. How old is Peter?
2. Where does he live?
3. Which schools did he attend?
4. When did he finish school?
5. What was his first job?
6. What duties does he have now?
7. What does he like doing in his spare time?
c) Is Peter’s CV a good example of a CV? Can you find any mistakes in his CV? Mark everything you find less
good, then talk about your suggestions with your colleague. In pairs, write a good CV for Peter on a sheet
of paper and present it to the class!
21
UNIT 2
4. Joining Sentences
a) Read the text on how to write a good CV again and underline all the words that join together two parts of
a sentence (so called “conjunctions”):
Examples:
■ It should focus on the positive aspects of your experience and qualifications as well as highlight the skills
that you have learnt.
■ You are not going to get the job because you have used a fancy typeface.
Now compare your findings in class!
b) Apart from the ones in the text, which other “conjunctions” do you know? List all the ones you can think of!
…………………………………………………........…………………………………………………………
………………………………………………........……………………………………………………………
c) Complete the sentences below choosing the right conjunction!
1. Paul likes pizza ……………………… he asked his mum if they could have it for tea.
or || so || if
2. I can’t go out tonight ………………………….. I have to do my homework.
until || yet || because
3. She was nice to me ……………………….. she wouldn’t let me play with her piano.
although || as well as || whether
4. The girls were picking flowers …………………………… I saw them this afternoon.
when || since || but
5. The city is nice to visit …………………………… I wouldn’t like to live there.
before || until || but
6. Jerry passed the exam the first time ………………… I had to retake it three times.
as || though || while
7. Neither my mother …………… my father will be able to attend the party on Sunday.
but not || also || nor
22
English at work IV
1
d) Join each pair of sentence into one by using a suitable conjunction!
She went to work.
because
My cat was hungry.
although
Dr. Johnson had a big meal.
otherwise
I simply cannot get out of bed.
She did not want to go.
We may not get to the airport on time.
since
We had better get ready now.
They still did not win the match.
but
The players gave their best.
I am too tired.
She had not eaten for several hours.
before
He went to work.
5. Brush Up Your Vocab!
Find an alternative expression for the words/phrases on the left by unscrambling the words on the right.
Copy the letters in the numbered cells to the cells at the bottom with the same number to find the answer!
person that engages workers
LEMREYPO
open position
NAYCAVC
remuneration
RALSYA
11
time between resigning
and actually leaving the job
DROPEI FO CENOIT
written request for employment
NAATILPCPOI
CV
SUMREE
3
1
13
7
4
working the usual working time
LULF-TIEM OBJ
piece of paper showing
an employee’s pay
PYA PISL
to employ somebody
REIH
-
5
8
14
12
10
NEECALRERF
an independent worker
6
written agreement between employer and employee
1
TOCTCNAR
9
2
3
4
5
6
7
8
9
10
11
12
13
14
23
UNIT 2
Conjunctions
A conjunction is a word that “joins” two parts of a sentence. Conjunctions can be single words (e.g. and,
but, because, although etc.) or compounds (e.g. provided that, as long as, in order that etc.). There are
two types of conjunctions:
Coordinating Conjunctions
There are seven coordinating conjunctions: for, and, nor, but, or, yet, so.
These conjunctions join parts of a sentence (single words or clauses) that are grammatically equal
or similar. Thus, they show that these elements are similar in importance and structure:
I like tea and coffee.
Jack and Jill went up the hill.
Brian likes tea, but Anthony likes coffee.
Coordinating conjunctions always come between the words or clauses they join. When a coordinating
conjunction joins independent clauses, it is always correct to place a comma before the conjunction.
However, if the independent clauses are short and well-balanced, a comma is not really essential.
When “and” is used with the last word of a list, a comma is optional:
I want to work as an interpreter in the future, so I am studying Russian at university.
She is kind so she helps people.
He drinks beer, whisky, wine(,) and rum.
Subordinating Conjunctions
The majority of conjunctions are subordinating conjunctions. Common subordinating con-junctions are:
after, although, as, because, before, how, if, if only, as if, once, since, than, that, though, till, until,
when, where, whereas, whether, while, in order that, as long as etc.
Subordinating conjunctions join a subordinate (dependent) clause to a main (independent) clause.
A subordinate clause “depends” on a main or independent clause, it cannot exist alone: The subordinate
clause provides context and description for the main clause; in short, it adds information that isn't the
direct focus of the sentence but is important in adding time, place, or reasons to the sentence.
It looks as if it is going to snow this afternoon.
I haven’t spoken to Jane since she moved to New York.
When they feel threatened, dogs sometimes display aggressive behaviour.
Subordinating conjunctions always come at the beginning of a subordinate clause: They “introduce”
a subordinate clause. However, a subordinate clause can sometimes come after and sometimes before
a main clause. If it follows the main clause, no comma is required. If it is placed before the main clause,
a comma has to be used.
Brian went swimming although it was raining.
Although it was raining, Brian went swimming.
24
English at work IV
1
▲
Aims and Objectives
After this unit the students can
■ talk about the pros and cons of work placements,
■ write a motivation letter,
■ write a CV,
■ use coordinate and subordinate conjunctions.
▲
Answers
2)Students should complete the motivation letter inventing information items that are not given
(e.g. schools attend, skills and qualifications acquired etc.). Tip: There are several useful websites
with sample motivation letters or phrases that can be used in such letters (e.g. http://www.ego4u.
com/en/cram-up/writing/cover-letter > Introduction / > Details / > Conclusion).
3b) 1 = 20 years, 2 = Slough, Berkshire (UK), 3 = Hunnyford Grammar School and Harper Adams College,
4 = in 2006, 5 = mucking out the stables (while still attending school); at Valley Chicken Factory
(after school), 6 = works at a chicken factory (production worker), 7 = playing music, football,
pinball, etc.
3c) poor formatting altogether/bad layout (address is too big, some missing returns after the headings,
some bullet points are capitalised, some not etc.), inconsistent use of bold, spelling mistakes (street,
date, experience, interest, French), gap in employment history (finished school in 2006, first job
in 2008 – no explanation provided), inappropriate wording (“killing chickens”, “sleeping when it’s
raining outside etc.).
4c) 1 = so, 2 = because, 3 = although, 4 = when, 5 = but, 6 = while, 7 = nor
4d) She went to work.
although
She did not want to go.
My cat was hungry.
since
She had not eaten for several hours.
Dr. Johnson had at a big meal.
before
He went to work.
I simply cannot get out of bed. because
I am too tired.
We had better get ready now.
otherwise We may not get to the airport on time.
The players gave their best.
but
They still did not win the match.
5) employer, vacancy, salary, period of notice, application, resume, full-time job, pay slip, hire,
freelancer, contract. Solution: apprenticeship
25
UNIT 2
▲
Vocabulary
amazing
erstaunlich, verblüffend
application
Bewerbung
brief meeting
kurze Sitzung/kurzes Treffen
contract
Vertrag
display bed
Ausstellungsbeet (einer Gartenausstellung)
employee
Arbeitnehmer
employer
Arbeitgeber
enlightening experience
aufschlussreiche Erfahrung
freelancer
freiberuflich Tätiger
full-time job
Vollzeitjob
internship
Praktikum
pay slip
Gehaltszettel
period of notice
Kündigungsfrist
reliable
Verlässlich
remuneration
Vergütung
rewarding
einträglich, lohnend, dankbar
salary
Gehalt
supervisor
Aufseher, Arbeitsverantwortlicher
to be astonished
erstaunt / überrascht sein
to be determined
entschlossen sein
to be to the point
zur Sache gehören
to broaden one’s horizon
den Horizont erweitern
to catch one’s interest/attentiondas Interesse /
die Aufmerksamkeit von jemandem wecken
to cope with something/somebody
mit etwas/jemandem zurecht kommen
to deadhead annuals
welke Blüten von einjährigen Blumen auspflücken
to embellish
etwas verschönern
to expect
etwas erwarten
to hire
anstellen, rekrutieren
to mulch
mulchen
to pinch annuals
einjährige Pflanzen ausreißen
to prune abschneiden, stutzen
to settle into
sich gewöhnen an, zurechtkommen mit
to stake
anbinden, hochbinden
to streamline
rationalisieren, modernisieren
to weed
Unkraut jäten
typeface
Schriftart, -typ
vacancy
freie Stelle
26
English at work IV
1
27
UNIT 3
▲
3 Welcome to Primus Enterprises!
1. Before Going on a Work Placement
a) Read through the following website text about things to do and take care of before going on a work
placement. Then do the exercises below!
PRACTICAL ARRANGEMENTS & INFORMATION
What do I have to do there?
When you are on an internship you represent your school/your company and yourself.
You have to work in a company in a foreign country and therefore you have to adapt
to the daily routines of working life. You must keep working hours and follow the
instructions given by your employer. Often you cannot go home before the fixed time. If
you for some reason need to go home earlier, you have to talk to your supervisor or the
head of the company. You must not leave the company without informing someone!
Bear in mind that you must have convincing reasons for terminating you internship
earlier than planned.
How will I get there? Where will I stay? Who will organise my trip?
If your school/your company organises the internship, they usually take care of the
travel arrangements. Otherwise contact the organisation you sent the application to.
Maybe they will help you or else you will have to make the arrangements yourself. The
hosting company might also be able to help you find a suitable accommodation in the
local area with good possibilities to reach the company by local transport. Attention:
Often you don’t have a lot of money to spend in mobility projects. The standard of
accommodation might not correspond to the standard you are used to at home and
the flight will often be low fare tickets.
What will happen when I arrive in the country?
The supervisor of your hosting company should meet you upon your arrival and show
you the local area so that you can easily manage everyday life on your own. It’s important to exchange phone numbers so you can get hold of the person responsible for you
during the internship period. Often you have to get into the daily routines quickly, since
the internship at the company often starts at once. Try to get hold of a map of the area.
Take a walk in the local area and check out bus stops, restaurants, where to withdraw
or exchange money, where to buy food and bus tickets. Make sure that you have all
the necessary documents with you before you leave your home country. The checklist
in the tools section will help you.
Source: adapted from www.internship2industry.eu
28
English at work IV
1
b) Read the definitions/expressions below and find alternative terms in the text above!
appropriate, acceptable
…………………………………………………………………..
to adjust to new conditions
…………………………………………………………………..
to manage, to handle
…………………………………………………………………..
immediately
…………………………………………………………………..
to take money out of an account
…………………………………………………………………..
to familiarise
…………………………………………………………………..
a work placement
…………………………………………………………………..
strong/credible arguments
…………………………………………………………………..
to obtain/get something
…………………………………………………………………..
to equal, to match, to be the same
…………………………………………………………………..
c) Look at the answers below and fill in the correct questions!
1. Q: …………......……………………………………………………………………………………..........
A: You must keep working hours and follow the instructions given by your employer.
2. Q: …………......……………………………………………………………………………………..........
A: You have to talk to your supervisor or the head of the company.
3. Q: …………......……………………………………………………………………………………..........
A: It might be the school or the company or the organisation you sent your application to.
4. Q: …………......……………………………………………………………………………………..........
A: You have to pay attention to the fact that mobility projects are often not well financed.
5. Q: …………......……………………………………………………………………………………..........
A: It’s important to exchange phone numbers with the supervisor at the beginning of the internship.
6. Q: …………......……………………………………………………………………………………..........
A: You should remember to bring along all the required documents.
29
UNIT 3
2. That’s Theresa Lenger from Austria Calling
a) Listen to the telephone conversation between Theresa and Brian Cook from Primus Enterprises.
What is the conversation about?
What are the main points Theresa and Brian speak about?
Now look at the sentence parts below and match the beginnings to the endings by inserting the correct letter.
I shall do a work placement

1

B so that you can reach me in case of an emergency.
I would like to start
my preparation work

A so call our travel agency.

2

C can I contact you during my placement?
We will pay the ticket for you

3

D as early as possible.
He will make the flight
reservation for you

4

F we have in our company.
I will also inform you about
the safety regulations

E and help you whenever you need help.

5

G with a host family or in a youth hostel?
I will give you my
mobile phone number

