Teachers - Expanding Powerful Vocabulary - 3a ed

Trend School Center for Business Communication Expanding Powerful Vocabulary Third Edition [ EXPANDING POWERFUL VOCABULARY – TEACHER’S GUIDE] Expanding Powerful Vocabulary INDEX In the Classroom Unit – Technology 03 Unit – Geopolitics 16 Unit – Finance 27 Unit – Environment 36 Trend School Center for Business Communication EXPANDING POWERFUL VOCABULARY UNIT – TECHNOLOGY Trend School Center for Business Communication The Impact of Today's Technology on Work and Society Teacher’s Note: The objective is to make the students reflect on how modern technology has impacted on the way we perform simple chores, business, and interact with our peers, family and people we don’t know "When the life of people is unmoral, and their relations are not based on love, but on egoism, then all technical improvements, the increase of man's power over nature, steam, electricity, the telegraph, every machine, gunpowder, and dynamite, produce the impression of dangerous toys placed in the hands of children."—the diary of Leo Tolstoy (1828 - 1910) Warm up activity - Modern Times Teacher’s Notes: Read the paragraph about the movie and discuss the questions that follow The objective is to make students speak and introduce new vocabulary Modern Times is a 1936 comedy film by Charlie Chaplin that has his iconic Little Tramp character, in his final silent-film appearance, struggling to survive in the modern, industrialized world The film is a comment on the desperate employment and fiscal conditions many people faced during the Great Depression, conditions created, in Chaplin's view, by the efficiencies of modern industrialization The movie stars Chaplin, Paulette Goddard, Henry Bergman, Stanley Sandford and Chester Conklin, and was written and directed by Chaplin Discussion How contemporary is Charlie Chaplin’s “Modern Times”? Discuss Charlie's Chaplin point of view, which was clear: “Unemployment is the vital question Machinery should benefit mankind It should not spell tragedy and throw it out of work.” (Chaplin Today: Modern Times, 2003) In “Modern Times” the basic hero is trying to face the problems of the 1930’s (years that followed the "Great Depression"), which are not much different from nowadays problems Trend School Center for Business Communication and anxieties In your opinion what were the problems of the 1930's? How similar are they to our current problems? Do you think the industrial revolution was necessary? Was it beneficial? How has employment changed since then? What are the benefits and disadvantages? Key: (poverty, unemployment, economic inequalities, tyranny of the machine) Survey Teacher’s Note: The objective is to show the students how to read for the gist After they have read the text and answered the survey, a discussion should be conducted with the new vocabulary should be used By answering surveys we will reflect on how technology has changed our way of performing simple tasks Do you feel safe shopping online? a) Yes b) No A Read the text below from a critical point of view Online shopping has grown at its fastest ever rate in 2006, increasing by an average of £50m per month in the first ten months of the year Yet, apparently, many of us are still deeply distrustful of using the net to buy things According to a recent survey, retailers have only touched the tip of the iceberg in terms of potential online purchases because only half of us have ever shopped online The problem is that people just don't trust online shopping sites to keep their sensitive financial information safe Have you ever shopped online? If so, you feel completely safe logging your bank details onto an internet site, or you worry that they might not be completely secure? a) No, I have never shopped online because I prefer to go to real shops b) No, I have never shopped online because I worry about security c) Yes, I shop online, but I worry about security d) Yes, I shop online and never worry about security Trend School Center for Business Communication B Read the paragraph and answer the question Two children in Spain have been admitted to a mental health institution in Spain to be treated for an addiction to their mobile phone The children, aged 12 and 13, were doing badly at school and lying to relatives to get money to spend on their mobiles In the UK, 90 per cent of children under 16 own a mobile and one in 10 spend more than 45 minutes a day using it Should restrictions be made on children owning mobile phones? a Yes, they are unable to moderate their use b No, but their mobiles should be restricted in terms of the call time and number of texts allowed each week c No, children should be free to use their mobiles when and where they like C Read the text that follows and then answer the question The much-heralded robotic revolution is nearly here Robots are no longer confined to specialist applications in industry and the military where they are operated by highly trained individuals, but are being used by ordinary people For example, robot vacuum cleaners and lawn mowers are already in many homes, and robotic toys are increasingly popular with children In Japan, robots are even being used to take simple measurements such as heart rate readings from elderly patients As robots become more intelligent, they are capable of greater autonomy - they are able to make decisions without human intervention On a simple level, this might mean a robot vacuum cleaner “deciding” when to move from room to room On a more complex level, it could mean an autonomous robot in a military context “deciding” whether to use its weapon Scientists are urging us to have a public debate about how much autonomy we are prepared to give robots How much should we trust autonomous robots? What you think? a Robots could get out of control, they shouldn't be given any autonomy b Autonomous robots should only be allowed to operate in situations where they are under constant supervision by humans c Robots could never be more intelligent than humans and therefore could never be too autonomous d It's not the robots we should worry about, but the people who program them In recent times, which of the following has had the biggest impact on your life? a PC b b-Internet c c-Mobile phone d d-DVD Trend School Center for Business Communication Is technology moving too fast? D Read the text that follows and then answer the question Every year, consumer electronics manufacturers unveil new products with improved ‘cutting edge technology’ But is this kit really technically superior to its predecessor who was launched just 12 months prior? Or is it, as some insiders say, just the same product with a few cosmetic tweaks? Many technology-users welcome genuine improvement and innovation But they resent being ‘forced’ into buying new kit Dare you buy a new games console only to replace it in a few years time (together with all your games – again) Is the £300 you just spent on the latest MP3 player really wise when you know there may be one next year with tons more memory? And why buy a new PC today when there’s probably a new and improved operating system just around the corner which will make all your existing software and peripherals redundant? Are consumer technology developments moving too fast? a Yes b No Reading - Living in the Internet Economy Skim the text that follows Focus on the words in bold, categorize them according to the parts of the speech in the box below the text and then complete the chart with their other forms The Internet has fundamentally changed the way we (1) communicate, touching many lives Individuals worldwide are taking classes, shopping for gifts, writing to their grandchildren, planning vacations, and even buying their cars using the Internet The Internet is driving an Internet Economy that transcends any single group of people, companies, or countries The Internet has reached farther and faster than any previous communication technology For example, it took 35 years for radio to reach 50 million listeners Television (2) needed 13 years to reach that same number of people In comparison, it took the Internet only four years Today, the business, government, and (3) educational sectors are using the Internet and changing the way they work through increase investment in networking technology For example, many businesses within the retail sector have transformed themselves by using Internet computing for network (4) commerce and customer care Digital assets are taking the place of physical assets, causing Internet companies to (5) grow both in presence and in revenue Because operating costs are minimal, products and services can be substantially less expensive In addition, governments are using the Internet to communicate with their citizens and streamline operations Schools are linking to the Internet for everything from distance learning for college students to providing access for pupils of all ages Trend School Center for Business Communication The companies and countries that are (6) successful in the Internet Economy are those that can create a network with ease and respond instantly to changing market conditions and customer demands Customers, suppliers, employees, and business partners can all collaborate in ways Noun Verb that allow them to be more (7) productive, rapidly adapt to change, and make (8) effective decisions The network is the essential engine of this new, Internetenabled world Adjective communication to communicate communicative a need, necessity to need needy education to educate educational commerce commercial Adverb commercially growth to grow growing success to succeed successful production to produce productive productively effective effectively effect Trend School Center for Business Communication Short Presentations To the teacher: the objective is to make the student(s) speak and use new vocabulary when delivering the presentation Make sure they understand the objective of the activity A Read the text you will be assigned; be prepared to deliver a short presentation; make sure you use the words in bold in your lecture Hand-out A How a BlackBerry Works by Tracy V Wilson When the BlackBerry debuted in 1999, carrying one was a hallmark of powerful executives and savvy technophiles People who purchased one either needed or wanted constant access to e-mail, a calendar and a phone The BlackBerry's manufacturer, Research in Motion (RIM), reported only 25,000 subscribers in that first year But since then, its popularity has skyrocketed In September 2005, RIM reported 