6

H in your company in two months.
If I have any questions

7

I on where to find accommodation?
I shall be your supervisor

8

J and send you the ticket.
Could you give me some advice

9
Do you prefer staying

10
30
English at work IV
1
b) Listen to the telephone conversation between Theresa and Brian again and select the correct answers!
1. Why does Theresa call Primus Enterprises (PE)?
 A. She wants to get to know the contact person for her work placement.
 B. She wants to get some more information about the placement.
 C. She wants to inform PE about her flight reservation.
2. What does Primus Enterprises (PE) offer Theresa?
 A. PE offers her to make the necessary flight arrangements.
 B. PE offers her to book the ticket.
 C. PE offers her to pay the ticket.
3. When is Theresa’s first day at Primus Enterprises?
 A. She will start on April, 5th.
 B. She will start on April, 1st.
 C. She will start on May, 5th.
4. What will happen on Theresa’s first day at Primus Enterprises?
 A. She will be shown the canteen of Primus Enterprises.
 B. She will get to know the staff and her working place.
 C. She will participate in a staff meeting.
5. Which type of accommodation does Theresa prefer?
 A. She has not yet made up her mind.
 B. She prefers staying in a youth hostel.
 C. She prefers staying in a host family.
c) Brush up your vocab! Theresa and Brian use some useful phrases in their conversation. Unscramble the
letters in the tiles and complete the phrases! Do you know what the phrases mean? Form sentences with
these phrases to practise their use!
1. to ……………………. a …………..……………..
bo
ht
ok
fl
ig
2. to ………………………………………………….
ma
ar
ts
ke
ra
ng
en
em
3. to ………………… somebody a ………………...
ll
ca
gi
ve
4. to ………………… something …...……………...
g
al
in
g
on
5. to ………………… somebody ……....…………..
sh
ar
ow
ou
nd
6. to ……………… somebody some …….…………
ce
vi
ad
ve
gi
7. to ………………….. somebody …….…………….
fo
rm
t
ou
ab
br
in
31
UNIT 3
3. Booking a Flight
a) There are many means of transport – bikes, cars, trains, airplanes, etc. Which other means of transport do
you know? List all the vehicles you can think of, then compare your results with your colleagues!
b) What is your favourite means of transport (maybe only for a specific purpose, e.g. travelling in a busy
city or going abroad)? Write a short paragraph explaining why you like this vehicle and what advantages
it has over other means of transport!
c) With your partner, compare the means of transport you listed in exercise 3a using the adjectives in the
box below. Make notes of your findings! Two sentences are given as examples!
Example 1: A hot air balloon is slower than a train.
Example 2: A bus can be more crowded than a tube, especially during rush hours.
(un)reliable – empty – (un)comfortable – dangerous – crowded – safe – fast – slow –
(in)expensive – environmentally friendly – harmful to the environment – adventurous
32
English at work IV
1
d) Listen to the conversation between Theresa and James Pinter from Gulliver’s Travels, then fill in the
missing parts in the sentences below!
1. Gulliver’s Travels, James Pinter ………………………………………………………...
2. Yes, my first day will be April, 5th, my last day will be ………………………………...
3. So you need a good ………………………………………………………..................
4. Let me just check the ………………………………………………………………….
5. No, I am afraid you have to …………….……… once and the ……………………….
……………………………. are quite long.
6. Yes, you will have ………………………………………………………………………
……………………..!
7. The ………………………………………………….. would be on May 15th, departing
at 1:45 pm from Manchester and arriving in Zurich at 4:40 pm.
8. Do you prefer a window or an ……………………………………….…………………
…………………...?
9. Can you …………………… your name for me please? I need it for …………………..
the ticket.
10. I would also need ………………………………………………………….. during my
placement period.
11. Yes, I can help you in this ……………….................………………………………
……………………… too.
33
UNIT 3
e) Are you an experienced passenger? Do you fly often? Choose the correct word or phrase to complete
the sentences below!
a) When you choose the escape aisle seat, you have more ……..................................
freedom || leg room || comfort
b) Don’t forget your …………………………………………… when you travel abroad!
passport || birth certificate || driving licence
c) At the …………………………………………………… you have to show your ticket.
help desk || information point || check in
d) Your ……………………………………….. shows the seat row and the seat number.
invoice || passport || boarding pass
e) After the plane lands, you can pick up your luggage at the ………………………….
boarding area || baggage claim area || overhead compartment
f) If the cabin loses pressure during the flight, you should put on your …………………
………………… so you can breathe comfortably.
seat belt || oxygen mask || life jacket
4. Choosing an Accommodation
a) Host family or youth hostel? Flat sharing or private accommodation? Which type of accommodation
would you prefer for your work placement period? Discuss this question with a colleague and collect
arguments for and against the various forms of accommodation.
Accommodation: ……………………………………...........…………………………………………………
PROs
CONs
Tip: Once you have collected your own arguments, go to the Pro Mobility website (www.pro-mobility.net/
en), open the Pro Mobility Toolkit and go to question no. 10. Compare your findings with the suggestions
in the information sheet “Some thoughts about how to select your accommodation”.
34
English at work IV
1
5. Grammar Section
a) Do you know what modal verbs are? These are a special group of verbs that never occur alone in a
sentence but are always together with a main verb. Read through the text “Practical Arrangements &
Information” in exercise no. 1 above and underline all the modal verbs you can find.
b) Complete the sentences using the following words in their positive or negative form: can, could, have to,
must, might, should, need. Don't forget to capitalise when necessary. Some gaps may have more than one
correct answer.
1. Theresa’s flight took more than six hours to Manchester. She ………………….….…..
be exhausted after such a long flight.
2. I’m not sure where Tom is. He …………………………. be sitting in the living room
or perhaps he is in the garden.
3. You ……………………… book the tickets for the performance in advance.
They will sell out quickly.
4. ………………………… I borrow your lighter for a minute. Sure!
Actually, you …………………… keep it, if you want – I’ve stopped smoking.
5. If she was crying, she ……………………………………………………...……….
have been very upset.
6. You ……………………………………………………..……. worry so much.
It doesn’t do you any good.
7. You ………………………………..………………….. do the job if you did not speak
Japanese fluently.
8. You ……………………………………………………………… call a baby sitter.
We will stay in tonight.
35
UNIT 3
MODAL VERBS
can
may
must
could
might
ought to
shall
will
should
would
1. Modal verbs do not take “-s” in the third person.
He can speak Chinese.
She should be here by 9:00.
2. Modals cannot be used without a main verb. The main verb always remains
in the infinitive without to (except ought to).
She must try harder.
You should stop smoking!
You ought to stop smoking!
3. “Not” is used to make modal verbs negative, even in simple present and simple past.
He should not be late.
They might not come to the party.
He could not come yesterday.
4. Many modal verbs cannot be used in the past tenses or the future tenses.
Not correct: She musted study very hard.
Not correct: He will can go with us.
5. In a statement the word order is subject + modal + main verb:
They can come.
Mike should go now.
6. In questions the word order changes to modal + subject + main verb or question word
+ modal + subject + main verb:
Can they come?
Should Mike drive?
When can they come?
How could he know?
36
English at work IV
1
Overview
Modal verbExamples
Uses
CAN
Tom can help you. / Wild animals can be dangerous.
We cannot fix it.
Can I smoke here?
Can you help me?
Ability / Possibility
Inability / Impossibility
Asking for permission
Request
COULD
Could I borrow your dictionary?
Could you open the window, please?
We could go and see a movie.
When I was young, I could run very fast.
It could rain tonight.
Request
Suggestion
Possibility /
Ability in the past
Future possibility
MAY
May I see your driving license?
You may board the airplane now.
China may become a major economic power.
Getting permission
Future possibility
MIGHT
I might go to the park.
It might rain tonight.
Present possibility
Future possibility
MUST
We must see this movie.
My watch must be broken.
They mustn’t disrupt the work more than necessary.
You must take some time off and get some rest.
Necessity / Obligation
Assumption / Probability
Prohibition
Strong recommendation
OUTGHT TO
We should / ought to employ a professional writer.
She ought to receive the package tonight.
Recommendation
Assumption
SHALL
Shall I help you with your luggage?
Shall we say 2.30 then?
I shall be there by 8 am.
Offer
Suggestion
Future action
SHOULD
You should call your mother now.
I should be at work before 9 am.
Susan should be in New York by now.
Recommendation
Obligation
Expectation
WILL
Profits will increase next year.
I’ll get back to you first thing on Monday.
I can’t see any taxis so I’ll walk.
I will take care of everything for you.
Future action / Prediction
Promise
Instant decision
Offer
WOULD
Would you mind if I brought a colleague with me?
Would you pass the salt please?
Would 3 pm be okay for you?
Would you like to join me for dinner?
Would you prefer tea or coffee?
Request
Making arrangements
Invitation
Preferences
Sources: adapted from http://www.elearnenglishlanguage.com/esl/grammar/modalverbs.html and http://www.englishpage.com/modals/modalintro.html
37
UNIT 3
▲
Aims and Objectives
■ make practical arrangements for work placements,
■ book flights,
■ choose an accommodation,
■ use modal verbs.
▲
Answers
1b)appropriate, acceptable = suitable; to adjust to new conditions = to adapt to; to manage, to handle =
to take care of; immediately = at once; to take money out of an account = to withdraw money; to
familiarise = to get into; a work placement = internship; strong/credible arguments = convincing reasons; to obtain/get something = to get hold of; to equal, to match, to be the same = to correspond to
1c) Suggested questions – alternatives are also possible:
1. Which rules do you have to obey when you do a work placement?
2. What do you have to do when you need to go home earlier?
3. Who will take care of the travel arrangements?
4. What do you have to take into consideration in terms of money when you do a work placement?
5. What should you do at the beginning of the placement?
6. What should you remember to bring along from your home country?
2a) I shall do a work placement in your company in two months.
I would like to start my preparation work as early as possible.
We will pay the ticket for you so call our travel agency.
He will make the flight reservation for you and send you the ticket.
I will also inform you about the safety regulations we have in our company.
I will give you my mobile phone number so that you can reach me in case of an emergency.
If I have any questions can I contact you during my placement?
I shall be your supervisor and help you whenever you need help.
Could you give me some advice on where to find accommodation?
Do you prefer staying with a host family or in a youth hostel?
2b) 1 B; 2 C; 3 A; 4 B; 5 A
2c) 1: to book a flight; 2: to make arrangements; 3: to give somebody a call; 4: to bring something along;
5: to show somebody around; 6: to give somebody some advice; 7: to inform somebody about something
3a) Suggestions:
Bicycle, scooter, motorcycle, tram, train, underground, bus, coach, car, lorry, truck, van, plane,
helicopter, hot air balloon, ship, boat, submarine, hovercraft
38
English at work IV
1
3d)1. Gulliver’s Travels, James Pinter speaking.
2. Yes, my first day will be April, 5th, my last day will be May, 14th.
3. So you need a good flight connection.
4. Let me just check the flight options.
5. No, I am afraid you have to change once and the waiting times are quite long.
6. Yes, you will have plenty of time!
7. The return flight would be on May 15th, departing at 1:45 pm from Manchester and arriving
in Zurich at 4:40 pm.
8. Do you prefer a window or an aisle seat?
9. Can you spell your name for me please? I need it for issuing the ticket.
10. I would also need accommodation during my placement period.
11. Yes, I can help you in this respect too.
3e)a) When you choose the escape aisle seat, you have more leg room.
b) Don’t forget your passport when you travel abroad!
c) At the check in you have to show your ticket.
d) Your boarding pass shows the seat row and the seat number.
e) After the plane lands, you can pick up your luggage at the baggage claim area.
f) If the cabin loses pressure during the flight, you should put on your oxygen mask so you
can breathe comfortably.
5b)1. Theresa’s flight took more than six hours to Manchester. She must be exhausted after
such a long flight.
2. I’m not sure where Tom is. He could/might be sitting in the living room or perhaps he is in the garden.
3. You should book the tickets for the performance in advance. They will sell out quickly.
4. May/Can I borrow your lighter for a minute. Sure! Actually, you can keep it, if you want –
I’ve stopped smoking.
5. If she was crying, she must have been very upset.
6. You shouldn’t worry so much. It doesn’t do you any good.
7. You couldn’t do the job if you did not speak Japanese fluently.
8. You need not call a baby sitter. We will stay in tonight.
▲
Vocabulary
adventurous
baggage claim area
bear in mind that
comfortable / uncomfortable
convincing reason
crowded
cruising altitude
empty
environmentally friendly
flight arrangements
abenteuerlich
Gepäckausgabe am Flughafen
bedenke, dass…
bequem / unbequem
überzeugender Grund
voll, überfüllt, bedrängt, beengt
Flughöhe
leer
umweltfreundlich
Reisevorbereitungen
39
UNIT 3
flight attendant
food and beverages
hosting company
leg room
lighter
overhead compartment
reliable / unreliable
return flight
to adapt to
to be upset
to correspond to
to get hold of
to represent
Flugbegleiter, Stewardess/Stewart
Essen und Trinken
Aufnahmeeinrichtung/-unternehmen
Beinfreiheit
Feuerzeug
Gepäckablage über den Sitzen
verlässlich / unverlässlich
Retourflug; Hin- und Retourflug
sich anpassen, sich an etwas gewöhnen
erschüttert / betroffen sein
etwas entsprechen
jemanden / etwas erreichen / ergattern
repräsentieren, vertreten
CD Script to exercises no. 2
Brian [B]:
Primus Enterprises, Brian Cook speaking.
Theresa [T]:Hello Mr Cook, my name is Theresa Lenger. I am calling from Austria. I shall do a work placement in your company in two months…
B:
Oh yes, hello Theresa, nice to hear from you!
T:I just wanted to get some more information about the placement. I would like to start my
preparation work as early as possible that’s why I am calling you…
B:
Good idea! Well, when will you be arriving?
T:
Around the 1st of April. I have not yet booked my flight…
B:Actually we will pay the ticket for you, so the best thing is to call our travel agency and
make all the necessary arrangements.
T:
That’s very kind – thank you very much! How can I reach your travel agency?
B:You should call… let’s see, what’s his name again?... Ah, yes, James Pinter from Gulliver’s
Travels. You can reach him on 01753 62412. I don’t know the country code from Austria at
the moment…
T:
It’s 0044. I’ll give him a call in the afternoon.
B:Yes, and I’ll inform him that you will be calling. He'll make the flight reservation for you
and send you the ticket. You just tell him the dates of your return flight and where you
prefer sitting – window or aisle.
T:
40
Thanks again! Do I have to bring anything along for the placement?
English at work IV
1
B:Well…, not really. I shall meet you at 9 o’clock on you first day – it’s on the 5th of April,
I think?
T:
That’s right.
B:Then I will show you around, introduce you to the staff and show you your working place.
I also inform you about the safety regulations we have in our company and about the rules
we follow here.
T:
What do you mean by rules?
B:Well, when we start working, when we have coffee or lunch breaks, what you have to do
when you fall ill or when you have an accident – which we hope you will not have, of
course! I will also give you my mobile phone number so that you can reach me in case of an
emergency.
T:
I see. So, if I have any questions, I can contact you during my placement period as well?
B:
Of course, I shall be your supervisor and help you whenever you need help.
T:Speaking of help, could you give me some advice on where I can find accommodation in the
area?
B:James from Gulliver’s Travels can probably support you in this respect as well. Just ask
him! However, it depends also on what you want. Do you prefer staying with a host family
or in a youth hostel or would you rather have your own flat?
T:
Hm…, I have not really thought about it yet …
B:Well, think about the various options you have and discuss them with James. He certainly
knows useful websites or can even give you addresses of possible host families.
T:Sounds good, thanks a lot! For the moment I think I have all the information I need.
If I have more questions, may I call you again?
B:You sure can! Any time! Do send me an e-mail with your travel details once James has
made the flight reservation.
T:
Of course I will. Thanks for your help for the moment!
B:
You are welcome! All the best – bye!
T:
Bye!
41
UNIT 3
CD Script to exercises no. 3
James [J]:
Gulliver’s Travels, James Pinter speaking.
Theresa [T]:Hello Mr Pinter, my name is Theresa Lenger. I am calling from Austria. I spoke to Brian Cook
from Primus Enterprises this morning and he asked me to call you because…
J:Oh yes, Brian rang me up telling me that you would be calling. So you will be doing a work
placement at Primus in April…
T:
Yes, my first day will be April, 5th, my last day will be May, 14th.
J:Okay. So you need a good flight connection. When do you want to travel to Manchester
and when to you want to leave?
T:
Well… I thought to arrive on the 1st of April and depart on the 15th of May.
J:Let me just check the flight options… One moment… Do you actually fly from Vienna or
some other place in Austria?
T:
From Vienna. Are there direct flights to Manchester?
J:No, I am afraid you have to change once and the waiting times are quite long…
You can, for example, leave Vienna at 11:40 am and arrive at London Heathrow at 1:05 pm.
The next plane to Manchester leaves at 4 pm and arrives at 5.05 pm. Would that be an
option for you?
T:Sounds good. Heathrow is so big, I can do some shopping while waiting for the Manchester
plane…
J:Yes, you will have plenty of time! The return flight would be on May 15th, departing at
1:45 pm from Manchester and arriving in Zurich at 4:40 pm. At 7:55 pm the next plane
would leave for Vienna, arriving there at 9:15 pm. Is that too late for you?
T:No, that’s alright. My parents will pick me up from the airport, so no problem! So, the flight
times are okay for me.
J:
Okay, then I shall make the reservation… Do you prefer a window or an aisle seat?
T:
An aisle seat. How much is the flight?
J:It’s 751 Euro, but Primus Enterprises will pay the ticket. Can you spell your name for me
please? I need it for issuing the ticket.
42
English at work IV
T:
It’s T-H-E-R-E-S-A L-E-N-G-E-R.
J:
Okay, thanks. What’s your e-mail address? I shall send you the e-ticket in an e-mail.
T:
It’s [email protected].
1
J:[email protected] – okay… You should have the ticket in a few minutes. – That’s all.
Is there anything else I can do for you?
T:Actually yes. I would also need accommodation during my placement period. Mr Cook
suggested I ask you for help. Do you know any websites I can look through or do you have
any addresses of possible host families?
J:
Yes, I can help you in this respect too. Which type of accommodation do you prefer?
T:
Hm…, I have not really made up my mind yet…
J:
I’ll tell you what? Why don’t you check the “Pro Mobility” website on www.pro-mobility.net.
Access the “Pro Mobility Toolkit” and go to question no. 10. And there you will find a list
of pros and cons of various forms of living. This might help you in your choice. Once you
have made up your mind, do ring me again and I’ll help you find a suitable place.
T:
Good idea, thanks a lot! Bye for now!
J:
Bye and good luck!
43
UNIT 4
▲
4 W
hen in Rome,
Do as the Romans Do
1. What Europeans Think of Each Other
a) When you think of other countries, you often associate certain characteristics with the people living
there. Germans, for instance, are considered industrious and very organised but also rather serious.
Italians, on the other hand, are regarded as very communicative, laid-back, a bit chaotic but relaxed.
■ What do you think of such stereotypes? Are they true or exaggerated/generalised views?
■ Have you ever found that stereotypes corresponded to the people/the country you met/visited?
Look at the postcard below that shows the “Perfect European”. Do you agree with the char-acteristics that
are associated with the European countries? Why? Why not? What other as-sociations do you have with
these countries? What are the people like in your opinion? Make some notes on these questions below, then
exchange your views with your colleagues in class!
44
English at work IV
1
b) Countries and people: Complete the table below filling in the missing terms.
Country
Person
Country
Person
Denmark
England
Spain
a Turk
a Portuguese
a Frenchman
a Swede
Greece
Scotland
The Netherlands
a Swiss
Czech Republic
a Hungarian
Italy
a Brit
Malta
a Lithuanian
Ireland
Finland
Iceland
c) How well do you know Europe and its countries? Do the quiz and find out!
1. Which six countries were the founding members of the European Union?
 a) Belgium, France, Ireland, Luxembourg, the Netherlands, United Kingdom
 b) Belgium, France, Italy, Luxembourg, the Netherlands, Germany
 c) Belgium, France, Italy, the Netherlands, Germany, United Kingdom
2. Gaelic is one of the official languages of…