3.65 million subscribers, and users describe being addicted to the devices The BlackBerry has even brought new slang to the English language There are words for flirting via BlackBerry (blurting), repetitive motion injuries from too much BlackBerry use (BlackBerry thumb) and unwisely using one's BlackBerry while intoxicated (drunk-Berrying) While some people credit the BlackBerry with letting them get out of the office and spend time with friends and family, others accuse them of allowing work to infiltrate every moment of free time People describe BlackBerry use as an addiction, and this is why Not only they give people constant access to their phones, they also provide continual updates to e-mail, calendars and other tools Trend School Center for Business Communication Hand-out B How the iPhone Works by Tracy V Wilson In January 2007, Steve Jobs introduced the Apple iPhone during his keynote address at the Macworld Conference and Expo In its first appearance onscreen and in Jobs's hand, the phone looked like a sleek but inanimate black rectangle Then, Jobs touched the screen Suddenly, the featureless rectangle became an interactive surface Jobs placed a fingertip on an on-screen arrow and slid it from left to right When his finger moved, the arrow moved with it, unlocking the phone To some people, this interaction between a human finger and an on-screen image and its effect on the iPhone's behavior was more amazing than all of its other features combined And those features are plentiful In some ways, the iPhone is more like a palmtop computer than a cellular phone As with many smart phones, you can use it to make and receive calls, watch movies, listen to music, browse the Web, and send and receive e-mail and text messages You can also take pictures with a built-in camera, import photos from your computer and organize them all using the iPhone's software In 2008, Apple introduced the second generation iPhone The new iPhone can operate on third-generation (3G) cellular networks and has a GPS receiver The iPhone also lets you view map and satellite data from Google Maps, including overlays of nearby businesses Owners of the original iPhone got the opportunity to upgrade the software on their phones Instead of using a mouse or a physical keyboard, the iPhone uses virtual buttons and controls that appear on its screen This isn't really a new phenomenon touch screens have been part of everything from selfcheckout kiosks to smart phones for years But the iPhone's touch-screen is a little different from many of the others currently on the market When you touch the screen on a PDA, you typically use a slender, pointed stylus The iPhone, on the other hand, requires you to use your fingers It can also detect multiple touch points simultaneously, which many existing touch-screens cannot Trend School Center for Business Communication 10 He said in essence that: In 1930, people pulled money from banks and put it into mattresses, and in 2008, creditors are pulling money from loans and putting it into things like Treasury bills The result is the same When people go to get a loan, there’s no money available, and ventures necessarily stall Here’s how Krugman put it exactly: The financial crisis currently under way is basically an updated version of the wave of bank runs that swept the nation three generations ago People aren’t pulling cash out of banks to put it in their mattresses — but they’re doing the modern equivalent, pulling their money out of the shadow banking system and putting it into Treasury bills And the result, now as then, is a vicious circle of financial contraction Mr Bernanke and his colleagues at the Fed are doing all they can to end that vicious circle We can only hope that they succeed Otherwise, the next few years will be very unpleasant — not another Great Depression, hopefully, but surely the worst slump we’ve seen in decades Krugman also explained, in ways that now seem prophetic, what happened in the past, and what’s happening right now, in 2008: Contrary to popular belief, the stock market crash of 1929 wasn’t the defining moment of the Great Depression What turned an ordinary recession into a civilization-threatening slump was the wave of bank runs that swept across America in 1930 and 1931 This banking crisis of the 1930s showed that unregulated, unsupervised financial markets can all too easily suffer catastrophic failure As the decades passed, however, that lesson was forgotten — and now we’re relearning it, the hard way To grasp the problem, you need to understand what banks Banks exist because they help reconcile the conflicting desires of savers and borrowers Savers want freedom — access to their money on short notice Borrowers want commitment: they don’t want to risk facing sudden demands for repayment Normally, banks satisfy both desires: depositors have access to their funds whenever they want, yet most of the money placed in a bank’s care is used to make long-term loans The reason this works is that withdrawals are usually more or less matched by new deposits, so that a bank only needs a modest cash reserve to make good on its promises But sometimes — often based on nothing more than a rumor — banks face runs, in which many people try to withdraw their money at the same