 a) Iceland
 b) Wales
 c) Ireland
3. In which European city would you find the Little Mermaid statue?
 a) Amsterdam
 b) Stockholm
 c) Copenhagen
4. The Danube is one of the main rivers of Europe. Which countries of the EU does it run through?
 a) Germany, Austria, Slovakia, Hungary, Romania and Bulgaria
 b) Germany, Austria, Slovakia, Hungary, Romania and Ukraine
 c) Germany, Austria, Serbia, Ukraine and Bulgaria
5. Which country is not a member of the EU?
 a) Norway
 b) Sweden
 c) Lithuania
45
UNIT 4
6. Tallinn is the capital of…
 a) Latvia
 b) Finland
 c) Estonia
7. Cepelinai is a national dish in…
 a) Denmark
 b) Lithuania
 c) Malta
8. How many stars are there on the European flag?
 a) 15
 b) 12
 c) 9
9. Which is the longest river in Europe?
 a) Volger
 b) Rhône
 c) Danube
10. Which is the tallest mountain in Western Europe?
 a) Mont Blanc
 b) Matterhorn
 c) Großglockner
11. The National Day of Germany is celebrated on…
 a) July 4th.
 b) October 3rd.
 c) March 17th.
2. Diving into the Finnish Culture
a) It’s two more months until Sarah’s work placement in Turku, Finland, starts. Sarah has never been in
Finland and does not know any Finns either. In order to learn more about the country and its people she
decides to go to the Finnish embassy in Vienna and ask for information. Listen to the conversation
between Sarah and Matti Nikulainen, then answer the following questions.
1. What do Finns never do according to Matti Nikulainen?
 A. They never promise things they cannot keep.
 B. They never speak in public.
 C. They never participate in discussions.
2. What could happen in Ireland, but is very unlikely to take place in Finland?
 A. That Finns don’t pay the metro ticket.
 B. That Finns quarrel in public.
 C. That Finns speak to strangers in public transport.
46
English at work IV
1
3. When Finns meet each other…
 A. …they don’t look into each other’s eyes.
 B. …they usually shake hands.
 C. …they nod their heads only.
4. Smoking is allowed…
 A. …only in private homes/places in Finland.
 B. …everywhere if you ask the others if they don’t mind you smoking.
 C. …in restaurants and bars but nowhere else.
5. Is tipping common in Finland?
 A. You usually give 10% in restaurants and taxis.
 B. You always round up when you pay bills.
 C. Service is included, so tipping is not really expected in Finland.
b) When Sarah searches the websites that are given in the embassy booklet, she finds an interesting
“Etiquette Guide” about Finland. Read through the following text, then compare the “Finnish way”
with the “Austrian way”. Which similarities and differences can you find?
Facts and Statistics
Location: Northern Europe, Scandinavia,
bordering Norway 729 km, Sweden 586 km,
Russia 1,313 km
Capital: Helsinki
Climate: cold temperate; potentially subarctic
but comparatively mild because of
moderating influence of the North Atlantic Current,
Baltic Sea, and more than 60,000 lakes
Population: 5,214,512 (July 2004 est.)
Ethnic Make-up: Finn 93%, Swede 6%, Sami 0.11%, Roma 0.12%, Tatar 0.02%
Religions: Evangelical Lutheran 89%, Russian Orthodox 1%, none 9%, other 1%
Government: republic
Language in Finland
Of the two official languages of Finland, Finnish is the first language spoken by 93% of the country's
5 million inhabitants. Finnish, unlike Scandinavian languages, is not Germanic but in a class of its
own. Theoretically, it is related to Hungarian but in practice the two are not mutually comprehensible.
The other official language, Swedish, is spoken by around 6% of the population, most of whom live in the
south west and are also speakers of Finnish. Sami is a minority language in Scandinavia that is spoken by
around 2,000 people living in the north of Finland, which is 0.03% of the Finnish population.
47
UNIT 4
Finnish Culture & Society
Nordic but not Scandinavian
■ Finland along with Iceland is Nordic rather than Scandinavian.
■ This is reflected in their language which is not Germanic in origin.
■ While many social values are the same, there are subtle differences with Scandinavians.
Finnish Egalitarianism
■ Finland is an egalitarian society, which is reflected in their language, which employs genderneutral words.
■ Finns are very modest and downplay their own accomplishments.
■ They view being humble and modest as virtues.
Finnish Behaviour
■ Finns believe there is a proper way to act in any circumstance and always expect courteous
behaviour.
■ Talk in moderate tones and do not do anything to call attention to yourself.
■ Serial conversation is the rule, i.e. listen to the speaker, wait for them to finish and then reply.
Interrupting is rude.
Fancy a Sauna?
■ The sauna has a special role in the domestic life of Finns.
■ It is an experience shared with family and friends.
■ Important business meetings may be followed by a sauna in which the conversation is continued
on a more informal basis.
■ Saunas are found everywhere: At the end of calendar year 2002, there were 1,212,000 saunas in
private apartments and another 800,000 in summer cottages and public swimming pools. This
translates to more than 2,000,000 saunas for a population of 5.2 million.
Etiquette and Customs in Finland
Finnish Meeting Etiquette
■ Greetings are formal, with a firm handshake, direct eye contact, and a smile.
■ It is common practice to repeat your first and surname while shaking hands.
■ When greeting a married couple, the wife should be greeted first.
Finnish Gift Giving Etiquette
■ If you are invited to a Finn's home, bring flowers, good quality chocolates or wine to the host.
■ Flowers should not be given in even numbers.
■ Do not give white or yellow flowers since they are used at funerals.
■ Do not give potted plants.
■ Gifts are opened when received.
48
English at work IV
1
Finnish Dining Etiquette
If you are invited to a Finn's home:
■ Arrive on time. Finns are punctual in both business and social situations.
■ Remove your outdoor shoes before entering the house.
■ Contact the hostess ahead of time to see if she would like you to bring a dish.
■ Offer to help the hostess with the preparation or clearing up after a meal is served.
■ If you are invited for coffee and cake, there may be as many as 7 cakes to sample.
■ Do not discuss business.
■ Thank the hosts for the hospitality before saying good-bye to the other guests.
Table Manners
■ Wait to be told where to sit.
■ Table manners are Continental – hold the fork in the left hand and the knife in the right while
eating.
■ Always keep your hands visible when eating. Keep your wrists resting on the edge of the table.
■ Do not begin eating until the hostess invites you to start.
■ Bread and shrimps are the only foods eaten by hand. Even fruit is eaten with utensils.
■ Accept second helpings.
■ When passing salt and pepper shakers, put them on the table within the person's reach.
Do not give them directly.
■ Men should keep their jacket on at meals unless the host removes his.
■ Finish everything on your plate. Finns do not appreciate waste.
■ When you have finished eating, place your knife and fork across your plate with the prongs
facing down and the handles facing to the right.
Relationships & Communication
■ Finns are transactional and do not need long-standing personal relationships in order to conduct
business.
■ The basic business style is formal – i.e. there is relatively little small talk and Finns prefer people
to speak succinctly and to focus purely on business.
■ Finns do not require face-to-face contact and, in fact, are quite comfortable using e-mail.
■ Finns are excellent time managers who prefer to organize their workday in order to accomplish
as much as possible.
■ Finns are interested in long-term relationships.
■ Relationship building often takes place outside the office: in a restaurant or the sauna.
■ Never turn down an invitation to use the sauna, as it is an entrenched part of the Finnish culture.
■ Finns place a great value on speaking plainly and openly.
■ What someone says is accepted at face value and this is a culture where "a man's word is his
bond" and will be treated as seriously as a written contract, so verbal commitments are
considered agreements.
■ Finns are direct communicators. Expect your colleagues to tell you what they think rather than
what you want to hear.
■ Professional differences are not viewed as personal attacks.
Source: http://www.kwintessential.co.uk/resources/global-etiquette/finland-country-profile.html
49
UNIT 4
AUSTRIA
DIFFERENCES
SIMILARITIES
FINLAND
c) Which country would you be interested in going to for a work placement? Choose your favourite country
and research information about it: Write a country profile including “facts and figures”, “society and
culture” and “etiquette and customs”.
Country Profile for …………………………………………
Facts and Figures:
50
Flag:
English at work IV
1
Society and Culture:
Etiquette and Customs:
Further Remarks:
51
UNIT 4
3. Pronunciation
“TH” Sounds
There are actually two different “th” sounds in English, but they are very similar. Both “th” sounds are
made by putting your tongue between your teeth so that the tip of your tongue is touching the tips of
your top teeth. Now you can make a “th” sound by blowing through your teeth. When you look into a
mirror you should see your tongue when you say words such as “this”, “the”, and “that”.
There is a difference, however, in the “th” sound in “the” and “breathe” and the sound in “thin” and
“breath”:
■ In “the” and “breathe”, we use our voice when we make the “the” sound. Try to make a “th” sound
using your voice. If you put your hand on your throat, you should feel the vibration. Therefore,
this sound is called a voiced sound.
■ The sound in “thin” and “breath” is made without using your voice. If you put your hand on your
throat when you are making this sound, you should not feel anything moving. There-fore, this
sound is called a voiceless sound.
Source: http://www.soundsofenglish.org/pronunciation/th.html
a) Try to pronounce these words first, then listen to the CD!
Voiced “th”
Voiceless “th”
■ the
■ they
■ thin
■ thief
■ this
■ rhythm
■ thick
■ thorn
■ breathe
■ therefore
■ thank
■ withdraw
■ though
■ leather
■ thought
■ thousand
■ although
■ weather
■ path
■ thirteen
■ the Netherlands
■ brother
■ taught
■ thirsty
b) Practice makes you perfect! Try to read the texts below, then listen to the CD!
1. Theodore Gets Thumped
Theodore heard the threatening thunder.
He thought it sounded thrilling.
Until three, thick, thorny, lightning bolts
ended his thinking that Thursday.
Thereafter, Theodore wasn’t very thoughtful.
The End.
Source: http://www.rhymerocker.com/th-sounds-poem.html
52
English at work IV
1
2. Even though my father is a weatherman, he can't predict with absolute certainty whether it will
rain or not. Neither can the other people who work with him. They say there's only a thirty per
cent chance of rain, and the next thing you know, it's pouring. They predict snow, and there's
nothing for another five days. Then, there's a blizzard. So rather than trust my father's weather
forecasts, I use a more reasonable approach. I ask my mother.
3. If you think you're safe from thievery, think again. Most thefts occur within three miles of the
victim's home. People often venture into the streets without giving their valuables a second
thought. They leave things out in the open, where thieves can easily spot them. Items worth
thousands of dollars can be stolen in a tenth of a second. So be thoughtful. Only you can
thwart this terrible crime. Watch your things carefully! Thieves do.
Source for 2 and 3: http://www.eslgold.com/pronunciation/voiceless_sound_th.html
“V” and “F” Sounds
The consonant sounds in “fed” and “van” are both made by putting your top teeth on your lower lip
and blowing air through your teeth. If we make these sounds the same way, then what is the difference
between them? The difference is not what we do with our mouths, but what we do with our voice.
When we make a /f/ sound, we do not use our voice; the sound is quiet. Put your hand on your throat
and make the sound /f/. You should not feel any movement in your throat. However, when we make
a /v/ sound, we do use our voice. Put your hand on your throat and make the /v/ sound. Can you feel
the vibrations?
Source: http://www.soundsofenglish.org/pronunciation/fv.html
a) Try to pronounce these words first, then listen to the CD!
/f/
/v/
■ face
■ father
■ van
■ rave
■ feel
■ feather
■ valley
■ vivid
■ fair
■ fan
■ voodoo
■ lover
■ flower
■ food
■ vat
■ every
■ fat
■ fool
■ vegetable
■ vast
■ football
■ five
■ vehicle
■ anniversary
53
UNIT 4
b) Practice makes you perfect! Try to read the texts below, then listen to the CD!
1. A: How did you avoid a parking violation?
B: Easy. I parked my vehicle in a vacant lot.
A: Don't they ever check there?
B: Never. Not even in the most severe crackdowns.
A: You're lucky. I've been cited five times.
B: Take my advice. Get a validated parking sticker
Source: http://www.eslgold.com/pronunciation/sound_v.html
2. Felicity:
That’s a fine, flashy fox fur you’ve flung on the sofa, Daphne.
Daphne: Yes, I found it on Friday afternoon in Iffley Forest.
Felicity:But, Daphne! That’s Fiona’s fox fur – her fiftieth birthday gift from Freddie.
You are awful! Fiona will be furious!
Daphne: Well, if Fiona left her fur in the forest…
Felicity:
Fiona left her fabulous fox fur in the forest? Stuff and nonsense!
You’re a thief! Take it off!
Daphne: Felicity! What a fuss over a faded bit of fluff! Anyway, fancy Fiona in a fur!
She’s far too fat!
3. Oliver:
Victor, have you every visited Vladivostok?
Victor:
Never. In fact, I haven’t travelled further than Liverpool.
Oliver:I’ve had an invitation from the University of Vladivostok to give a survey of my own
creative verse.
Victor:
How marvellous!
Oliver:Will my navy overcoat be heavy enough, I wonder? It’s long-sleeved and reversible.
And I’ve got a pair of velvet Levis – rather a vivid violet! Do you think they’ll approve?
Victor:I should think the professors will view violet Levis with violent disapproval.
When do you leave?
Oliver:
On the 7th of November.
Victor:I don’t advise you to travel on the 7th. It’s the anniversary of the Valentine Invasion. And
for heaven’s sake, Oliver, don’t overdo the caviar. Or the vodka.
Oliver:
Victor, I do believe you’re envious!
Source for 2 and 3: Ponsonby, Mimi (1994): How now, brown cow. A course in the pronunciation of English. Prentice Hall Inter-national.
54
English at work IV
1
▲
Aims and Objectives
■ speak about European stereotypes,
■ use names for countries and people,
■ speak about social etiquette, culture and customs,
■ pronounce /th/, /f/ and /v/ sounds.
▲
Answers
1b)
Country
Denmark
Spain
Portugal
Sweden
Scotland
Switzerland
Czech Republic
(Great) Britain
Lithuania
Finland
Person
a Dane
a Spaniard
a Portuguese
a Swede
a Scotsman/-woman
a Swiss
a Czech
a Brit
a Lithuanian
a Finn
Country
England
Turkey
France
Greece
The Netherlands
Hungary
Italy
Malta
Ireland
Iceland
Person
an Englishman/-woman
a Turk
a Frenchman/-woman
a Greek
a Dutchman
a Hungarian
an Italian
a Maltese
an Irishman/-woman
an Icelander
1c) b) Belgium, France, Italy, Luxembourg, the Netherlands, Germany
c) Ireland
c) Copenhagen
a) Germany, Austria, Slovakia, Hungary, Romania and Bulgaria
a) Norway
c) Estonia
b) Lithuania
b) 12
a) Volger
a) Mont Blanc
b) October 3rd.
2a) 1 – A, 2 – C, 3 – B, 4 – A, 5 – C Unit 4: When in Rome, Do as the Romans Do
55
UNIT 4
▲
Vocabulary
accomplishment
characteristics
courteous
entrenched
even number
funeral
handles
humble
industrious
laid-back
modest
national dish
on time
outdoor shoes
potted plant
prongs
punctual
rude
second helping
social values
subtle differences
succinct
thievery
throat
tip of your tongue
to accept sthg. at face value
to associate
to be regarded as
to call attention to
to correspond to
to downplay
to exaggerate
to nod
to predict
to speak plainly
to thwart
to tip
to turn down
to venture
virtue
56
Fähigkeit, Errungenschaft, Leistung
Charakteristika, Merkmale
höflich
verwurzelt
gerade Nummer
Begräbnis
die Griffe
bescheiden
fleißig
locker, entspannt
bescheiden
Nationalspeise
pünktlich, rechtzeitig
Straßenschuhe
Topfpflanze
Gabel
pünktlich
unhöflich, grob, ungezogen
Nachschlag (bei Speisen)
soziale Werte
subtile Unterschiede
kurz und bündig, knapp
Diebstahl
Rachen
Zungenspitze
etw. wörtlich nehmen
assoziieren
ansehen als, betrachten als
Aufmerksamkeit lenken auf
entsprechen
herunterspielen
übertreiben
nicken
voraussagen
offen sprechen
sich in den Weg stellen, vereiteln
Trinkgeld geben
ablehnen
versuchen
Wert, Tugendhaftigkeit
English at work IV
1
CD Script
Matti
Nikulainen [M]: Hello can I help you?
Sarah [S]:
Well…yes… I am looking for some information about Finland…
M: What kind of information are you looking for? Do you want to go on holiday to Finland?
Do you need tourist information about hotels or famous landmarks?
S:Well… I could do with some tourist brochures, but I am actually doing a work placement
in Turku in two months’ time, so I want to know more about life in Finland. I also want to
know how I should behave there. I don’t want to make too many mistakes…
M:I see! It’s good that you are preparing yourself so well for your trip. There are many
similarities between Austria and Finland but also some differences…
S:
Differences? What are they?
M:Well, Finns are seen as rather reserved people. They have a special attitude towards
words and speech: They take words seriously and people follow through on what they
say. This is why they carefully consider what they say in the first place. They do not
make “empty promises”. And they expect others to do the same.
S:Okay… So in small talk we Austrians often make “loose promises”, like “We must have
lunch together sometime”. That would not happen in Finland?
M:No, Finns would take such a remark at face value and expect you to make the necessary
arrangement to go for lunch. In general, Finns rarely enter into conversation with
strangers, unless you approach them with, let’s say, a map and need some information.
But it is unusual for a Finn to start a conversation in the metro or bus with a stranger.
This happened to me once in Ireland and I was completely confused… This Irishman
spoke to me on the bus as if I had been acquainted with him for years. Such a situation
would never happen in Finland.
S:
Ha…interesting! Are there any greeting habits I have to remember?
M:Well, there is no big difference to the way Austrians greet. Maybe Finns kiss each other
less often when they meet – even though among close friends kisses on the cheeks are
becoming more and more common. Only women, however, exchange kisses – it’s not like
in Greek where also men kiss each other. Usually, Finns shake hands however.
S:
What about smoking? Is smoking allowed in public places?
57
UNIT 4
M:No, as have many other countries, Finland has banned smoking in most restaurants and
other public premises completely. In private homes a guest should ask the hosts if they
object to smoking, even if there are ashtrays around. This question would be expected.
S:
I see. And what about tipping in restaurants or in a taxi?
M:Tipping is not very common in Finland because as a rule service is included. Tipping
nevertheless exists in Finland, but you can feel safe that while nobody will object to
being tipped, very few will mind not being tipped.
S:Well, I see already that there are many aspects I should remember when I am in Turku.
Do you by any chance have something like a “Guide to Finnish Customs and Manners”?
M:Let me see…, I think I have a booklet about the way of life in Finland and the social
etiquette. … Yes, here it is. You can also find some useful websites on the last page.
So, on the internet you might find some more information about Finnish people and
their culture.
S:
Thank you very much for your help and this booklet!
M:You’re welcome! I wish you a good time in Turku. How long did you say you will be
staying there?
S:Four weeks. And I will be staying with a host family, so I will be “diving into the Finnish
culture”, as it were.
58
M:
That’s good! Well, all the best and hopefully you will bring home some good memories!
S:
I’m sure I will! Thanks again! Bye!
M:
Bye!
English at work IV
1
2
english at Work IV
Impressum
Redaktion
Autorinnen
2
gekennzeichnet.
English at work IV
2
▲
Table of Contents
4
16
28
44
4
12
22
36
46
56
4
16
28
Pronunciation
Part 2: Mobility Realisation Phase
3
UNIT 5
▲
5 Finding my way around
1. How Do I Get to...?
During his work placement Alexander is staying at Hatters Hostels in Mount Pleasant, Liverpool.
Have you ever been to Liverpool before?
What is Liverpool famous for?
Can you find it on the map?
As Alexander does not know how to get to the company he asks for help at the reception desk.
Listen to the conversation and follow the route on the map with a pencil.
a) Mark the route and the destination on the map.
b) Indicate the next bus stop and the next cash machine.
4
English at work IV
2
2. Turn Left and Walk Along
a) Listen again and tick the phrases that are used in the dialogue. There will be five phrases left over.
 turn left on
 walk along
ead to
h
 turn left into
 use the pedestrian
underpass
 on your left
ass two
p
blocks
 turn right into
 at the subway
station
 at the next
traffic light
pposite of
o
 go along
 cross ........... street
into ......
 go straight
ahead
 t urn right into
 at the
intersection
 on your right
n the corner
o
 t ake the cross-walk
 at the next corner
b) Which words/phrases did they use in the recording for the following expressions?
cash machine: _________________________________________________
follow … street: _________________________________________________
underground: _________________________________________________
walk into the direction of: _________________________________________________
to walk: _________________________________________________
underbridge: _________________________________________________
3. Understanding Questions
Read the questions and connect them to the appropriate answer by drawing lines.
How far is it?

 At the central station.
How long will it take me to get there? 
 You have to take line number five.
How often does the tube leave?

 About 15 minutes on foot.
Which bus could I use?

 Every 15 minutes.
Where is the next cash machine?

 It’ll take you about thirty minutes if you walk.
When does the next ferry leave?

 At ten sharp.
Unit 5: Finding my way around
5
UNIT 5
4. Writing an E-Mail
Look at the map of Liverpool again and finish an e-mail describing how to get from the central station to the
Beatles shop. The shop is located in Mathew Street. Can you find it?
Dear Lukas,
How are you? – Are you enjoying your work placement and Liverpool?
You asked me about how to get to the Beatles shop. You are lucky –
it’s within walking distance from the central station.
From the central station you turn left into Hanover Street. After about 50 metres you
5. Role-Play
Work in pairs and look at the map again. Agree on a starting place and direct your partner to some other
place. Don’t tell him or her the destination – he/she should listen carefully and follow your instructions.
Try to include some of the following phrases:
after two blocks you will reach .....
on the right-hand side of the street ....
pass the shopping centre.....
6
continue along .......
when you reach .... turn left/right
at the intersection turn ....
English at work IV
2
6. Reading
Read the text on the homepage and answer the questions below:
a) How much does the tour cost for a family?
The family consists of the parents and three kids: 5 ,13 and 18 years old?
b) How long does the full tour last?
c) Is there a guide on the bus?
d) What kind of bus do they use?
e) Which river flows through Liverpool?
f) Note down four sights mentioned in the text!
g) Describe the way from the Hostel to the starting point of the tour!
Are you interested in the sights of Liverpool? You can watch a video about this tour at www.city-sightseeing.com
7
UNIT 5
▲
Aims and Objectives
■ follow directions with the help of a city map,
■ ask for directions and discuss alternatives,
■ direct someone to a special destination,
■ use prepositions of location.
▲
Answers
2a)These phrases are not used in the conversation:
at the subway station, opposite of, at the intersection, on the corner, take the cross-walk
2b) cash machine = ATM underground = tube to walk = go on foot follow ….. street = go along ….. street
walk into the direction of = to head to
underbridge = pedestrian underpass
3) How far is it? It’ll take you about thirty minutes if you walk.
How long will it take me to get there? About 15 minutes on foot.
How often does the tube leave? Every 15 minutes.
Which bus could I use? You have to take line number five.
Where is the next cash machine? At the central station.
When does the next ferry leave? At ten sharp.
6) a)£ 20,– (family ticket); £ 28,– (individual tickets)
b)60 minutes
c) No – all explanations are pre-recorded.
d) Open top double-decker bus
e) River Mersey
f) E.g. Central Library, Walker Art Gallery, Liverpool War Museum, Tate Gallery
g) Starting Point is Canada Boulevard: Walk down Mount Pleasant to the central station, turn left into
Hanover Street, cross Paradise Street into Canning place, head to the intersection and turn right
into Strand street, go up Strand street and turn left into Mann Island, Canada Boulevard is directly
at the port of Liverpool.
8
English at work IV
2
▲
Vocabulary
ATM (Automated Teller Machine)
bus stop
cash machine
corner
cross walk
distance
intersection
lane
location
on your left, right
pedestrian underpass
roundabout
sightseeing tour
subway station
to cross
to go along
to go straight ahead
to head to
to pass to walk along
traffic lights
turn right (left) into
Geldausgabeautomat
Busstation
Bankomat
Ecke
Zebrastreifen
Entfernung
Kreuzung
Spur
Ortsangabe
an deiner linken (rechten) Seite
Fußgeherunterführung
Kreisverkehr
Besichtigungstour
U-Bahnstation
überqueren
entlang gehen
geradeaus gehen
auf … zu gehen
vorbei gehen
entlang gehen
Ampel
rechts(links) abbiegen in … (Straße)
9
UNIT 5
CD Script
Alexander: Can you help me please?
Receptionist: Certainly, what can I do for you?
A: Tomorrow morning I need to go to Cook Street.
Could you tell me how to get there?
R: Let me see. Cook Street?
A: Yes, seven, Cook Street.
R: Seven, Cook Street… Here I’ve got a map of the city.
You can see the tour of the sightseeing busses on it, too.
A: Ah, yes. I’ve seen these busses already – they look really fun!
R: Yeah, the tourists like them. Here we are at the Hatters Hostel.
A: Right.
R: To get to Cook Street you have to turn left on Mount Pleasant.
Walk along the street and head to the central station.
A: I see – the train station.
R: Yes, then you turn left into Hanover Street. That’s the wide street with four traffic lanes
and a lot of shops on each side. You should use the pedestrian underpass there. The central
station is on your left then. Pass two blocks and turn right into Church Street at the next
traffic lights. Go along Church Street and cross Whitechapel Street into Lord Street.
A: Okay, so I’ll cross Whitechapel into Lord Street.
R: That’s right. Then go straight ahead and turn right into Castel Street, Cook Street is the first
on your right.
A: Ah, here – thanks a lot. How far is it – I mean, how long will it take me to get there?
R: It’ll take you about thirty minutes if you walk.
A: That’s quite a long distance. Is there a bus I could take?
R: Yes, but you have to change at the central station. The nearest bus stop is at the next
corner – at Rodney Street. There are busses every 15 minutes. At the central station you
have to take line number five.
10
A:
I see, bus number five. I’ll think about it, thanks a lot.
By the way, where is the next cash machine?
R: The next ATM is located at the central station.
A. Great. Thanks a lot for the information.
R: You are welcome, bye.
English at work IV
2
11
UNIT 6
▲
6 My First Day at Work
On your first day at the company you will be introduced to many new people and your new work place.
You will get to know your boss and your colleagues.
accompanied by
on their own or be
go
ay
m
s
ee
in
tra
e
th. Somethe company, th
sting partner, or bo
ho
e
th
of
On the first day in
r
to
na
di
so
coor
ing partner may al
nding partner, the
e tutor of the host
the tutor of the se
th
n,
tio
sa
ni
le
ga
re
or
her
intermediary
agreed upon and ot
ly
us
io
ev
times, if there is an
pr
s
on
iti
cond
refully review the
be present. They ca
vant information.
parties before the
been signed by all
y
ad
re
al
s
ha
t
en
ent is signed
ement agreem
cases, this docum
t
os
m
Sometimes the plac
in
r,
ve
we
it
. Ho
ee in the company
signed later, since
arrival of the train
t. It should not be
en
em
ac
pl
e
s,
th
on
of
iti
the first day
inee. General cond
by the company on
activities for the tra
e
th
of
t
ar
the
st
ts
e
en
th
arking
tor pres
e reviewed. The tu
is the document m
ar
s
ct
pe
as
r
he
ot
ents within
insurance and
t. For work placem
en
em
such as timetable,
ac
pl
rk
wo
e
th
ed for monitoring
documents to be us
.
ok
bo
te
monitoring no
Europe it is called
d
n be evaluated an
es, so that they ca
iti
tiv
ac
ily
t
da
ee
e
m
th
ee should
ep a record of
partner. The train
g
in
It is advisable to ke
nd
se
e
th
by
ed
g organisation. If
mpany and validat
certified by the co
act with the sendin
nt
co
l
ai
m
ve
ha
d
approved by
supervisor an
ld be reviewed and
ou
sh
regularly with the
it
,
ok
bo
te
no
itten a monitoring
the trainee has wr
the internship.
of
ek
g the last we
rin
du
r
iso
rv
pe
su
the
e intermediary ore coordinator of th
th
or
r
ne
rt
pa
g
in
in order to
tor of the send
s in the workplace
ee
in
Sometimes, the tu
tra
e
th
sit
vi
ll
hosting country wi
ganisation in the
.
ny
pa
ss in the com
check their progre
ship2industry.eu
m http://www.intern
Source: adapted fro
12
English at work IV
2
a) Read the text above and tick whether the statements are true or false. Correct the false ones.
T
F
1. In case of an intermediary organisation a tutor could accompany the trainee.
2. On the first day the timetable, insurance and other conditions agreed upon are reviewed.
3. The placement agreement should be signed on the first day of work at the latest.
4. Every trainee has to write a monitoring notebook or a similar document.
5. It is not necessary to write down activities every day.
6. Regular meetings between the trainee and the sending organisation are recommended.
7. The monitoring notebook must not be reviewed and approved by the supervisor.
8. It might be that the coordinator or a tutor visit the trainee in the workplace.
9. The company checks the progress of the trainee in the workplace.
b) Refer to the text and answer the following questions.
1. What should the trainee keep a record of?
______________________________________________________________________________________
2. Why do you have to take notes about your work days in the company?
______________________________________________________________________________________
3. How will the trainee’s progress be checked in the company?
______________________________________________________________________________________
4. What is a monitoring notebook?
______________________________________________________________________________________
5. Why should the placement agreement be signed on the first day at the latest?
______________________________________________________________________________________
13
UNIT 6
c) Fill in the missing words from the box.
On your first day at the ......................... you will be introduced to a lot of new people
and your new work place. You will get to know your boss and your ..............................
You will also be given information about ...................................................., safety
regulations, and many other things related to your tasks. Often there is an introductory
......................................... Be friendly and motivated and don’t hesitate to ask
...................................... if you haven’t understood some explanations. Sometimes,
the tutor of the sending partner or the coordinator in the hosting ...........................
will visit you in your workplace in order to check your progress.
colleagues, company, country, interview, questions, working hours
d) Connect the words with the same meaning.
14
boss, caretaker