time And a bank that faces a run by depositors, lacking the cash to meet their demands, may go bust even if the rumor was false Trend School Center for Business Communication 30 Worse yet, bank runs can be contagious If depositors at one bank lose their money, depositors at other banks are likely to get nervous, too, setting off a chain reaction This is exactly where we are at today—and why Paulson, Bernanke, Bush, and the Congressional leadership are so tense VI- Reading newspapers headlines Some financial analysts say that the 1929 crash is back Others are not so pessimistic One thing we can see – the headlines now and then are very similar Try to identify the headlines that were shown on the front pages of the newspapers in 1929 and the ones we have read in the past few weeks (NOW/PAST) Wave of Buying Sweeps Over Market as Stocks Swing Upward (NOW/PAST) Stocks Soar As Bank Aid Ends Fear of Money Panic (NOW/PAST) Banker Says Boom Will Run Into the coming year (NOW/PAST) Public Liquidation Spurred by Bears, Hits Low Market (NOW/PAST) Brokerage Houses Are Optimistic on the Recovery of Stocks (NOW/PAST) Brokers Believe Worst Is Over and Recommend Buying of Real Bargain (NOW/PAST) Gigantic Bank Pool Pledged To Avert Disaster as Second Big Crash Stuns Wall Street (NOW/PAST) Very Prosperous Year Is Forecast (NOW/PAST) We have hit bottom and are on the upswing (NOW/PAST) Congress Expected to Pass Massive Wall Street Bailout (NOW/PAST) Wachovia Could Be Next Bank to Face Shakeup (NOW/PAST) Private Equity Pay Could Drop 75%, Hands Says (NOW/PAST) Proposal to Allow Treasury to Buy Mortgage-Related Assets to Address Financial Stability (NOW/PAST) “The country is not in good condition.” (NOW/PAST) “The depression has ended.” (NOW/PAST) "Henry Ford has shut down his Detroit automobile factories almost completely At least 75,000 men have been thrown out of work.” (NOW/PAST) “I believe July 8, _ was the end of the great bear market.” (NOW/PAST) Stocks Slip as Investors Wait for a Plan (NOW/PAST) A Sense That Wall St.’s Boom Times Are Over (NOW/PAST) Wall Street’s Next Big Problem Check if you have gotten them right with the headlines as and when they were published You will find them on the last page of your booklet Trend School Center for Business Communication 31 VII- Reviewing and consolidating vocabulary Banking and Finance Quiz Test your knowledge of vocabulary related to banking and finance Choose the correct answer to go in the gap Here is a small You'll get the rest of the money after the job is finished a benefit b advance c preview "Here's a ten-pound " "Your change, Sir" a invoice b bill c note "What is the in Poland" "It's the Polish Zloty" a money b currency c greenback He doesn't have any money problems He is fully a wealthy b solvent c thrifty If you work longer than your usual working day you should be paid a outgoing b overdue c overtime I don't get paid in cash My salary is paid into my bank a deposit b debt c account The long-term loan you take from a bank to buy a house or flat is called a a mortgage b overdraft c arrears I don't have any money I'm a mortgage b overdraft c arrears I need to my belt, and cut down on the money I spend on luxuries a loosen b tighten c 10 I don't have any cash on me Can I pay with my card? a deposit b credit c expenditure Trend School Center for Business Communication 32 VIII- Consolidation Fill in the blanks with the vocabulary in the box limit cash advance debt purchase pay check default funds interest afford Credit cards Credit cards are a convenient way to purchase goods They also come in handy when you have a shortage of funds If you need a little extra money for the weekend, you can take out a cash advance In spite of these benefits, credit card debt can also cause serious problems for people People spend more than they can afford Because of the high interest on money borrowed, the credit card debt becomes harder and harder to pay Eventually, some people are forced to default on their payments This is why credit card companies put a limit on the amount that people can borrow credit risk mortgage afford savings co-sign credit evaluation default Mortgages Most people don't have enough in savings to purchase a house so they take out a house loan, which is called a mortgage Before you get a mortgage, the bank will a thorough credit evaluation to make sure you can afford the loan If the bank feels you are a credit risk, they may ask you to find somebody else to co-sign your mortgage This person will be responsible to pay your mortgage if you default Trend School Center for Business Communication 33 Headlines as published in the newspapers Stocks Soar As Bank Aid Ends Fear of Money Panic New York Herald Tribune, March 28, 1929 Wave of Buying Sweeps Over Market as Stocks Swing Upward The World, March 15, 1929 Banker Says Boom Will Run Into 1930 The World, March 30, 1929 Public Liquidation Spurred by Bears, Hits Low Market The World, October 20, 1929 Brokerage Houses Are Optimistic on the Recovery of Stocks The New York Times, October 25, 1929 Brokers Believe Worst Is Over and Recommend Buying of Real Bargains New York Herald Tribune, October 27, 1929 Gigantic Bank Pool Pledged To Avert Disaster as Second Big Crash Stuns Wall Street The World, October 29, 1929 Very Prosperous Year Is Forecast The World, December 15, 1929 “We have hit bottom and are on the upswing.” September 12, 1930 – James J Davis, Secretary of Labor Congress Expected to Pass Massive Wall Street Bailout Sunday, September 28,2008 Wachovia Could Be Next Bank to Face Shakeup Saturday, September 27, 2008 Private Equity Pay Could Drop 75%, Hands Says September 25, 2008, 7:01 am Trend School Center for Business Communication 34 Proposal to Allow Treasury to Buy Mortgage-Related Assets to Address Financial Stability Sept 22, 2008 January 20, 1931 “The country is not in good condition.”