1

A condition
advancement, gain

2

B supervisor
limitations, circumstances

3

C progress
protection, security

4

D tutor
coach, teacher

5

E trainee
apprentice

6

F insurance
English at work IV
2
2. Information about ...
a) Read the text below and then listen to the conversation on CD. Underline the topics the speakers are
talking about in the list below.
:
out the following topics
u some information ab
yo
e
giv
t
gh
mi
s
sor
tom
rvi
cus
Your supe
t persons, traditions and
ducts or services, contac
pro
its
ny,
pa
ngs
com
eti
he
T
me
■
team
your team and if there are
in
s
itie
bil
nsi
po
res
d
an
■ The roles
d breaks
tasks, times for meals an
■ Working hours, daily
l, rules about smoking,
lat
orting ill, for e arriva
rep
for
s
ure
ced
pro
es,
■ House rul
dress code
codes
the use of the Internet,
es, name badges, entry
of safety clothes and sho
use
s,
rm
ala
fire
d
an
y
■ Securit
driving license)
■ Documentation (e.g.
t are bad for your health
al examination, things tha
dic
me
,
job
ur
yo
to
d
ate
■ Risks rel
ty policies;
fidential company, quali
con
s,
ure
ced
pro
ork
W
■
nt
nsibility for the equipme
■ Equipment and respo
b) Listen again and answer the questions by ticking the correct answers.
1. What is Mr Bird’s job?
He is
 a) supervisor  b) head of the IT department
 c) manager
5. What should Anne do when she is ill?
She should
 a) call Mrs Turner
 b) ring up Mr Bird
 c) send an SMS to Mrs Turner
 d) write an e-mail to Mr Bird
2. Who are Anne’s colleagues?
Her colleagues are
 a) Mrs Turner
 b) Mr Bird
 c) Ms Klein
 d) Mr Johnson
6. How should Anne dress?
She should dress
 a) according to the dress code
 b) clean and tidy
 c) fashionable and up to date
3. When is lunch break?
Lunch break is
 a) from nine to five thirty
 b) from 12.30 to 13.00
 c) from twelve thirty to one pm
7. Who will inform Anne about house rules?
She will be informed by
 a) Mr Bird
 b) Mrs Turner
 c) Ms Klein and Mr Johnson
4. How much is the lunch?
Per meal they charge
 a) fourteen Euro  b) four Euro
 c) e 4,--  d) e 14,--
15
UNIT 6
3. Adverb or Adjective: What is the Difference?
Adverbs tell us in what way someone does something. Adverbs can modify verbs, adjectives or
other adverbs.
Adjectives tell us something about a person or a thing. Adjectives can modify nouns or pronouns.
Adjective
Max is a careful driver.
This sentence is about Max, the driver, so use
the adjective.
■
■
■
■
■
■
■
angerous
d
nice
electronic
good
fast
terrible
safe
Adverb
Max drives carefully.
This sentence is about his way of driving, so
use the adverb.
■
■
■
■
■
■
■
angerously
d
nicely
electronically
well
fast
terribly
safely
a) Decide whether you have to use the adjective or the adverb. Fill in the correct form.
1. He ..................................... reads his emails. (quick)
2. The traffic on the street is .................................... loud today. (terrible)
3. Sebastian is a ..................................... football player. (good)
4. You can .......................... install this computer program on your PC. (easy)
5. He is a ........................................... snow boarder.(light-headed)
6. Please, could you move ............................. to your desk. (fast)
7. The truck driver was .............................. injured. (serious)
16
English at work IV
2
8. The hamburgers in the snack bar taste ........................ (awful)
9. Don’t speak so ......................... , I can’t understand you. (fast)
10. She is ........................... skilled in repairing printers. (extreme)
11. The shop assistant ..................... wrapped the present. (slow)
12. She looks ........................... What is the matter with her? (sad)
13. He is ................................ upset about losing his keys. (awful)
14. Our supervisor, Mr Unicorn is a very ................................ person. (polite)
15. My workmate often praises our ............................. nice tutor. (terrible)
b) Find all the adverbs in both reading texts of this unit. Note them down in the box.
____________________________________________________________________________________
____________________________________________________________________________________
17
UNIT 6
▲
Aims and Objectives
■ report about what to expect on the first day of their work placement,
■ understand basic information needed at a workplace,
■ ask questions about the work procedures and responsibilities in a company,
■ tell the difference between an adverb and an adjective and use them correctly.
▲
Answers
1a)
T
1. In case of an intermediary organisation a tutor could accompany the trainee.
X
2. On the first day the timetable, insurance and other conditions agreed upon are reviewed.
X
3. The placement agreement should be signed on the first day of work at the latest.
X
4. Every trainee has to write a monitoring notebook or a similar document.
X
F
5. It is not necessary to write down activities every day.
X
6. Regular mail contact between meetings of the trainee and the sending organisation
are is recommended.
X
7. The monitoring notebook must not be reviewed and approved by the supervisor.
X
8. It might be that the coordinator or a tutor visit the trainee in the workplace.
X
9. The company tutor or the coordinator checks the progress of the trainee in the workplace.
X
1b) 1. A record of the daily activities should be kept.
2. The notes are needed so that they can be evaluated and certified by the company and validated.
3. The tutor of the sending partner or the coordinator of the intermediary organisation in the hosting
country will sometimes visit the trainees.
4. A monitoring notebook is a document that you have to use for work placements within Europe to
note down tasks and activities done in the company.
5. It should be signed on the first day at the latest because it is the document marking the start of
the activities for the trainee.
1c) On your first day at the company you will be introduced to a lot of new people and your new work
place. You will get to know your boss and your colleagues. You will also be given information about
working hours, safety regulations, and many other things related to your tasks. Often there is an introductory interview. Be friendly and motivated and don’t hesitate to ask questions if you haven’t
understood some explanations. Sometimes, the tutor of the sending partner or the coordinator in the
hosting country will visit you in your workplace in order to check your progress.
1d) 1 B; 2 C; 3 A; 4 F; 5 D; 6 E
18
English at work IV
2
2a) ■
■
■
■
T he company, its products or services, contact persons, traditions and customs
The roles and responsibilities in your team and if there are team meetings
Working hours, daily tasks, times for meals and breaks
House rules, procedures for reporting ill, for late arrival, rules about smoking,
the use of the Internet, dress code
■ Security and fire alarms, use of safety clothes and shoes, name badges, entry codes
2b) 1. What is Mr Bird’s job?
He is
a) supervisor 2. Who are Anne’s colleagues?
Her colleagues are
a) Mrs Turner
c) Ms Klein
d) Mr Johnson
3. When is lunch break?
Lunch break is
b) from 12.30 to 13.00
c) from twelve thirty to one pm
4. How much is the lunch?
Per meal they charge
b) four Euro
c) x 4,-- 5. What should Anne do when she is ill?
She should
b) ring up Mr Bird
6. How should Anne dress?
She should dress
b) clean and tidy
7. Who will inform Anne about house rules?
She will be informed by
b) Mrs Turner
3a) quickly, terribly, good, easily, light-headed, fast, seriously, awful, fast, extremely, slowly, sad,
awfully, polite, terribly
3b) carefully, previously, regularly
19
UNIT 6
▲
Vocabulary
arrival
advancement
apprentice
break
circumstance
condition
confidential
customs
daily
documentation
driving license
entry
equipment
examination
explanation
gain
House rule
insurance
intermediary
limitation
name badge
on my own
previous
procedure
progress
protection
quality policy
responsibility
similar
timetable
to accompany
to approve
to certify
to hesitate
to introduce
to review
to sign
to validate
tutor
trainee
tidy
light-headed
20
Ankunft
Fortschritt
Lehrling
Pause
Umstand
Bedingung
vertraulich
Brauch
täglich
Unterlagen
Führerschein
Eingang
Ausrüstung
Untersuchung
Erklärung
Zuwachs
Hausordnung
Versicherung
vermittelnd, dazwischengeschaltet
Begrenzung
Namenskärtchen
selbständig
vorhergehend
Ablauf
Fortschritt
Schutz
Qualitätspolitik
Verantwortung
ähnlich
Stundenplan
begleiten
bestätigen
bestätigen
zögern
vorstellen
überprufen, durchgehen
unterschreiben
für gültig erklären, bestätigen
Betreuer
Lehrling, Praktikant/in
ordentlich, sauber
leichtsinnig
English at work IV
2
CD Script
Supervisor:
Good morning, Anne. Nice to meet you.
I’m Mister Bird, and I’ll be your supervisor for the next three months.
My office is over there .....
Anne:
Good Morning, Mr Bird, nice to meet you, too.
S:
Take a seat here, please. How was your journey?
A:
Thanks, the train was comfortable, but a bit late.
S:
And your hostel? Do you like it there? Have you got a nice room?
A:
Yes, its simple, but close to your company. Only a ten minutes’ walk.
S:Great! On your first day here at our company I’ll tell you some basics about our company,
the services and products we offer, your working hours and so on.
A:
Okay.
S:You will work with Mrs Turner’s team in the IT department. Your colleagues there are
Mr Johnson and Ms Klein. I’ll accompany you to your team after we have finished our
first meeting.
A:
I’m looking forward to getting to know my team.
S:We work from Monday to Thursday from nine to five thirty, and on Friday from nine to
twelve. And you can decide when you want to take an extra fifteen minute break in the
morning.
A:
I see. Is there a fixed time for the lunch break?
S:Yes, lunch break for the IT department is from twelve thirty to one pm. You can have
lunch in our snack bar on the ground floor for four Euro, if you like to. And it is not
allowed to smoke, neither in the offices nor in the lunch room.
A:
I don’t mind, I’m a non-smoker anyway.
S:
Great. Mrs Turner will prepare a name badge for you.
In case you are ill or late you have to phone me.
Here is my business card with the phone number.
A:
Thank you. Do I have to wear special clothes?
S:
No, there is no dress code in our company, as long as your clothes are clean and tidy ...
A:
I see, and what about safety regulations?
S:Mrs Turner will discuss the security and house rules with you... Are you ready to get to
know your colleagues now?
A:
Of course! ....
21
UNIT 7
▲
7 Company Organisation
1. Managers in a Company
During the work placement you have to get familiar with the structure of a company. Read the following text
about who is responsible for what.
same form of organi
person will need so
e
on
an
th
and
e
m
or
m
m
n of co
made up of
y in which the chai
wa
e
Every organisation
th
s
ow
sh
t
ar
els
organisational ch
l of the various lev
tional structure. An
the span of contro
t
ou
ts
se
so
al
It
organisation.
works within the
of supervision.
g company.
ted for a packagin
tra
us
ill
be
n
ca
d
se
ter their
a company is organi
directors to look af
of
d
ar
bo
a
The way in which
se
oo
rs that ch
ents to run
ned by shareholde
le for their departm
sib
on
The company is ow
sp
re
s
er
ag
an
m
company
ctors then appoint
ty for running the
ili
sib
on
sp
re
interests. The dire
r
ajo
m
s the
rtments.
naging Director ha
g an eye on all depa
in
ep
the business. The Ma
ke
d
an
s
et
rg
setting company ta
business, including
ods in and
the movement of go
ng
lli
ro
nt
co
r
fo
le
s to and
nager is responsib
e transport of good
th
ng
ei
se
The Distribution Ma
er
ov
d
ivers an
use, supervising dr
out of the wareho
from the firm.
of work flowing
continuous supply
a
g
in
ep
ke
r
fo
le
s' orders.
nager is responsib
meet the customer
to
r
we
po
The Production Ma
an
m
g
ganisin
aff and also for or
to all production st
ers and obtaining
ntact with custom
co
g
in
ak
m
r
fo
le
is responsib
The Sales Manager
contacts.
orders from those
mpany and is
dealings of the co
l
cia
an
fin
e
th
l
al
untant controls
rts.
The Company Acco
and financial repo
agement accounts
an
m
g
in
uc
od
pr
r
responsible fo
employee might be
down the line. An
e
ac
pl
s
ke
ta
n
te
o is then
sations of
junior manager, wh
a
Reporting in organi
to
e
bl
ta
un
co
ac
be passed
pervisor, who is
ructions can then
st
in
d
an
n
accountable to a su
tio
ica
mmun
nior manager – co
accountable to a se
down the line.
es100.co.uk
m http://www.thetim
Source: adopted fro
a) Underline all the managers that are mentioned in the text. Circle the correct number.
22
4
6
8
10
English at work IV
2
b) What does an organisational chart show? Tick the correct answers.
It shows
 the chain of command within an organisation.
 the way to get to the top of the organisation.
 who controls and supervises in a company.
 who is accountable for what kind of work.
 the salaries of the managers.
c)What does a managing director do? Tick the correct answers.
He or she
 represents the company.
 owns the company.
 sets company targets.
 keeps an eye on all departments.
 is responsible for leading the company.
d) Refer to the text about the structure of a packaging company. Then fill in the organisational chart below.
.........................................................................................................................................................
.................................................................................................
.........................................................................
.........................
.........................
.........................
.........................
23
UNIT 7
2. Board of Directors and a CEO
Listen to the dialogue and fill in the missing words. J:
Mr Karl Tronton is your _____________________ then.
S:
Yes, he runs the company and he ______________________ all of us...
J:
Has he got the function of a CEO?
S:Yes, exactly he is the_____________________. He works closely together with our
_________________________, Mrs Frieda Foster
J:I see. But what is the ______________________ between a CEO and a chairman
or a chairwoman then?
S:The chairwoman, Mrs Foster, is the _________________. She, together with a
board of directors, defines the vision of the company. In other words in which
____________________________ the business should go.
J:
Aha, ideas for the future.
S:Yes and the CEO is the person who has to find solutions and
___________________________ actions to reach this direction, then.
3. Stanford Industrial Concrete Flooring LTD
a) Look at the organisational chart of the company below and answer the questions.
Who is the boss of the commercial manager? ___________________________
Who is responsible for the laying and finishing work? ___________________________
Who does the payroll and purchasing? ___________________________
Who do the project surveyors have to present their reports to? _____________________
Who is in charge of health and safety? 24
___________________________
English at work IV
2
b)Listen to the conversation and tick the people and positions mentioned in the chart below.
chairman
managing director
dustrial
Stanford in
ooring ltd
concrete fl
n chart
organisatio
Production director
Company secretary
construction
Manager
company accountant
foremen
payroll, secretarial,
purchasing &
administration
commercial manager
project surveyors
Laying & finishing
operatives
design, health & safety,
defects & Training
Laser screed
Operators,
yard foreman/fitter
c) Listen again and fill in the names and work areas for the following people.
Chairman
______________________________________________________
Managing director
______________________________________________________
Company secretary
______________________________________________________
Company accountant ______________________________________________________
Production director
______________________________________________________
25
UNIT 7
4. When to Use “-ing”
The “-ing”-form is used when the word is the subject of a sentence or clause:
■ Doctors say that smoking can cause health problems.
The “-ing”-form is used after certain verbs:
avoid, dislike, enjoy, finish, give up, mind/not mind, practise
■ Would you mind opening the door for me?
The “-ing”-form is used after certain prepositions.
■ I look forward to meeting you.
■ He left the company without saying “goodbye” to his workmates.
Some verbs can be followed by the “-ing”-form or the infinitive without a big change in meaning:
begin, continue, hate, intend, like, love, prefer, propose, start.
■ I prefer to play football today. ■ I prefer playing football today.
a) Fill in the correct verb form.
1. Mrs Mayer started .................................... company targets. (set)
2. Our sales manager is responsible for ....................... contact with customers. (make)
3. The managing director has the major responsibility for ...................... the company,
including ........................... an eye on all departments. (run, keep)
4. In the furniture production our apprentice practises ................. wood joints. (build)
5. The manager of the account department continues ....................... reports. (collect)
6. An organisational chart ..................... the way the chain of command works. (show)
26
English at work IV
2
b) Complete the following sentences with the correct preposition from the box below.
1. Our new supervisor is good ........... accounting.
2. The Production manager continued complaining .............. the new safety regulations.
3. She doesn’t feel like working ........... the computer all day long.
4. We are looking forward ........... meeting our business partners from Paris.
5. Karl apologised ........... arriving late at the meeting.
6. Do you agree ........... staying in a foreign country?
7. Edward is thinking ........... asking the Managing director for a higher salary.
of
at
about
on
to
for
on
5. More Roles in a Company
Directors, Managers and Supervisors all have responsibilities in
the workplace as do operatives. Directors are individuals with
legal responsibility to the businesses, customers, employees,
suppliers and shareholders.
SITE
SUPERVISOR
The Directors typically create the business plans. Directors sit
on the board because they are specialists in a particular line of
business, or because they have generalist experience, or sometimes
more importantly, good contacts.
The Managing Director is the figurehead of the organisation. Managers have the job of organising and
controlling resources. Their work is often described as 'getting things done with or through people'.
Senior Managers make top level decisions concerning where an organisation operates and what it makes
or does. These decisions require detailed analysis and skilled judgement.
27
UNIT 7
Middle Managers organise and control the resources of an organisation within established guidelines.
Junior/supervisory management is usually concerned with short-term supervisory activities – making
sure that orders get out on time, making sure that people and resources are where they should be.
Supervisors are quite often the backbone of the organisation. They are people who know how things
should be done at 'ground level'. They work with managers to put plans into action at operational level.
They manage day-to-day resources including the supervision of staff.
Operatives are at the ground level but their work is still very important. It needs to be carried out
with care and precision. In a supermarket the operatives will include the shelf stackers, and checkout
operatives.
Based on: http://www.thetimes100.co.uk/theory
a) Read the statements and tick whether they are true or false. Correct the false ones.
1. Individuals with legal responsibility to other companies, customers, employees,
suppliers and shareholders are called directors.
2. Operatives work with managers to put plans into action at the operational level.
3. Supervisors manage day-to-day resources including the supervision of staff.
4. Top level decisions concerning where an organisation operates are made by directors.
5. Directors make business plans and sit on the board.
6. The work of mangers is often described as 'getting things done with or through people'.
7. In an office the operatives will include shelf stackers and checkout operatives.
8. Supervisory management does long-term supervisory activities like making sure that
orders get out on time.
9. Work that needs to be carried out with care and precision is done by operatives.
10. Supervisors work with managers to put plans into action and they deal with
day-to-day resources.
28
T
F
English at work IV
2
b) Read the text and fill in the missing words. Use the words from the box.
On the ground level are ___________________ whose work is very important. Examples
in a supermarket are shelf stackers and ___________________________.
________________ manage staff and are responsible for putting plans into action.
They are the people who know how things should be done at ___________________ .
It is the duty of _____________________________ level to make sure that orders get
out on time and people are where they should be. ______________ deal with decisions
that require detailed analysis. Top level _____________________ about where an
organisation operates and what it does are made by them.
__________ are people with specialist knowledge or experience or good contacts.
They create ___________________________________ and sit on the board.
____________________________ have the job of organising and controlling resources.
Their work is often described as 'getting things done with or through people'.
On the top of an organisation is the ____________________________________ .
checkout operatives, supervisors, managing director, ground level, supervisory management,
senior managers, directors, business plans, managers, decisions, operatives
c) There is one word too many in each of the lines. Which one is it?
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The company is owned by shareholders. They that choose a board of directors
to look after their interests. The directors then appoint no managers responsible
for their departments to run the business. The Managing Director has had the
major responsibility for the running the company business, including setting
company targets and keeping an eye on all departments managers.
The distribution manager is responsible for a controlling the movement
of goods in and out of the warehouse, always supervising drivers and overseeing
the transport of goods to and from the firm away.
A production manager is responsible for the keeping the work flowing,
for the production staff and for workers needed to meet the customers' orders now.
29
UNIT 7
▲
Aims and Objectives
■ discuss the different kinds of managers,
■ fill in a simple organisational chart,
■ describe the hierarchy within a company/business/organisation,
■ define the difference between CEO and chairman/chairwoman,
■ use the -ing form in connection with certain verbs.
▲
Answers
1a) 6
1b) It shows
■ the chain of command within an organisation.
■ who controls and supervises in a company.
■ who is accountable for what kind of work.
1c)sets company targets, keeps an eye on all departments, is responsible for running the company
1d)
Shareholders
Board of directors
Managing director
Distribution
Sales
Production
Accounting
3a)1. managing director, 2. foreman, 3. company accountant, 4. commercial manager,
5. production director
3c)Chairman/Chairwoman
30
Managing Director
Company secretary
Production director
Company accountant Mrs Frieda FosterCOB, defines the vision of the
company
Mr TrontonCEO, finds and implements actions
to reach this direction defined by
the COB
Mr Hofmananswering phone, emails, office
tasks for Mr Tronton, checking
accounts
Mr Max Purcherboss of construction managers,
design, health and safety
Ms Silvia New
payroll accounting, salaries
English at work IV
2
4a) 1. setting/to set; 2. making; 3. running, keeping; 4. building; 5. collecting/to collect; 6. shows
4b) at, about, on, to, for, on, about/of
5a) T
1. Individuals with legal responsibility to other companies, customers, employees, suppliers and shareholders are called directors.
X
2. Operatives Supervisors work with managers to put plans into action at the operational level. 3. Supervisors manage day-to-day resources including the supervision of staff.
F
X
X
4. Top level decisions concerning where an organisation operates are made by directors
Senior Managers.
5. Directors make business plans and sit on the board.
X
6. The work of mangers is often described as 'getting things done with or through people'.
X
X
7. In an office supermarket the operatives will include shelf stackers and checkout operatives.
X
8. Supervisory management does long- short-term supervisory activities like making sure that
orders get out on time.
X
9. Work that needs to be carried out with care and precision is done by operatives. X
10. Supervisors work with managers to put plans into action and they deal with
day-to-day resources.
X
5b) operatives, checkout operatives, supervisors, ground level, supervisory management, senior
managers, decisions, directors, business plans, managers, managing director
5c) 1. that; 2. no; 3. had; 4. the; 5. managers; 6. a; 7. always; 8. away; 9. the; 10. now
31
UNIT 7
▲
Vocabulary
account
accountable
accountant accounting
accounts department
backbone
bill
care
CEO Chief Executive Officer
chairmen/chairwoman
checkout operative
COB (Chairman of Board)
construction
customer
defect
delighted
delivery
design development
dispatch
distribution
employee
expense
experience
facility
figurehead
finishing
foreman
ground level
guideline
human resources
legal responsibility
level
line of business
maintenance
managing director
operative
order
organisational chart
overview
particular
payment
payroll
precision
32
Konto
verantwortlich
Buchhalter
Buchhaltung, Abrechnung
Rechnungswesen
Rückgrat
Rechnung
Sorgfalt
Geschäftsführer (US)
Aufsichtsratsvorsitender
Kassier
Aufsichtsratvorsitzender (US)
Konstruktion
Kunde
Mangel
entzückt, erfreut
Lieferung
Entwurf, Design
Entwicklung
Versand
Vertrieb
Mitarbeiter
Ausgaben
Erfahrung
Anlage
Aushängeschild
Endbehandlung
Bauleiter
Bodennähe
Richtlinie
Personalreserve
Haftung, rechtliche Verantwortung
Ebene
Geschäftsgebiet, Branche
Instandhaltung
Geschäftsführer, Generaldirektor
(angelernter) Arbeiter
Bestellung
Unternehmensstruktur; Organisationsplan
Übersicht
speziell
Zahlung
Gehaltsabrechnung
Genauigkeit
English at work IV
proper
punishment
purchase
research
resource
responsible
salary
senior manager
shareholder
shelf stacker
staff
supervision
supervisor
supervisory
supplier
surveyor
to advertise
to create
to develop
to discover
to elect
to hire
to implement
to improve
to monitor
to negotiate
to promote
to put into action
to run a company
to sit on the board
vision
works council
2
einwandfrei
Bestrafung
Einkauf
Forschung
Betriebsmittel
verantwortlich
Lohn, Gehalt
Bereichsleiter
Aktionär
Regalarbeiter
Belegschaft, Mitarbeiter
Kontrolle, Leitung
Abteilungsleiter
überwachend
Lieferant
Inspektor
annoncieren, Werbung machen
erfinden
entwickeln
entdecken
wählen
einstellen
umsetzen
verbessern
überwachen, kontrollieren
verhandeln
begünstigen, fördern
in die Tat umsetzen
eine Firma leiten
in einem Direktorium sein
Vision, Weitblick
Betriebsrat
33
UNIT 7
CD Script
Secretary:
Hello, Kathrin.
Kathrin:
Good Morning, Mr Hofman. How are you?
S:
Fine, thanks, and you?
K:
Alright. What’s up today?
S:Today I’ll tell you a little bit about the organisation of our company. And about who is
who in the Stanford Industrial Concrete Flooring Limited...
K:
Ok ...
S:
Here is our organisation chart providing an overview of the departments and their managers.
K:I see. It’s quite a big chart. Ah, here you are, Mr Hofman. The company secretary.
S:Yes, right. As you already know I‘m in charge of phone calls, e-mails, but I also check
accounts and do other office tasks for our managing director, Mr Tronton.
K:
Mr Karl Tronton is your boss then.
S:
Yes, he runs the company and keeps an eye on all of us...
K:
Has he got the function of a C - E - O?
S:Yes, exactly, he is the Chief Executive Officer. He works closely together with our
chairwoman, Mrs Frieda Foster.
K:
I see. But what is the difference between a CEO and a chairman or a chairwoman then?
S:The chairwoman, Mrs Foster, is the leader. Together with a board of directors she defines
the vision of the company. In other words which direction the business should go.
K:
Aha, ideas for the future.
S:Yes and the CEO is the person who has to find solutions and implement actions to reach
this direction.
34
K:
Sounds difficult...
S:
Yes... Chief Executive Officer is the American expression for our “Managing Director”.
K:
I see. And Mrs Foster would be called “Chairwoman of the Board” or COB in the States?
English at work IV
S:
Yes, you are right.
K:
The production department… Who is director of production?
S:
That is Mr Max Purcher. His office is in the other building.
K:
Right across the street?
2
S:Yes. Mr Purcher is the boss of all our construction managers. He is responsible for
design, but also for health and safety matters.
K:
Ok. And Silvia? I met her in the cafeteria yesterday...
S:Miss Silvia New is our company accountant. She does the payroll accounting and she will
give you your salary printout at the end of the month...
K: Great! I’m looking forward to meeting her again…
35
UNIT 8
▲
8 Company Departments
and Responsibilities
During your work placement you might have to work in different departments. The following text informs
you about which departments a company usually needs and which functions and responsibilities they have.
1. What Departments Does a Company Need?
a) Read the text and underline all the departments that are mentioned.
on the nature of
ight need depends
m
s
es
sin
bu
c
ifi
ec
Almost every
rtments a sp
e of the business.
siz
e
The number of depa
th
on
d
an
s
as
oduct line or service
r departments such
that company's pr
example, but othe
r
fo
t,
en
m
or
rt
y
pa
ar
de
ss
accounting
considered unnece
business needs an
ic relations may be
bl
pu
or
t)
en
pm
lo
deve
R&D (research and
optional.
olution of the
sely parallels the ev
clo
s
es
sin
bu
a
in
start the LEO
partments
ge friends want to
lle
The evolution of de
co
o
tw
at
th
t
the other
agine for a momen
e of things, while
sid
n
tio
uc
business itself. Im
od
pr
e
ndle th
would be consione friend may ha
ny's finances, which
pa
company. At first,
m
co
e
th
le
nd
ent
side. Both may ha
istration departm
manages the sales
also have an admin
d
ul
wo
ey
Th
t.
en
n.
g departm
business' formatio
dered an accountin
rs surrounding the
te
at
m
l
ga
le
e
th
d
k an
to handle paperwor
uld be immediaadministration) wo
d
an
g
tin
un
co
ac
to hire a
roduction, sales,
ny owners decide
pa
m
co
al
in
All departments (p
ig
or
o
these tw
partment may
a new business. If
human resources de
a
r
tely beneficial to
fo
ed
ne
a
en
e departments, th
d performance of
staff to handle thes
ersee the hiring an
ov
d
ul
wo
t
en
m
rt
sources depa
arise. A human re
future employees.
l different deanches into severa
br
n
te
of
ny
pa
m
e company
ent of a growing co
s. Promotion of th
le
sa
il
ta
The sales departm
re
or
s
le
e sa
e original producinside sales, outsid
ns departments. Th
partments, such as
tio
la
re
ic
bl
pu
d
nt.
g advertising an
come more efficie
may involve creatin
departments to be
nt
re
ffe
di
to
while
in
s,
ie
nd
deliver
uld expa
ck of inventory or
tra
tion department co
ep
ke
d
ul
wo
t
d services
ceiving departmen
of the products an
ity
al
qu
e
A shipping and re
th
at
th
sure
partment could in
a quality control de
remains high.
pport financially.
partments it can su
de
of
r
be
m
nu
e
th
due hardshould only have
's needs without un
ny
pa
m
co
A typical business
e
th
le
nd
n ha
Some departments
ing departments ca
pand too quickly.
As long as the exist
ex
to
t
no
l
fu
re
ca
partments
siness should be
ccess, but other de
su
's
ny
pa
ship, a growing bu
m
co
a
to
tal
sinesses.
and sales may be vi
able for smaller bu
vi
such as accounting
lly
cia
an
fin
ys
tions are not alwa
such as public rela
om
m www.wisegeek.c
Source: adapted fro
36
English at work IV
2
b) Tick the correct statements.
 1) The number of departments of a company depends not only on the nature
of its product line or services but also on the size of the business.
 2) Every business needs a human resources department.
 3) The evolution of departments is connected with the evolution of the company.
 4) A company should only have the number of managers it can support financially.
 5) Some departments, for example accounting and sales, are necessary
for companies.
 6) Promotion of the company may involve creating a retail sales department.
c) Read the text again and fill in the missing departments in the organisational chart below.
LEO
Production
Sale
Promotion
37
UNIT 8
2. What Do They Do?
a) Match the departments to their responsibilities:
Department
Responsible for

A discovering new knowledge about
the product, improving it and creating
new products
IT (Information Technology)

1
Human resources

2
Research and development

3

B making the product
Marketing

4

C the company's computers and network
Sales

5
Customer service

6

D how a product/service is advertised
and promoted
Finance

7

E payments, bills and expenses
Dispatch 
8

F taking care of customer needs
Production

9

G selling the product/service

H running an organisation/company
aintenance/
M
Facility Management

10

I
hiring new staff
Accounts 
11
Works council 
12

J buildings and offices, e.g. that it is
cleaned properly and regularly
Management 13

K delivery of orders


L monitoring the payment for each company
account and status of accounts.
M representing the workers elected

to negotiate with management
b) Use some of the departments mentioned above and fill in the gap text:
1. Not every company has got a ___________________ department, however in some
companies this department is the major part of the company, e.g. in a factory.
2. The ________________________ department takes care of buildings and offices.
3. The role of the ________________________ department within a company is to
develop advertising campaigns.
38
English at work IV
2
4. The sales department will usually provide the _____________________ department
with the orders that need to be sent on a particular day.
5. The _______________ department monitors the payment for each company account.
6. The abbreviation HR stands for the ______________________________ department.
7. The ____________________ department is the office where elected representatives
of workers do their work.
c) Which department would deal with the following problem?
The IT department needs more people. _______________________________
Management need the latest sales figures.
_______________________________
We need a better phone to compete with
Apple’s iPhone.
_______________________________
We need to do the annual accounts.
_______________________________
We need to find a way to increase sales by 25 %
over the next two years.
_______________________________
We want to find out why customers are
not buying our mp3 players.
_______________________________
There is something wrong with the modem.
_______________________________
We need more mp3 players than normal
this month to cover a larger order.
_______________________________
We want to celebrate our 10th company
anniversary.
_______________________________
We need to deliver a container of goods to China. _______________________________
39
UNIT 8
3. A Guided Tour
a) Listen to the conversation and fill in the missing rooms in the floor plan below. Start at the entrance.
b) Tick the phrases you can hear in the conversation.







on the second floor
in the opposite building
on the right
next to in between
upstairs
in the corner







in the basement
across the street
on the left
near the entrance
in front of
at the back
behind the lunch room
c) What do the people do in their job? Listen again and fill in some details.
Mr Schreiber
____________________________________________________
Mr Tronner
____________________________________________________
Mrs Free
____________________________________________________
Mrs Brown
____________________________________________________
4. My Own Company
Draw a floor plan of your company or school. Then show it to your partner and describe it.
Use some of the phrases you practised in this unit.
40
English at work IV
2
▲
Aims and Objectives
■ discuss what people and departments are responsible for,
■ explain the structure of a company with the help of a chart,
■ follow and prepare a company department tour,
■ describe locations,
■ guide visitors around their workplace.
▲
Answers
1b) true: 1, 3, 4, 5
1c) LEO
production
accounting
shipping
receiving
quality control
administration
human resources
sale
promotion
advertising
public relations
inside sales
outside sales
retail sales
2a) 1. IT (Information Technology) > the company's computers and network
2. Human Resources > hiring new staff
3. Research and Development > discovering new knowledge about the product, improving it and
creating new products
4. Marketing > how a product/service is advertised and promoted
5. Sales > selling the product/service
6. Customer Service > taking care of customer needs:
7. Finance > payments, bills and expenses
8. Dispatch > delivery of orders
9. Production > making the product
10. Maintenance/Facility Management > buildings and offices, e.g. that it is cleaned properly
and regularly
11. Accounting department > monitoring the payment for each company account and status
of accounts.
12. Works council > representing the workers elected to negotiate with management
13. Management > running an organization/company
2b) 1. production, 2. maintenance, 3. marketing, 4. dispatch, 5. accounting, 6. human resources,
7. works council
41
UNIT 8
2c) The IT department needs more people.
Human Resources
Management need the latest sales figures.
Sales
We need a better phone to compete with Apple’s iPhone.
Research and development
We need to do the annual accounts.
Accounting
We need to find a way to increase sales by 25 % over the next two years.
Marketing
We want to find out why customers are not buying our mp3 players.
Marketing
There is something wrong with the modem.
IT
We need more mp3 players than normal this month to cover a larger order.
Production
We want to celebrate our 10th company anniversary.
Marketing
We need to deliver a container of goods to China.
Dispatch
3a)
3b) 






on the second floor
in the opposite building
on the right
next to in between
in the corner
at the back
3c) Mr Schreiber guides Lisa through the IT department
Mr Tronner, head of IT department, supervisor, not here today, visiting customers
Mrs Free, receptionist, also responsible for customer service, friendly person
Mrs Linda Brown, senior manager, decides if and where new branches or subsidiaries are set up
42
English at work IV
2
▲
Vocabulary
abbreviation
accounting
administration
Advertising
advertising campaign
anniversary
annual
at operational level
ground floor
basement
beneficial
between
customer
dispatch
entrance
evolution
facility
figure
figures
floor plan
formation
front
hardship
human resources department
in between
inventory
legal matter
maintenance
major
near
next to
opposite
optional
order
payment
performance
production
promotion
public relations
research and development
sales (department)
shipping
Abkürzung
Buchführung
Verwaltung
Werbung
Werbekampagne
Jubiläum, Jahrestag
jährlich
betrieblich
Erdgeschoss
Keller
günstig, postiv
zwischen
Kunde
Versand
Eingang
Entwicklung
Betriebsanlage
Zahl
Zahle
Grundrissplan
Gründung
vorne
Härte
Personalabteilung
dazwischen
Bestände, Inventar
Rechtsangelegenheit
Instandhaltung
haupt-, wichtig
in der Nähe von
neben
gegenüber
freiwillig
Bestellung
Zahlung
Arbeitsleistung
Produktion
Werbung, Aktion
Werbeabteilung
Forschung und Entwicklung
Verkauf
Versand
43
UNIT 8
short term
success
to branch
to compete
to consider
to depend
to elect
to expand
to handle
to hire
to imagine
to increase
to involve
to keep track of
to monitor
to negotiate
to operate
to parallel
to receive
to remain
undue
viable
vital
works council
kurzfristig
Erfolg
sich verzweigen
gegeneinander anreten
einschätzen, berücksichtigen
abhängen von
wählen
ausdehnen, erweitern
handhaben, mit ... umgehen
einstellen
sich vorstellen
erhöhen
einbinden, miteinbeziehen
etwas beobachten
überwachen, kontrollieren
verhandeln
durchführen, abwickeln
parallellaufen, entsprechen
erhalten
verbleiben
übertrieben, übermässig
überlebensfähig, brauchbar
grundlegend, unerlässlich
Betriebsrat
CD Script
S: Hello Lisa!
L: Good morning, Mr Schreiber.
S: Today I’m going to show you the other departments, especially the IT department.
This is where you will work from next week on.
L: Yes, I’m looking forward to seeing it.
S:
Our IT department is on the second floor in the opposite building. Please follow me...
L: Yes, of course.
S: Here we are. This is the entrance.
L:
Thank you.
S:Here on the right is the reception area. Mrs Free is our receptionist and responsible for
customer services, too.
44
English at work IV
L: 2
I see, the office of Mrs Free.
S: She is the person who knows how to deal with our customers best, she is really friendly,
even when there are complaints.
Just after the reception area there is the IT department, consisting of three rooms:
telephone support, the office of the head of the IT department, Mr Tronner, and in
between is a small room for hardware storage.
L: Ah, the IT department. This is where I will be next week then.
S:
Yes, that’s right. Mr Tronner will be your supervisor.
L: Mr Tronner… Is he here at the moment?
S:
No, I’m sorry, he is on tour visiting customers today.
But I’m going to introduce you on Monday morning.
L:
Ok. And at the back of the corridor?
S:There is our seminar room. That's where we do our computer classes. It is a computer lab
equipped with the latest media technology.
L:
Very interesting. Can I have a look?
S: Of course. Let me see if the room is free...
Yes, here we are.
L: Wow! So many new PCs ... and ... is that an interactive board there?
S:
Yes, we furnished this room only a few months ago.
L:
Is this for your staff or for...
S:Yes, for our colleagues, but when there are new programs on the market we also offer
seminars or introductory weekends to companies. And here on the right is the office of
our senior manager, Mrs Linda Brown. She is responsible for all important decisions, for
example if and where our business will open new branches.
L:
A branch, is that the same as a subsidiary?
S:Yes, you are right. And next to the Manager’s Office is our Accounting and HR
department, two very small departments all in one room, the people working there
share one office.
L:
And in the corner there?
S:
That is our workers’ lounge… The lunch room.
L:
Great. I see it has a small kitchen there and a coffee machine...
S:
Yes, everything you need to feel comfortable....
45
UNIT 9
▲
9 Seeing a Doctor
1. Health Problems
Which health problems can you identify in the pictures? You can choose from the list at the bottom!
■
■
■
■
■
46
b ackache
bloody nose
broken leg
bruise
cramp
■
■
■
■
■
c old
cough
earache
fever
headache
■
■
■
■
■
nee pain
k
nauseous
sore throat
stomach ache
toothache
English at work IV
2
2. At the Doctor’s
One day during the work placement Paul feels very bad. Listen to the interview and fill in the following form.
47
UNIT 9
3. A Splitting Headache
Choose one of the answers and reconstruct the dialogue.
a) Yes, it’s 39°C.
b) Okay, I'll take it to the chemist's.
c) I have a high fever and a splitting headache. I lost my appetite, too.
d) It really hurts in my chest when I cough.
e) Thanks for your help.
f) I took three aspirins, but they didn’t work.
g) I almost thought so...
Doctor: What seems to be the problem?
Laura: …………...…………………………………………………………………………
Doctor: Did you take your temperature?
Laura: …………...…………………………………………………………………………
Doctor: Did you try out any medication?
Laura: …………...…………………………………………………………………………
Doctor: Let me examine you. Open your mouth. ... All right. Cough, please.
Laura: …………...…………………………………………………………………………
Doctor: You have the flu.
Laura: …………...…………………………………………………………………………
Doctor: You need to stay in bed for five days. I’ll write out a prescription for you.
Laura: …………...…………………………………………………………………………
Doctor: There you go. Take two tablets a day, one in the morning and one in the evening.
Laura: …………...…………………………………………………………………………
48
English at work IV
2
4. Grammar Jokes
In these two medical jokes all the determiners (a, an, the, that, this) are removed from the text, try
and correctly place them.
1. An attractive young girl, accompanied by ___ ugly old woman, entered ___ doctor's
office. "We have come for ___ examination" said ___ young girl. "All right," said ___
doctor. "Go behind ___ curtain and take your clothes off." "No, not me" said ___ girl.
"It's my aunt here." "Very well," said ___ doctor. "Madam, stick out your tongue."
2. Looking down at __ sick man, __ doctor decided to tell him __ truth. "I feel ___ I
should tell you, you are __ very sick man. I'm sure you would want to know ___ facts.
I don't think you have much time left. Now, is there anyone you would like to see?"
Bending down towards his patient, ___ doctor heard him feebly answer, "Yes."
"Who is it?" In __ slightly stronger tone, ___ sufferer said, "Another doctor."
49
UNIT 9
5. Medical History
Look at this form and fill it in using your personal data and your e-card. It is for your personal use only!
50
English at work IV
2
6. At a Pharmacy
Read through the list of health problems and fill in some advice the chemist in the pharmacy would give.
You can choose from the following list:
■
■
■
■
■
■
■
■
Apply pain relief ointment.
See a dentist.
Take an Aspirin and stay in bed.
I’ll call the ambulance for you.
Go to a hospital for an x-ray.
Drink a cup of herbal tea and lay down.
Apply a cold compress.
Take this medicine here. One tea spoon three times a day.
Problem
Advice
Sore throat
Headache and a cold
Toothache
Insect bite
Sun burn
Swollen ankle
Choose one of the problems and work out a dialogue at the pharmacy or at the doctor’s.
Present the scene to your classmates.
51
UNIT 9
▲
Aims and Objectives
After this units the students can
■ describe common health problems,
■ understand basic advice in a pharmacy or at the doctor’s,
■ take part in a conversation with medical staff,
■ fill in forms used in hospitals,
■ report about details in their private health history.
▲
Answers
1) 1. headache; 2. bloody nose; 3. earache; 4. cold; 5. cramp; 6. backache; 7. broken leg; 8. fever 9. nauseous; 10. stomach ache; 11. cough; 12. knee pain; 13. sore throat; 14. toothache; 15. bruise
3) c, a, f, d, g, b, e
4) 1. an, the, an, the, the, that, the, the,
2. the, the, the, that, a, the, the, a, the
6) Sore throat
Headache and a cold
Toothache
Insect bite
Sun burn
Swollen ankle
52
Take this medicine here. One tea spoon three times a day.
Take an Aspirin and stay in bed.
See a dentist.
Apply pain relief ointment.
Apply a cold compress.
I’ll call the ambulance for you. Go to a hospital for an x-ray.
English at work IV
2
▲
Vocabulary
allergy
appetite
appointment
back
blood pressure
bloody
bowel
bruise
chemist’s shop
chest
cold
compress
condition
constipation
cough
cramp
curtain
descriptor
doctor’s office
earache
emergency
examination
feeble
flu
gall bladder
headache
heart disease
height
irregular
insurance
joke leg cramp
loss
medication
moderate
nauseous
pain
pharmacy
physician
prescription
questionnaire
severe
Allergie
Appetit
Termin
Rücken
Blutdruck
blutig, blutend
Darm, Eingeweide
Bluterguss, Prellung
Apotheke
Brust(korb)
Erkältung; kalt
Umschlag, Kompresse
Zustand
Verstopfung
Husten
Krampf
Vorhang
Beschreiber, Deskriptor
Arztpraxis
Ohrenschmerzen
Notfall
Untersuchung
kraftlos
Grippe
Gallenblase
Kopfschmerzen
Herzleiden
Größe
unregelmäßig
Versicherung
Witz
Krampf in den Beinen
Verlust
Medikament
mittelmäßig
übel
Schmerz
Apotheke, Drogerie
Arzt
Rezept
Fragebogen
heftig, schwer, stark
53
UNIT 9
social security
sore throat
splitting headache
stomach ache
surgery
swelling
task
to bend (down)
to circle
to examine
to interfere
to provide information
to stick out
tongue
truth
verbal
vomiting
weight
worst
x-ray
Sozialversicherung
Halsweh
rasende Kopfschmerzen
Bauchschmerzen
Arztpraxis, chirurgischer Eingriff/Operation
Schwellung
Funktion, Tätigkeit
(hinunter-) beugen
einkreisen
untersuchen
störend einwirken
Auskunft geben
herausstrecken
Zunge
Wahrheit
mündlich
Erbrechen
Gewicht
(am) schlimmsten
Röntgenbild
CD Script
Medical Doctor Good Morning. How are you?
(MD):
Are you here on holiday?
54
Daniel: Good morning, no I’m here because I work here in a company.
It’s a work placement that will last for another four weeks.
MD: I see, and you are ill now.
D: Yes, it’s my shoulder that hurts.
MD: Aha, let’s start with your personal data first ...
D: My name is Daniel Schreiner.
MD: Daniel, ok. Can you spell your surname for me?
D: Yes, of course. S-C-H-R-E-I-N-E-R.
MD: Schreiner, I see. Have you got health insurance?
English at work IV
D: Yes, of course. I have got an Austrian e-card.
Here you are.
MD: Great, so the social security will cover your treatment.
Let’s go on. When were you born?
D: On the third of September, nineteen sixty-nine.
MD: Alright and today is the seventeenth of March.
Now to your problem...
Can you describe your pain in the shoulder more exactly?
D: Yes, I’ll try. It is my right shoulder. Here, where it is connected to the upper arm.
MD: Did you fall somewhere, or did you have an accident?
D: No, it just started hurting overnight …
MD: How long has this pain been going on now?
D: For about two weeks at least.
MD: Two weeks… How would you describe your pain in the last week?
D: During the day it isn’t too bad, I just can’t move properly,
but during the night the pain is extremely bad so that I cannot sleep.
MD: Ok.
D: I couldn’t lie down and I had to sleep on a chair for the last three nights...
MD: That sounds really bad... Let me have a look.
D: Oh….
MD: I think we should have an x-ray first.
They will help you at the reception with an appointment and will give you a
prescription.
2
55
UNIT 10
▲
10 Having an Accident
1. Falling Down
Look at the pictures and describe what happened. Use some of the words in the box.
building site, helmet, injured knee, pain in the shoulder, spirit level, concrete floor,
wood structure, fell down, hurt his shoulder
56
English at work IV
2
2. Injuries and Their Causes
Connect the causes and the injuries belonging together.
Injury
Cause
Injured her back

1
A Sharp knife blade

Burned his upper arm

2
B No protective helmet

Cut himself

3
C Lifted heavy box

Fell and sprained his leg

4
D No protective gloves

Object hit her on the head

5
E Spilt corrosive substance on arm

Tripped, fell and bruised his hip

6
F No face mask, inhaled fumes

Sliced off her finger

7
G Ladder not secured

Hand jammed in machine

8
H Bottle inappropriately labelled

Fainted

9
I Floor not tidy, objects on the floor

sed the wrong substance,
U
burned eyes and nose
J No safety devices used


10
K Forklift not put away

Scraped his knee on equipment 
11
57
UNIT 10
3. Past Tense – Past Simple or Continuous?
Most of the time when we are talking about actions in the past, we use the past simple.
n He lived in Vienna in 1998.
n I was in hospital two months ago.
Only use the past continuous (-ing form) when you want to underline the continuity of the action.
n Everybody was talking about the accident the next day.
n Were you expecting that to happen?
When we use these two forms in the same sentence, we use the past continuous to talk about the
“background action” and the past simple to talk about the shorter completed action.
n It was raining hard when we fell down the ladder.
n I was repairing the machine when my colleague cut his finger.
You will often find the past simple used with time expressions such as these:
n yesterday
n for a long time
n last year
n in 2009
n three weeks ago
n from March to May
a) Finding past simple verbs: Go through the list of injuries and causes in exercise 2 and underline all the
verbs used in past simple tense.
b) Complete the sentences below with the correct verb form!
1. “How ________________________________?” “I don’t know. I didn’t see it.”
A happened the accident || B did happen the accident || C does the accident happen || D did the accident happen
2. What _____________________________ at 11:30 pm last Sunday?
A were you doing || B was you doing || C you were doing || D did you do
3. Yesterday he ____________________________ his leg.
A was falling and broke || B fell and broke || C falls and breaks || D was falling and breaking
4. Samantha was working on the ladder when the phone _______________________ .
A ringing || B rang || C was ringing || D rings
5. John _______________________ a machine in the factory when he injured his knee.
A was controlling || B controlled || C controlls || D is controlling
6. He cut off his finger because he __________________________ protective gloves.
A used no || B did not wear || C was not wearing || D did not use
58
English at work IV
2
4. How to Write an Accident Report
Read the instructions about how to write an accident report.
Refer to the text and tick the right answers below.
Instructions
ence,
an accident report are: your name, place of resid
1. Fill out the basic information. The first parts of
be
also
may
y number. For accidents at work, you
date of the accident, and possibly an insurance polic
such as how long you have worked there, your speci
asked to fill out the details of your employment,
of your supervisor.
fic duties and the name and contact information
place
as you can. You should include the exact time and
2. Describe the details of the accident as clearly
,
to it, the sequence of events in the accident itself
of the accident, the circumstances which led up
a
If
nt.
contact information of any witnesses prese
the number of people involved and the names and
fill
de his name. Try to be as brief as you can – don't
policeman arrived at the scene, you should inclu
is important too.
the report with unnecessary details. Objectivity
red. Write down the place on your body that was
3. Include specific details on any injuries you suffe
likely cause. You should also include the name and
hurt, the nature and extent of the injury and the
and the name of the hospital you were taken too.
contact information of any doctor who treated you
a. What could you have to fill in for an accident at work?
 name
 place of residence
 citizenship
 date of accident
 name of supervisor  how long you have worked there
 specific duties  details of employment
 private telephone number
b. What should not be included in the accident description?
 exact time
 number of people involved
 profession of witness
 contact addresses of witnesses  circumstances of accident  name of policeman
 my opinion about witnesses
 description of clothes
 place
c. What should you mention when you describe your injury?
 which part of your body was hurt
 what kind of injury it was
 the medical treatment you got
 the cause of the injury
59
UNIT 10
5. Forms to be Used in Case of Accidents
a) Listen to the information recorded and fill in the facts.
b) Describe the accident again and use linking words such as
first, next, then, after that, finally
60
English at work IV
2
6. Role Playing
Find a partner and choose one of the following situations for a role play.
Practise your dialogues twice and then present them to the class.
n You're the boss in a company and you ask a worker about an accident she/he witnessed.
n You're at the hospital with an injured workmate, explaining the injury to the doctor.
n You dial the emergency number and describe an accident that happened in your workplace.
The classmates take notes about the accidents described. You can use the following grid.
Who?
Injury
Why?
Where?
7. Discussion
Why is it important for employees to write their own accident reports?
Why should you not rely on your supervisor to write it for you?
61
UNIT 10
▲
Aims and Objectives
■ fill in an accident report,
■ discuss injuries and their possible causes,
■ practise dialogues about accidents,
■ review simple past and past continuous tense.
▲
Answers
1) 1. The worker injured his knee on a building site. He probably fell down from a wooden structure.
2. The worker hurt his shoulder while hammering. He lost his helmet and fell down onto the concrete
floor of a building site.
2) 1 = C, 2 = E, 3 = A, 4 = G, 5 = B, 6 = I, 7= D, 8 = J, 9 = F, 10 = H, 11 = K
3a) 1. Injured her back
2. Burned his upper arm
3. Cut himself
4. Fell and sprained his leg
5. Object hit her on the head
6. Tripped, fell and bruised his hip
7. Sliced off her finger
8. Hand jammed in machine
9. Fainted
10. Used the wrong substance, burned eyes and nose
11. Scraped his knee on equipment A. Sharp knife blade
B. No protective helmet
C. Lifted heavy box
D. No protective gloves
E. Split corrosive substance on arm
F. No face mask, inhaled fumes
G. Ladder not secured
H. Bottle inappropriately labelled
I. Floor not tidy, objects on the floor
J. No safety devices used
K. Forklift not put away
3b) 1 D; 2 A or D; 3 B; 4 B; 5 A; 6 C
4) a. What could you have to fill in for an accident at work?
 name
 place of residence