– Calvin Coolidge June 9, 1931 “The depression has ended.”– Dr Julius Klein, Assistant Secretary of Commerce August 12, 1931 “Henry Ford has shut down his Detroit automobile factories almost completely At least 75,000 men have been thrown out of work.”– The Nation July 21, 1932 “I believe July 8, 1932 was the end of the great bear market.” – Dow Theorist, Robert Rhea Stocks Slip as Investors Wait for a Plan September 28, 2008 By JEFF SOMMER A Sense That Wall St.’s Boom Times Are Over September 28, 2008 By LOUISE STORY and EDMUND L ANDREWS Wall Street’s Next Big Problem By MICHAEL LEWITT September 16, 2008 Trend School Center for Business Communication 35 EXPANDING POWERFUL VOCABULARY UNIT – ENVIRONMENT Trend School Center for Business Communication 36 UNIT IV - Environment I- Warm up: in pairs write as many words as you can remember that relate to the word environment _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Trend School Center for Business Communication 37 II- Word forms – parts of speech Categorize the words in the box and then find the other forms to complete the chart ecology environmentalist trade noun offset waste warm pollutant danger verb renewable challenge adjective adverb ecology environmentalist waste pollutant renewable trade warm danger challenge challenge offset III – Vocabulary – Natural Disasters To the teacher: divide the class into small groups Give each group a set of cards Put the cards face down in the center of the group Play begins by one st choosing a card and providing a definition The person who answers with the word on the card gets to keep the card If a st doesn't know a vocabulary word, the card is returned to the middle of the deck Play continues until all cards have been defined The winner is the person with most cards Avalanche fog famine storm aftershock flood lightning natural disaster tsunami earthquake tornado thunder mudslide temperature drought hurricane blizzard heat wave Trend School Center for Business Communication 38 IV- Video – Natural Disasters 1- While watching the video write down the words that will help you explain how Katrina developed http://video.nationalgeographic.com/video/player/environment/environment-naturaldisasters/ _ _ _ _ _ 2- While watching the video about hurricanes make notes that will help you explain how hurricanes form and how devastating they can be http://video.nationalgeographic.com/video/player/environment/environment-naturaldisasters/ _ _ _ _ _ _ Trend School Center for Business Communication 39 V- Reading about natural disasters To the teacher: Divide the class in groups and assign each group a text After reading each group delivers a short presentation on the topic Group A Tornadoes are one of weather's most deadly and fascinating forces Even though they are often limited by size (not being more than one kilometer wide at most) they leave vast areas of destruction and death behind them They are also called twisters or cyclones Tornadoes are characterized by violent winds that swirl in a counter clockwise direction north of the Equator and clockwise south of the Equator Most people recognize them as a towering black funnel extending downward from the base of a large cumulonimbus cloud It rotates at speeds up to three hundred miles per hour (480 kpm) or in some rare cases, even faster In the center of the tornado, the air pressure is very low in comparison to surrounding air pressure The speed of the wind is the primary cause of deaths and destruction of property Many people are killed by flying objects and debris The funnel shaped cloud travels in a skip like movement, and usually never lasts for more than a couple of minutes in any one given place It is because of this skip movement that the tornado leaves some areas wrecked while others a few yards away almost untouched Certain parts of the world (Australia, the Midwestern and Southern US) are more prone to have tornadoes They also occur more frequently in the spring and summer months Tornadoes usually occur as part of a severe thunderstorm and often come in advance of cold fronts, however, they can also occur (although less frequently) ahead of warm fronts, and even behind cold fronts The greatest killer tornado in the United States occurred during the year 1925 in Indiana, Illinois, and Missouri It was the fastest and largest one ever recorded, with a destructive path two hundred and twenty miles long and one mile wide, and traveled at a speed of sixty miles per hour It killed six hundred ninety five people and injured over two thousand Group B Tsunami is the Japanese word meaning tidal wave A tidal wave is a large sea wave caused by a submarine earthquake or volcanic explosion When the ocean floor is tilted or offset during an earthquake, a set of waves is created These waves are similar to the concentric waves generated by an object dropped into the water Usually tsunamis move entirely across an ocean to the shore A tsunami can have wavelengths of 60 to 120 mi and may reach speeds of 800 km/h When the wave enters shallow waters, the wave, which may have been half a meter high out at sea, grows rapidly When the wave reaches the Trend School Center for Business Communication 40 shore, it may be 50 feet high or more Tsunamis have incredible energy because of the great volume of water affected They bring waves of destruction capable of killing thousands of residents along the coast Towering walls of water have struck populated coastlines with such fury that entire towns have been destroyed Tsunamis have resulted in waves as high as 135 ft above normal sea level When a tsunami strikes the shore, it creates a number of waves with troughs that are lower than normal sea level Each following wave is higher than the one before it The period between waves is 10 to 30 minutes This usually gives people ample time to escape to high ground after the first wave One of the largest and most destructive tsunamis ever recorded traveled at least half way around the world in 1883 after the collapse of Krakatoa, a volcano in Indonesia Waves up to 100 ft high caused great damage along the coast of Sumatra When a tsunami is recorded, it is tracked and a tsunami warning is issued to the threatened area Most deaths during a tsunami are a result of drowning Associated risks include flooding, polluted water supplies, and damaged gas lines Group C An earthquake is a shaking of the ground caused by the sudden dislocation of material within the earth's outer layer, or crust When forces pushing on a mass of rock overcome the friction holding the rock in place and blocks of rock slip against each other a earthquake may occur Some earthquakes are so slight, and some occur in such remote areas, that they are barely felt Others are so violent that they cause extensive damage Hurricanes are one of nature's many destructive forces The word comes from West Indian; hurricane ("big wind") Hurricanes are seasonal storms and are most prevalent in August and September They develop from easterly waves, which can later develop into a tropical depression with winds up to 31 miles per hour Later, it might develop into a tropical storm with winds up to 73 miles per hour, and eventually a hurricane Thunderstorms often form with hurricanes and then produce waterspouts Hurricanes are huge tropical cyclones that originate over oceans near the equator, such as the Caribbean Sea and the Gulf of Mexico Usually they follow a parabola shaped path and sometimes not reach any land at all However, if they reach land, destruction of property is imminent Winds whirl in a counter clockwise direction in the northern hemisphere and clockwise in the southern hemisphere Wind speeds of a hurricane range from seventy to one hundred fifty miles per hour These winds blow circularly around a low-pressure center known as the eye of the storm Hurricanes cause numerous deaths in addition to the millions of dollars of property damage each year due to the intense winds and huge tidal surges Trend School Center for Business Communication 41 VI- Protecting the Earth: how big is your ecological footprint? How many Earths would we need if everyone on the planet had the same standard of living as you? Work through this questionnaire to find out how much land is needed to support your lifestyle – your ‘ecological footprint’ Your ‘ecological footprint’ is the area of land needed to support your lifestyle If we need any more planets than just the one we have, then your lifestyle is not sustainable How much water you use? Do you have a bath every day? If yes, score 14 If you have a bath once or twice a week, score Do you shower everyday instead of having a bath? If so score If you only take a shower once a week, score What kind of food you eat? Do you have meat with every meal? If yes, score 85 Do you eat mostly vegetarian dishes? If yes, score 30 How you shop? When your family goes shopping, they buy mostly locally produced fresh vegetables, bread and meat from local butchers, greengrocers, farmers’ market? If so, score Or they tend to buy more packaged, processed food? If so, score 15 Or they buy a combination of imported, local, fresh and processed food? If so, score Where you live? Divide your score here by the number of people who live in your home If you live in a small flat - score If you live in a terraced house - score 15 If you live in a large flat - score 12 If you live in a semi-detached house - score 23 If you live in a detached house - score 33 Where you go on holiday and how you get there? If you flew as far as Australia last year - score 155 Or did you fly to North America? If so, score 50 Or did you just fly as far as Europe? If so, score 80 If you didn’t fly anywhere, but travelled by road or rail within South America (including Brazil) score 10 Cooling your home In this section start with 45 points since air conditioning a house usually uses a lot of energy This releases carbon dioxide into the atmosphere To soak it