 how long you have worked there
date of accident
 name of supervisor  details of employment
 specific duties 62
b. What should not be included in the accident description?
 profession of witness
 my opinion about witnesses
 description of clothes
c. What should you mention when you describe your injury?
 which part of your body was hurt
 what kind of injury it was
 the cause of the injur
English at work IV
2
5) Sebastian Brunner
today
twisted his left ankle
tripped, slipped and fell down, from wet scaffolding
accident happened on a building site in Vienna
▲
Vocabulary
accident
ankle
apprentice
beam
blade
building site
cause
circumstance
citizenship
concrete
corrosive
description
dull
duty
emergency
employment
equipment
extent
forklift
form
fumes
gloves
inappropriately
injury
insurance policy
ladder
objectivity
opinion
part
profession
Unfall
Knöchel
Lehrling
Pfosten
Klinge
Baustelle
Grund, Ursache
Umstand
Staatsbürgerschaft
Beton
ätzend
Beschreibung
stumpf
Pflicht, Aufgabe
Notfall
Beschäftigung, Arbeitsplatz
Ausstattung
Ausmaß
Stapler
Formular
Dämpfe
Handschuhe
unangemessen
Verletzung
Versicherungspolizze
Leiter
Objektivität
Meinung
Teil
Beruf
63
UNIT 10
protective remark
report
residence
scaffolding
supervisor
tidy
to control
to faint
to inhale
to involve
to jam
to label
to scrape
to slice off
to spill – spilt, spilt
to suffer
to treat
to trip
treatment
twisted ankle
witness
workmate
schützend, SchutzBemerkung, Anmerkung
Bericht
Wohnort
Gerüst
Vorgesetzter
ordentlich
steuern
in Ohnmacht fallen
einatmen
jemanden/etwas miteinbeziehen
einklemmen
beschriften
aufschürfen, kratzen
abschneiden
verschütten
leiden an
behandeln
stolpern
Behandlung
Verstauchter Fußknöchel
Zeuge
Arbeitskollege
CD Script
Sebastian Brunner, is an apprentice builder in the second year. He was working on a building site in
Vienna. He was carrying wooden beams up to the roof and using the ladders to get up to the scaffolding.
He was wearing safety shoes and a helmet. On the way back down he tripped, slipped and fell down.
He twisted his left ankle. It was raining in the morning and the scaffolding was still slippery.
This happened today three hours ago.
64
English at work IV
2
Notizen
English at work IV
2
3
english at Work IV
Impressum
Redaktion
Autorinnen
2
gekennzeichnet.
English at work IV
3
▲
Table of Contents
4
16
28
44
4
12
22
36
46
56
4
16
28
Pronunciation
Part 3: Mobility Follow-Up Phase
3
UNIT 11
▲
11 Evaluating Work Placements
1. Feedback by the Company
At the end of the internship the company you worked for will give you some feedback on your performance.
Feedback might be given directly to you in a final interview, but another way of assessing your competencies
could be a form the supervisor has to fill in. The following document is an example of what it could look like.
ASSESSMENT OF STUDENT AT INTERNSHIP
Source: adapted from http://www.internship2industry.eu/tools/Assessmentofstudent.pdf
4
English at work IV
3
2. Feedback by the Trainee
The company might also expect you to tell them what you liked about the job and what you didn’t like.
Again this could be done with a questionnaire or in an interview.
PLACEMENT EVALUATION
Source: adapted from http://www.internship2industry.eu/tools/M1_3_2_1_Trainees%20internship%20evaluation.doc
Unit 11: Evaluating Work Placements
5
UNIT 11
a) Fill in the form “Placement Evaluation” according to the information provided in the box:
eks. He liked the
r the last three we
fo
IT
h
ec
pt
m
Co
r
tient and very
working fo
Karl Hofer, was pa
Mr
r,
Max Zuser has been
iso
rv
pe
su
s
for very much. Hi
ed working with
company he worked
pportive and he lik
su
re
we
ny
pa
m
co
ny safety
mates in the
a folder with compa
m
hi
friendly. The work
ed
ow
sh
r
iso
rv
first day the supe
them a lot. On the
regulations.
d configuring new
pairing printers an
re
g.
e.
s,
sk
ta
ng
a lot for his
ry demandi
tworks. He learned
ne
Max liked doing ve
g
in
st
te
d
an
s
s
e customers’ need
joyed working in hi
PCs according to th
nguage skills. He en
la
s
hi
ed
s
ov
pr
wa
t
im
en
ent and he
ks that the placem
personal developm
t member. He thin
an
rt
po
im
an
as
grated
team and felt inte
ange anything.
e is no need to ch
er
th
s,
wa
it
as
t
ea
gr
3. Preparing for Your Final Interview
It is not enough just to say that the work was boring/interesting, you also have to explain why you feel a
certain way and illustrate it with examples. State your opinion clearly and give good arguments for your
statements. Your daily/weekly reports can help you to prepare for you final interview.
6
English at work IV
3
a) Look at the form below which is part of an evaluation form. Listen to the interview between Angela and
Mr Klein and take notes in the form.
7
UNIT 11
b) Reconstructing a dialogue: listen to the interview again and fill in the missing words.
Now to your supervisor.
Mrs Meier is the ................................... person
Were you ...............................
I have ever met. She was ............................and
with Mrs Meier?
....................... also at busy times.
And your workmates.
At the beginning I was a bit.............., but after
How did your co-workers
some days we went to the snack bar together.
................................ you?
Especially Maria ......................... everything I
needed and helped me with my .........................
What .............. did you have to do?
Once we went out to a party – I enjoyed it
........................ !
As I worked in the office I had to do typical office
Do you think the .......................
......... needs to be changed for the
.................. apprentice that comes
to our company?
work, like ............................. .......................
and e-mails. But I also printed and sorted out
............................. invoices and I had to do
some internet .................................
Yes, I think it would be a good idea to get a................................ through the whole
building on the very first day. I felt a bit ........................... in the beginning –
but when I told Mrs Meier she ........................... me around.
8
English at work IV
3
4. Reading an Assessment Form
The following form was filled in for a trainee. Basis for the grading was the following scale:
A = excellent (9 to 10) // B = good (8 to 7) // C = sufficient (6 to 5) // D = insufficient (4 to 0)
Source: adapted from http://www.internship2industry.eu/tools/M1_2.2_F2_Internship_Logbook_&_Assessment_Form_(example_Belgium).doc
a) Read the information from the list below and compare it to the form above.
Add the relevant number of the skill or attitude (1 to 10) next to the statement.
_____ The trainee knows how to apply techniques typical for the work.
_____ He takes care of the materials he uses on site.
_____ His workmates enjoyed having him as a team member.
_____ She was at her workplace every day at a quarter before eight.
_____ He had an idea about how to improve the workflow.
_____ The trainee wrote a report and gave it to the supervisor two days after the deadline.
_____ The trainee solved a printer problem within one hour.
_____ Problems with the English language caused some extra instruction time.
_____ The trainee showed interest in the company and its departments.
9
UNIT 11
5. Expressing my Personal Opinion
The following table contains typical phrases you could use to express your personal point of view. You might
be familiar with most of them. So try to translate the phrases on your own first, then add the number from
the list below.
Your translation
The reason is that…
Another aspect/point is that…
It is because…
For instance… / For example…
Let me give you an example
I should like to emphasise that…
It is important to mention that...
So all in all I believe that...
In other words,…
After all,…
(In) summing up it can be said that…
Weighing the pros and cons,
I come to the conclusion...
I would (just) like to add…
Moreover,… / Furthermore,… /
In addition,…
Another significant point is that…
On the one hand,…
on the other hand,…
In contrast to this is…
Because of…
10
Phrase
number
English at work IV
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
3
Zum Beispiel
Anders ausgedrückt …
Das liegt daran, weil …
Ein weiterer Aspekt ist …
Wenn ich die Für- und Gegenargumente abwäge komme ich zu dem Schluss, dass ...
Ich möchte betonen, dass …
Wegen …
Alles in allem glaube ich, dass ...
Einerseits … Andererseits …
Schließlich / Immerhin …
Zusammenfassend lässt sich sagen, dass …
Ein weiterer wichtiger Punkt ist, dass …
Ich möchte (nur noch) hinzufügen, dass …
Im Gegensatz dazu steht …
Außerdem
Der Grund dafür ist, dass …
Es ist wichtig zu erwähnen, dass …
Ich möchte hier ein Beispiel anführen.
b) Connect the sentences. How many possibilities can you find?
1
I should like to emphasise that 
2
It is important to mention that... 
I would just like to add that…
3

A
I could improve

my language skills a lot.
B
I enjoyed working in the

IT department.
C
I learned most during

the first two weeks.
11
UNIT 11
▲
Aims and Objectives
■ understand and fill in evaluation forms,
■ describe job activities and how he/she liked them,
■ take part successfully in an assessment interview,
■ use phrases expressing different opinions.
▲
Answers
2a)Trainee's name: Max Zuser
Workplace: Comptech Ltd, Leeds
Supervisor: Mr Karl Hofer
1. Assess your workplace: Very good
2.Did you get any information about regulations and security? Yes
3.Were you satisfied with your supervisor? Satisfied
Your comments on question 3: Mr Hofer was friendly and patient, sometimes he was busy.
4.Does the placement need to be changed in any way before a new student arrives? No
5.What kind of tasks did you have to do?
Configuring PCs according to customers’ needs; repair printers; test networks
6. What do you think about the working tasks? Very good
7. How were you treated by your co-workers? Very well
8.Has the internship contributed to your personal development? Yes, very much
3a)1. Did the work placement meet your expectations?
Fully
2. Did you get any information about regulations and security?
Yes (First Aid Kit)
3. Were you satisfied with your supervisor?
Very satisfied
Your comments to question 3: Mrs Meier was friendly, patient, calm in busy times
4. How did your co-workers treat you?
Very good
5. What kind of tasks did you have to do?
Answering phone and e-mails, printing, sorting of invoices, internet research for facts
6. Did the internship give you the chance of independent learning?
Sometimes
7. Does the placement need to be changed in any way before a new student arrives?
Yes
A guided tour through the building on the first day would be helpful.
4)
12
1
8
9
5
10
7
5,10
4
6
The trainee knows to apply techniques typical for the work.
He takes care of the materials he uses on site.
His workmates enjoyed to have him as a group member.
She was at her workplace every day at a quarter before eight.
He had an idea about how to improve the workflow.
The trainee wrote a report and gave it to the supervisor two days after the deadline.
The trainee solved a printer problem within one hour.
Problems with the English language caused some extra instruction time.
The trainee showed interest in the company and its departments.
English at work IV
3
5a)The reason is that…
Der Grund dafür ist, dass …
Another aspect/point is that…
Ein weiterer Aspekt ist …
It is because…
Das liegt daran, weil …
For instance… / For example…
Zum Beispiel
Let me give you an example.
Ich möchte hier ein Beispiel anführen.
I should like to emphasise that…
Ich möchte betonen, dass …
It is important to mention that...
Es ist wichtig zu erwähnen, dass …
So all in all I believe that...
Alles in allem glaube ich, dass
In other words,…
Anders ausgedrückt …
After all,…
Schließlich / Immerhin …
(In) summing up it can be said that…
Zusammenfassend lässt sich sagen, dass …
Weighing the pros and cons, I come to the conclusion...Wenn ich die Für- und Gegenargumente
abwäge komme ich zu dem Schluss
I would (just) like to add…
Ich möchte (nur noch) hinzufügen …
Moreover,… / Furthermore,… / In addition,… Außerdem
Another significant point is that…
Ein weiterer wichtiger Punkt ist, dass …
On the one hand,… On the other hand,…
Einerseits … Andererseits …
In contrast to this is…
Im Gegensatz dazu steht …
Because of…
Wegen …
5b)There are nine possibilities for sentences.
13
UNIT 11
▲
Vocabulary
ability
absence
adaptation
assistance
attention
calm
comment
commitment
conclusion
contrast
danger
deadline
development
dissatisfied
effort
expectation
First Aid Kit
importance
independent
inventiveness
invoice
partly
regulation
research
supportive
task
to act
to cause
to execute
to improve
to match
to provide
to stimulate
to treat
work speed
working condition
14
Fähigkeit
Abwesenheit
Anpassung
Hilfe, Unterstützung
Aufmerksamkeit
ruhig
Kommentar
Einsatz
Schlussfolgerung
Gegensatz
Gefahr
Abgabetermin
Entwicklung
unzufrieden
Mühe
Erwartung
Erste Hilfe Kasten
Wichtigkeit
unabhängig
Erfindungsreichtum
Rechnung
teilweise
Regeln
(Nach)forschung, Recherche
unterstützend
Aufgabe
handeln
verursachen
ausführen
verbessern
entspechen, zusammenpassen
anbieten
anregen
behandeln
Arbeitsgeschwindigkeit
Arbeitsbedingung
English at work IV
3
CD Script
Mr Klein:
So, here is the form we have to fill in. Ready?
Angela:
Yes, certainly, Mr Klein.
K:
The first question is: Did the work placement match your expectations?
A:
Yes, I enjoyed working here.
K:
And did you get information about security and other regulations?
A:Yes, on the very first day. Mrs Meier, my supervisor, showed me around, told me about
dangers and showed me the First Aid Kit.
K:
Now to your supervisor. Were you satisfied with Mrs Meier?
A:Mrs Meier is the most patient person I have ever met. She was friendly and calm also at
busy times.
K:
And your workmates. How did your co-workers treat you?
A:At the beginning I was a bit shy, but after some days we went to the snack bar together.
Especially Maria explained everything I needed and helped me with my tasks. Once we
went out to a party… I enjoyed it a lot.
K: I see, I would say very good. Is that alright for you?
A:
Yes, it is.
K: What tasks did you have to do?
A:
s I worked in the office I had to do typical office work, like answering the phone and e-mails,
A
but I also printed and sorted incoming invoices and I had to do some internet research.
K: Answering phones and e-mails, printing and sorting invoices, internet research.
Was there any chance for independent learning?
A:Independent learning… No, I don’t think so. My colleagues were so supportive and helped
me whenever I needed assistance. But I improved my English when I was searching for
facts in the web.....
K:So there were some moments for independent learning ... Do you think the work
placement needs to be changed for the next apprentice that comes to our company?
A:Yes, I think it would be a good idea to get a guided tour through the whole building on the
very first day. I felt a bit lost in the beginning, but when I told Mrs Meier she showed me
around...
K:
I see, a company tour on the first day would be helpful....
A:
Yes, that would be perfect.
15
UNIT 12
▲
12 R eporting about
Work Placements
The Final Report
After completing your work placement you will have to write a final report. It makes it a lot easier when you
start taking notes during your employment, e.g. by keeping a diary. Sometimes you may also be required to
write a logbook. Logbooks contain an assessment form, too, which the internship supervisor will have to fill in
at the end of the working period. Don’t forget to show it to him or her and ask for his/her signature before you
leave! You will find an example of a logbook on the next two pages.
1. Preparing the Report
a) Have a look at the form, read the guidelines for keeping a logbook and go through the statements.
Tick the statements that are true.