up, trees will have to be planted, using up precious land So, subtract points for each energy-saving thing you Trend School Center for Business Communication 42 Does your family set the thermostat not so low, just to keep the temperature at around 22° C? If so, subtract (from 45) Is your home well insulated? If it is, subtract another 15 If your home is painted white, subtract Does your family only turn on the air conditioning when absolutely necessary? If so, subtract 10 How much electricity you use? Start this section with 75 points and subtract points for every electricity-saving thing you Do you always switch off the lights if a room is no longer in use? If you do, subtract 10 Do you always switch off the TV, computers and other electrical equipment rather than leaving them on stand-by? If you do, subtract 10 How you get to work? Do you normally get a lift to work? If so, is it in a modern car with a small engine? If so, score 40 Or is it in a big 4x4? If so, score 75 Or, is the car something in between these two? If it is, score 50 If you don’t get a lift to work, you travel by bus or train? If so, score 25 If you walk or cycle to work, score How much paper you use? If you always buy books, instead of borrowing them, score If you always borrow books, score If you sometimes borrow and sometimes buy books, score Do you always share your magazines and newspapers? If yes, add Or you throw them in the bin once finished with? If so, add 10 How much garbage you throw away? You can’t help but create some waste, and what you throw away has to be disposed of in landfill sites, using up valuable land So, start this section with a score of 100 and subtract points for every waste-reducing thing you Have you or your family visited the bottle bank in the last month to throw away your empty glass bottles? If you have, subtract 15 Do you save your waste paper for recycling? If you do, subtract 17 Do you keep your used cans to recycle rather than just throwing them in the bin? If you do, subtract 10 Do you recycle empty plastic containers? If you do, subtract Does your family keep kitchen and garden waste for composting? If they do, subtract If you reduce the amount of waste you generate by buying less, mending and reusing old things, buying second hand clothes then subtract 15 Total score Add up all of the above to make your total score Grand total Now, many of the amenities that we use everyday such as roads, shops, schools and leisure centers make their own demands on land So, to take this into account, double your score Trend School Center for Business Communication 43 How many hectares are needed to support your lifestyle? Each point in your score represents one-hundredth of a hectare used Work out how many hectares your lifestyle has an impact upon by dividing your grand total by 100 Now find out how many ‘Earths’ we would need if everyone on the planet were to use the same amount of land (ie share the same standard of living) as you: hectares or less Well done! If everyone lived like this, then human existence would be both sustainable and fair as there is enough land on the Earth to support the whole population at this level of land use At present, about two-thirds of the global population have an ecological footprint of less than hectares each – hectares Your footprint is below the European average! But, it is double the area that would be available if land were distributed evenly amongst the population of the Earth If everyone on the planet lived like you then we would need at least one extra planet to provide enough land to support us About 15% of the world’s population falls into this category – hectares Your footprint is close to the European average It is about three times the land area that would be available if all the land on Earth were divided up fairly, so for everyone to live like you we’d need another two planets About 7% of the world’s population falls into this category – hectares Your footprint is larger than the European average but still smaller than the average North American one If everyone lived like you we’d need another three whole planets to support us because you are using up four times your share of the Earth if it were divided up equally amongst the whole population More than hectares Your footprint is close to that of the average North American If everyone on the planet lived like this we would need at least four additional planets to support us because you are using up five times what your share of the Earth would be if it were divided up equally amongst the whole population About 5% of the world’s population has a footprint this big Trend School Center for Business Communication 44 ... A 1- current 2- ominously 3- mattress 4- pull money 5- loan 6- financial contraction 7- vicious circle 8- slump 9- prophetic 1 0- sweep across 1 1- to grasp 1 2- reconcile 1 3- withdrawals 1 4- lack... essential engine of this new, Internetenabled world Adjective communication to communicate communicative a need, necessity to need needy education to educate educational commerce commercial Adverb... Center for Business Communication 26 EXPANDING POWERFUL VOCABULARY UNIT – FINANCE Trend School Center for Business Communication 27 UNIT III - FINANCE I- Warm-up In groups discuss the quotes that