The logbook should contain information about what you did in the company.
You should not add personal comments about problems.
It is advisable to take notes in the logbook at the end of the week.
The logbook is the basis for the final report.
You should include information on how you did your work tasks.
You should write at least two sentences per day.
The language should be English as your supervisor has to read it.
The assessment is part of the logbook.
The assessment is signed by the supervisor and by you.
The logbook has to be shown to your school coordinator and to the supervisor.
You are not allowed to include personal remarks.
b) Have a look at the assessment table and answer the following questions.
1. Which skills should be assessed?
______________________ ______________________ ______________________
2. Which attitudes do they mention in the table? Provide three examples.
______________________ ______________________ ______________________
3. Which attitude is addressed when you show that you can respect people from other cultures?
______________________________________________________________________
4. In which areas would you get an “A”? What do you think? Write down your strengths!
______________________ ______________________ ______________________
16
English at work IV
3
2. Filling in a Logbook
a) Listen to the conversation and fill in the form based on the information provided.
Unit 12: Reporting about Work Placements
17
UNIT 12
FINAL ASSESSMENT
A = excellent (9 to 10) // B = good (8 to 7) // C = sufficient (6 to 5) // D = insufficient (4 to 0)
Source: adapted from http://www.internship2industry.eu/tools/M1_2.2_F2_Internship_Logbook_&_Assessment_Form_(example_Belgium).doc
b) Listen again and read through the job description. Tick the activities mentioned in the recording.
 set up and secure building sites
 implement plan specifications (positioning, height, materials) in natural environments
manufacture, renovate, restore and adapt building components, buildings and brickwork
using different building materials
 build formwork and armours, reinforcements, concrete and screeds
 fit materials to insulate against cold, heat, noise and fire
 perform repositioning tasks
 plaster interior and exterior surfaces
 finish brickwork and production of exterior wall sidings
 perform the work taking into consideration relevant safety regulations
18
English at work IV
3
3. How to Write the Report – Guidelines
Content, structure, number of pages and enclosures to be included will vary depending on what organisation
will receive the report. Here is an example taken from the homepage of i2i. As you can see they suggest a lot
of questions to be considered in the final report.
HOW TO WRITE A FINAL REPORT
You will be representing your school/your company. It is therefore your task to document your experiences from
your internship abroad. The school/company would like to learn from your experiences in order to make things
better in the future. Parts of your report can also be used as a basis for discussions with the hosting organisation.
The following questions should be answered.
Briefly present the school you were visiting:
■ Where was the school located?
■ How big was the school (approximate number of students and teachers)?
■ How old were the students and what programmes were offered?
■ Describe and reflect on differences/similarities between the school system in Austrian and the one in your
placement country.
Briefly present the company, the departments, the tasks and the staff:
■ Where was the company located?
■ How big was the company (number of employees)? Which products were produced or which services
were offered?
■ Describe the most frequent tasks in the department. Describe the specific tasks you carried out during your
placement. Did you notice any differences or similarities between the professional roles and educational
requirements of the employees in your home department and in your hosting department? If so, which ones?
■ What did you learn during your vocational training? Is there anything you will find useful in the future?
■ Try to describe and reflect on differences/similarities between your “home” workplace and the workplace during
your placement period.
Reception/support:
■ How were you received at the school? Were you given clear information?
■ How were you received at the workplace?
■ Were you given clear instructions?
■ Were your supervisor and wok colleagues helpful and supportive?
■ Did you receive information about rules, safety regulations, etc.?
■ How did you experience your tasks? Did they match your competences?
■ How as the accommodation?
■ Did you make contact with any other young people in the country?
■ Did you have problems communicating with the people in the country?
■ Which language(s) did you use?
Cultural exchange:
■ What did you get to see and experiences?
■ What did you learn about the culture of the country?
■ Try to describe the differences/similarities between your home culture and the culture in your hosting country.
International experience:
■ Try to describe how your internship abroad has influenced you.
■ Would you like to work abroad in the future? Why? Why not?
Source: adapted from http://www.internship2industry.eu/tools/HowToWriteFinalReport.pdf
19
UNIT 12
4. Questions
a) Find a question for the following answers. Refer to the “How to write a final report” guidelines.
Q1. ____________________________________________________________________?
I spoke English most of the time, but on the phone I had to use French, too.
Q2. ____________________________________________________________________?
First it was very hard for me to communicate with customers, but after three weeks I got
used to answering the phone.
Q3. ____________________________________________________________________?
The “Brighton Politechnics” is located in 27, Clever Road in Brighton.
Q4. ____________________________________________________________________?
In the future I plan to work abroad again, because I like getting to know different
cultures.
Q5. ____________________________________________________________________?
My supervisor, Mr Paulson, was very helpful and patient with me.
All the colleagues supported me whenever I needed assistance.
Q6. ____________________________________________________________________?
On the first day at my new workplace I was welcomed by our senior manager,
Mrs Helliger. She showed me around and guided me to my desk in the HR department.
20
English at work IV
3
b) Put the parts in order to form a question.
What
you
do
first
in
your
company
did
on
day
?
1 _______________________________________________________________________
receive
you
enough
Did
about
safety
information
rules
?
2 _______________________________________________________________________
clear
Were
you
instructions
?
given
3 _______________________________________________________________________
What
your
learnt
during
?
vocational
training
have
you
4 _______________________________________________________________________
other
young
country
Did
you
meet
people
in
that
?
5 _______________________________________________________________________
21
UNIT 12
5. A Sample Report
a) Read through the paragraphs and number them in the correct sequence from one to nine.
Internship Report
Internship position and tasks
As an internship trainee I worked in two departments, the Systems Admin
Department and the Information Security Department, both dealing with
a variety of tasks. I helped to find customer tailored network solutions and
to establish and maintain them. Examples for what I performed are described
below.
Aside from projects, I also took several courses throughout my
internship to further develop my knowledge on security software
and I got to know some social aspects of the company.
The internship took place at Highland IT in Dartmore, UK, from
2nd February to 30th of April 2011. It was organised by IFA –
Internationaler Fachkräfteaustausch, Vienna.
General information
Highland IT is a computer business headquartered in Dartmore –
providing a full range of services including sales and consultancy services
to customers in computer, telecommunications and networking.
22
English at work IV
3
I began employment in the information security department.
There I got the opportunity to assist and to test software able to protect
information and information systems from unauthorized access and use.
In the systems administration department I learned about hard and software
trouble shooting and how to solve problems under stress.
After five weeks I got the chance to work on a project in a team of engineers
where we were under extreme time constraints. We were required to wire-up
external computers: ethernet connections to test servers, power supply and
data storage.
In conclusion, I would strongly recommend an internship to all trainees
and students. This work experience has been great for me, as a work
placement abroad increases not only the chances of further employment
but also self-confidence.
Graz, 15th May 2011
Marlene Leitner
Overall experience
The three months at Highland IT were an excellent opportunity for me to
gain some hands-on experience in an IT company abroad. I acquired many
new skills and developed many already existing skills including creativity in
finding solutions, working in a team, dealing with customers, and language
and communication skills. I have found that my ability to solve computer
problems has improved, as well as my time management ability.
My experience at Highland IT has been invaluable. I thoroughly enjoyed
my position and learned a great deal about different network technologies
and the duties of system administrators, e.g. installing, supporting, and
maintaining servers and responding to problems under time pressure.
My English language skills, especially speaking, improved a lot as it was
necessary to communicate with customers and colleagues and, nevertheless,
I learned to work in a multicultural team.
23
UNIT 12
▲
Aims and Objectives
■ prepare and collect data for a final report,
■ understand guidelines for final reports,
■ fill in logbooks,
■ understand the structure of reports,
■ write a final report,
■ form sentences in the correct word order.
▲
Answers
1a)The logbook should contain information about what you did in the company.
The logbook is the basis for the final report.
You should include information on how you did your work tasks.
The language should be English as your supervisor has to read it.
The assessment is part of the logbook.
The assessment is signed by the supervisor and by you.
The logbook has to be shown to your school coordinator and to the supervisor.
1b)- Practical, language, technical skills
- Examples for attitudes are: order, motivation, finishing off
- Respect and positive attitude towards others
4a)Q1. Which languages did you use?
Q2. How did you experience your tasks?
Q3. Where is the school situated?
Q4. Would you like to work abroad in the future? Why?
Q5. Were the supervisor and the work colleagues helpful?
Q6. How were you received at the workplace?
4b)What did you do on the first day in your company?
Did you receive enough information about safety rules?
Were you given clear instructions?
What have you learnt during your vocational training?
Did you meet other young people in the host country?
5) 1 – 4 – 6 – 2 – 3 – 5 – 9 – 7 – 8
24
English at work IV
3
▲
Vocabulary
a great deal
ability
abroad
access
accommodation
assessment
attention
attitude
behaviour
bullying
comment
commitment
complete
conclusion
constraints
courtesy
custom-tailored
decent
diary
difference
enclosure
frequent
hands-on experience
independent
instruction
invaluable
inventiveness
meaningful
opportunity
order
patient
power supply
proper
punctuality
self-confidence
similarity
skill
source
thoroughly
to acquire
to add
to assist
eine große Menge
Fähigkeit
im Ausland
Zugang, Anschluss
Unterkunft
Beurteilung, Bewertung
Aufmerksamkeit
Einstellung
Benehmen
Mobbing
Bemerkung
Einsatz
vollständig
Schlussfolgerung
Grenzen
Höflichkeit, Entgegenkommen
auf den Kunden zugeschnitten
ehrbar, bescheiden
Tagebuch
Unterschied
Beilage
häufig
praktische Erfahrung
unabhängig, selbständig
Anleitung
unbezahlbar
Ideenreichtum
bedeutend
Gelegenheit
Ordnung
geduldig
Stromversorgung
exakt, genau
Pünktlichkeit
Selbstbewusstsein
Gemeinsamkeit
Fertigkeit
Quelle
gründlich
sich aneignen
hinzufügen
helfen, unterstützen
25
UNIT 12
to execute
to gain
to postpone
to protect
to recommend
to respond
to sign
to wire-up
trainee
trouble shooting
unauthorized
durchführen, ausführen
ansteigen, erhalten
verschieben
schützen
empfehlen
beantworten
unterschreiben
verkabeln
auszubildende Person, Lehrling
Fehlersuche, Problembehebung
unbefugt, nicht berechtigt
CD Script
Leonhart:
Stefan: So this is the form you have to fill in ... Here you are.
L:
Leave it blank.
Next the period: When did you do your placement?
S:
From the 2nd of July to the 31st of October.
The company’s address is, oh one moment I need the business card.
Ah that’s Home Constructions Limited, in Liverpool, Number 11, Porters Hill,
L:
Is there a zip code?
S:
Yes, that’s L16 3ZW.
L:
Do you know who your supervisor is?
S:
Yes, it’s Ms Amy Winter.
I see – Internship Logbook and assessment form.
Ok, I’ll start right away.
So, first my name: Stefan Meierhofer, born on the 15th October 1998.
Which class should I fill in?
L:
Aha, Ms Winter.
The next part is the logbook.
You should describe what you do in the company in one to two sentences.
On Monday this will be a company tour and getting to know colleagues and your
workplace. They will tell you about safety regulations and other important things.
On Tuesday you will start working on site then.
26
English at work IV
S:
Then I have to fill in, for example, “set up building sites” or “renovate and
adapt brickwork”.
L: Yes, right or “plaster exterior and interior surfaces”
S:
And on the last page… The assessment? What’s that for?
L:
Your supervisor has to observe you.
How you perform your tasks and which competences you show.
You are graded with “A” when you are excellent and so on.
There’s a list with examples.
S:
Motivation, language skills, teamwork... a lot of things ....
L: Yes, that’s part of the work placement, too but you do not need to worry about it.
3
27
UNIT 13
▲
13 Making a Presentation
Hints and Tips for Better Presentations
-----------------------------tation completely
--------------------------write out your presen
to
er
eth
wh
is
ree
ag
n’t
do
rds you
One area where people
the main points on ca
rds. If you write only
ca
on
s
int
po
in
y
ma
e
r, you ma blank
or to just put th
and confident. Howeve
ng
sti
ere
int
,
ral
tu
na
re
ke
will probably sound mo
to say. You need to ma
t what you are trying
ge
for
d
an
k
tal
ght.
ou
ur
th
yo
g
of
ur train
completely durin
help you if you lose yo
to
rds
wo
gh
ou
en
ain
nt
sure that your cards co
1
ll:
Tips on using cards we
.
rds
ca
d
ze
■ Use postcard-si
d
an in big characters.
■ Write neatly, clearly
■ Number your cards.
e of the cards.
■ Write on only one sid
you feel confident.
rds several times until
■ Practice with the ca
2
---------------------------------------------------------Find out as much as you can about your audience before
you begin to prepare your
presentation. Who are they? How many people will there
be? What age range? Men or
women? Are they there by choice? What do they want from
your presentation? What do
they already know about your subject? Why have they come
to the presentation?
The more you know about your audience, the closer you
can pitch your presentation to
suit them. Here are some techniques that will keep any audien
ce interested.
Include some fascinating facts to illustrate your subject.
Use one or two quotations if
they reinforce your mission. You can incorporate jokes into
your presentations, but
different cultures can be offended by jokes that we might
find funny.
--------------------------------------------------------where you want to take them.
them
tell
and
n
You grab your listener’s attentio
ss. More
five key points that you wish to get acro
You need to identify between three and
key points need to be clear, compelling and
than five will confuse your audience. Your
not.
where you will persuade the audience or
convincing. This is the time in your talk
r you wish, chronological, by categories,
You can arrange your key points in any orde
degrees of difficulty.
that
need to make sure that your ideas flow so
Once you have determined the order, you
tran
g
destination. The way to do this is by usin
your listeners can follow and reach your
on a
ions together. You are taking your audience
sitions. These link each of the main sect
you are taking them down.
journey and the transitions signal the road
3
Read more: http://effective-presentation-skills.com
28
English at work IV
3
1. Making it Interesting
a) Read the paragraphs and find the correct headline for each of them.
A
Opening Statement B
Make your presentation interesting
C
Writing it out or not?
b) Read the paragraphs again and finish the sentences.
1. Advantages of using cards are that...
 the presentation appears more natural and interesting.
 that you will not blank completely.
 the speaker appears to know what he/she is talking about.
 the presentation seems authentic.
2. When working with cards you have to make sure that...
 you do not lose your train of thought.
 you use the right number of words.
 they include as many words as you need.
 the cards are marked on one side only.
 you try out the presentation a couple of times.
 you use characters as big as post cards.
3. Before the presentation you have to find out...
 as much as you can.
 how old your listeners are.
 when the audience will come.
 whether they know something about the subject.
 if they are attending your presentation voluntarily.
4. Your presentation will be more interesting if you...
 prepare the presentation so that it fits your audience.
 include some fascinating facts.
 involve your audience.
 use quotations or jokes.
 include pictures or photos.
29
UNIT 13
5. In the opening statement you...
 tell the audience where you want to take them.
 need to call attention of the audience.
 should include three to eight key points.
 get the chance to persuade your listeners.
 have to smile at your audience.
6. Key points...
 can be arranged by categories, chronologically or by degrees of difficulty.
 have to be linked together with transitions.
 need to be determined in a certain order.
 may confuse your audience.
 should be clear, compelling and convincing.
2. How to Begin...
The introduction phrases got mixed up. Find out which of them belong together.
I want to give you a short
presentation about ...

1
My presentation is about ...
2

I'd like to tell you
something about ...

3

C
In meiner Präsentation geht es um ...

4
D

Nun, in meiner Präsentation über ...
werdet ihr / werden Sie es erfahren.
Let me begin by
explaining why / how
30
A

Ich möchte über ... erzählen: ...
Ich möchte eine kurze Präsentation

B
halten über ...

E
Zuerst möchte ich etwas über ... erzählen
Well, in my presentation about ...
you will find out about that.

5
First I want to talk about ...
6

Lassen Sie mich zunächst erklären,

F
warum / wie …
English at work IV
3
3. Moving Through
Connect the categories and the examples for phrases.
Category
Phrase
Introducing and outlining
1

Moving through the presentation
2

Generalizing
3

Being specific and giving examples
4

Summarising
5

Describing visuals

6
Dealing with questions
7

Bringing the presentation to a close

8

A At this point, I’d like to ask if anyone else
has any questions and comments.

B My presentation will last for approximately
five minutes, and then I will leave about five
minutes at the end for questions.
C In the majority of cases .......

D W

ell, if no one else has any questions
I will leave it there. Thank you very much
for coming.
E On this chart here, you can clearly see ...

F As I said in my introduction ....


G That leads us on to the next point,
which is ....
H To give an example from my personal

experience ...
31
UNIT 13
4. Presenting my Company
32
English at work IV
3
a) Have a look at the slides taken from a presentation about the company profile of Clarotech Ltd. Read
through the presentation and find out the correct sequence of the slides. Then find the answers to the
following questions.
■ What kind of company is it?
■ Who is the boss?
■ Where is the company located?
■ What services does the company offer?
b) Listen to the recording and find out which of the slides they are talking about.
c) Which of the following phrases is the presenter using? Tick the field  in the list below.
 Today I’m going to talk about my work placement at the company Clarotech
in Great Britain.
Number
Of slide
 In this presentation I’m going to talk about my work placement in Great Britain.
 I got the chance to work for four weeks at this company, which I will introduce
now briefly.
 The Clarotech Company was founded by Mr Max Maynard in 2008.
 Mr Max Maynard founded the company in 2008.
 As you can see on this slide the company specialises in providing computer
services to individuals and small to medium sized companies.
 As shown on the transparency the company offers a wide range of IT services.
 Clarotech is proud to cover a variety of services, which are PC-services, network
and web services including consulting and supporting users.
 Now I am moving onto the next service, which is the network service.
 The company offers network design, planning, installation and support of both
wired and wireless networks.
 At this point I’d like to explain how I assisted in establishing a wireless clientserver-network at a small company.
 Now I’d like to ask if anyone has any questions or comments.
 If not, I’d like to go on to my final slide which summarises my experience
at this company.
33
UNIT 13
d) Which of the sentences marked belongs to which of the slides?
Add the relevant number in the grid on page 33.
e) Connect the sentences.
The company specialises 1


A was founded in 2008.
The company offers

2

B a wide range of services.
I assisted in
3


C establishing a wireless network.
The company

4

D my experience in the company
Our services include

5

E in providing network solutions.
My final slide summarises

6

F consulting and supporting users.
5. Try it Out
Design your own presentation or use the presentation slides from this unit and practise using some of the
phrases you have learned.
34
English at work IV
3
▲
Aims and Objectives
■ describe the main points to consider when preparing a presentation,
■ practise phrases needed for company presentations,
■ discuss services offered in a IT company,
■ follow and prepare a presentation about a work placement.
▲
Answers
1a) 1C; 2B; 3A
1b) a. Advantages of using cards are that...
■ the presentation appears more natural and interesting.
■ the speaker appears to know what he/she is talking about.
■ the presentation seems authentic.
b. When working with cards you have to make sure that...
■ you use the right number of words.
■ they include as many words as you need.
■ the cards are marked on one side only.
■ you try out the presentation a couple of times.
c. Before the presentation you have to find out...
■ as much as you can.
■ how old your listeners are.
■ whether they know something about the subject.
■ if they are attending your the presentation voluntarily.
d. Your presentation will be more interesting if you...
■ prepare the presentation so that it fits your audience.
■ include some fascinating facts.
■ involve your audience.
■ use quotations or jokes.
■ include pictures or photos.
e.
■
■
■
f. Key points...
■ can be arranged by categories, chronologically or by degrees of difficulty.
■ have to be linked together with transitions.
■ need to be determined in a certain order.
In the opening statement you...
tell the audience where you want to take them.
need to call attention of the audience.
get the chance to persuade your listeners.
35
UNIT 13
2) 1B; 2C; 3A; 4E; 5D; 6F
3) 1B; 2G; 3C; 4H; 5F; 6E; 7A; 8D
4a)■
■
■
■
What kind of company is it? IT Company
Who is the boss? Mr. Max Maynard
Where is the company located? UK, Malvern, 2, Imperial Road
What services does the company offer?PC, network, consultancy, web and support services
4b)1, 2, 3, 5, 8
4c)■
■
■
■
■
■
■
■
Today I’m going to talk about my work placement at the company Clarotech in Great Britain.
I got the chance to work for four weeks at this company, which I will introduce now briefly.
The Clarotech Company was founded by Mr Max Maynard in 2008.
As you can see on this slide the company specialises in providing computer services to individuals
and small to medium sized companies
Clarotech is proud to cover a variety of services, which are PC-services, network and web services
including consulting and supporting users.
The company offers network design, planning, installation and support of both wired and wireless
networks.
At this point I’d like to explain how I assisted in establishing a wireless client-server-network at a
small company .
If not I’d like to go on to my final slide which summarizes my experience at this company.
4e)The company specialises in providing network solutions.
The company offers a wide range of services.
I assisted in establishing a wireless network.
The company was founded in 2008.
Our services include consulting and supporting users.
My final slide summarises my experience in the company.
36
English at work IV
3
▲
Vocabulary
approximately
attention
audience
by choice
character
close
compelling
confident
consulting
convincing
destination
experience
fascinating
joke
key point
majority
quotation
range
section
slide
support
to appear
to arrange
to assist
to be offended
to blank
to confuse
to contain
to cover
to determine
to establish
to flow
to found
to grab
to identify
to introduce
to link
to outline
to persuade
to pitch
to practise
to reinforce
to seem
train of thought
transition
wireless
ungefähr
Aufmerksamkeit
Zuhörer
freiwillig
Buchstabe
Ende
fesselnd
selbstsicher
Beratung
überzeugend
Ziel
Erfahrung
faszinierend
Scherz
springender Punkt
Mehrheit
Zitat
Auswahl, Angebot
Teil
Folie
unterstützen
scheinen
anordnen
helfen
sich beleidigt fühlen
ausblenden, Black-out haben
verwirren
beinhalten
abdecken
bestimmen
einrichten
fließen
gründen
jemanden fesseln
aufzeigen, bestimmen
vorstellen
verbinden
einen Überblick geben
überzeugen
abstimmen
üben, praktizieren
verstärken
scheinen
Gedankengang
Übergang
kabellos, drahtlos
37
UNIT 13
CD Script
Part 1:
Good morning. Today I’m going to talk about my work placement at the company Clarotech in Great
Britain. As you might know, I got the chance to work for four weeks at this company, which I will
introduce now shortly.
Part 2:
The Clarotech Company was founded by Mister Max Maynard in 2008. He started his business in
Brighton first but since 2010 it is located in Malvern, in Imperial Road. The company’s homepage is
www.clarotech.uk.
Part 3:
As you can see on this slide the company specialises in providing computer services to both, individuals
and small to medium sized companies. Clarotech is proud to cover a variety of services, which are PCservices, network and web services including consulting and supporting users.
Part 4:
Moving onto the next service, which is the network service.
The company offers network design, planning, installation and support of both wired and wireless
networks. Those networks can consist of simply two PCs connected to each other or of multi-building
networks supporting lots of users. At this point I’d like to explain how I assisted in establishing a wireless
client-server-network at a small company including five desktop PCs, two printers and (fading out…)
Part 5:
At this point, I’d like to ask if anyone has any questions or comments. (…break)
If not, I’d like to go on to my final slide which summarises my experience at this company.
What did I learn during my work placement at Clarotech?
Actually, what I practised most was answering phone calls and e-mails. I enjoyed talking with customers
although in the beginning it was sometimes difficult to understand…
Part 6:
Well, if no one else has any questions I will bring my presentation to a close. Thank you all for your kind
attention.
38
English at work IV
3

ENGLISH AT Work IV

Transcription

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