TAPESRIPTS: COMMUNICATION 2: MODULE 3: UNIT 6 UNIT 9

(DÀNH CHO KHỐI LỚP KHÔNG CHUYÊN NGỮ )

Unit 6: Planning and getting started
4. (p.57)
GEORGE: Right, now let’s think about the preparation of the presentation. What has to
be… what do you have to do prepare it?
SARA: The most important thing is to know about the audience, find out about them.
LUIGI: Yes, but you need to make sure about your objectives first, so decide on the
objectives – what you want the talk to achieve.
SARA: Yes, but to do that you need to know about the audience – their knowledge, what
they want to know, you know everything like that.
LUIGI: Yes, all that’s important…
HAL: Yes, true…
GEORGE: So, audience and objectives.
OTHERS: Yes / Right / Okay.
HAL: And the third thing you have to sort out is content, collect information, organise it,
decide on a structure.
SARA: Yes, get a good structure, I agree… Then once the structure is okay, well, you need
visuals, any graphs, you know, that sort of thing…
GEORGE: Yes, the visual supports.
SARA: Then, well, you could write it all out. At least the introduction – just to practice it.
Some people write out everything, some don’t. It depends.
GEORGE: Yes, I think that’s a good point. But practice is really very important. A key…
key part of the presentation is to actually practice it, to give the presentation – practice…
until you could do it just from notes. Then well… what else?
LUIGI: Check all the language, keep it simple, make sure there’s no mistakes on the
visuals. Spelling and all that.
HAL: And I think you should check that the room is okay, check the equipment is okay.
And maybe also… PowerPoint, you know. If you use PowerPoint, make sure your computer
and the disk, or the data projector, make sure it all works.
GEORGE: Yes, PowerPoint, of course.
SARA: If you don’t know PowerPoint, go on a course. Learn it.
GEORGE: Yes, using presentations software can help enormously.

2. (p.59)
SPEAKER: Thank you for coming today. As you know, I want to talk about the marketing
plans. Brand identity is a key issue and what it means is how we are seen by our customers
and how our products are recognized and what our consumers think of us as a company.
And I should also say, what they think of our products and the name… what Telco means
for them. And advertising is part of it of course, though not something I am going to talk
about now except to say that as for brand image, it’s important in that area too, advertising
that is.

3. (p.60)
SPEAKER: Okay, thanks. I’m here to talk about the design proposals for the production
plant at Taipei. My talk will be in three parts followed by a 30-minute discussion. I’m going
to start with the background to each proposal – something about our negotiations with the
Taiwanese government – then in the second part I’ll go over the main characteristics of each
proposal, Proposal One and Proposal Two. Then in the third part I’ll highlight some key
considerations we have to bear in mind. Finally, I’ll end with an invitation to ask questions
or make any comments you like. We’ll discuss matters arising from the talk…Okay? So to
begin with, a few words on the history.
4. (p.60)
SPEAKER: a) Good afternoon everyone. b) My name’s Arnold Layton. I’m a (geophysicist)
for (Elf Aquitaine), with special responsibility for (analyzing new field in the North Sea). c)
I’m going to talk about (some recent research into new methods of detecting in shallow
water). d) I’ve divided my talk into three parts. First, (research that we have done). Then
(I’ll report on some published research from other companies), and finally (I’ll talk about
what this may mean for our exploration activities). e) Please interrupt if at any time you
have any question or something is not clear. f) My talk will last about (half an hour). g)
Later my colleague Jacques Flambert will be showing a video on…

Practice 1 (p.61)
SPEAKER: Right, I want to say something about the new safety conditions for production
staff. My talk will be in three parts. First, I’ll tell you about the new protective clothing.
Then I’ll explain about the training in accident prevention, and the final part of my talk
explains changes to working practices. After my talk I’ll be happy to answer any questions
and we can have a discussion about these new proposals.
~~~***~~~***~~~***~~~
Unit 7: Image, impact and making an impression
(Page 52 Teacher’s Book)
2. (p.67)
Extract 1
SPEAKER: My talk concentrates on the Kildale Gap location and the planning we
have carried out so far. It’s divided into three main pasts - as you can see – this short
introduction, then first, a few words on the site at Kildale Gap, then an overview of the
environmental costs. After the environmental costs, we’ll look at other costs. After
that, we’ll break for a discussion. If everyone is happy with that…
Extract 2
SPEAKER: Now… the first picture to show you on this, on the environmental costs,
clearly shows that construction accounts for over 60%, while the environmental costs
amount to around 12%, shown by this segment here. That’s a lot less than the land
purchase…
Extract 3
SPEAKER: Moving on…I thought you would be interested in a comparison – looking
at the costs of the environmental expenditure for Kildale Gap – with some other
possible sites – and as you can see by the chart – it’s very good. In fact, it would cost
well below the average. Only one is a slight bit…small bit cheaper…
Extract 4
SPEAKER: This picture, the next one here, shows initial investment, rising in the first
year, beginning to fall during year two, then – you see – falling after about a year and
a half… then the decline in investment costs will continue…

Language focus option

(Page 53 Teacher’s Book)

3. (p.68)
b)
SPEAKER: Now, I’d like to show you this graph. It shows the rate of increase in CO 2
emissions between 1950 and 1990. On the left-hand vertical axis you see the CO 2
emissions in millions of tonnes, while the horizontal axis shows time over forty years.
The three lines show… the global total at the top, the broken line here is OECD
countries, or developed countries. The dotted lines show non-OECD, or developing
countries.
 What we can see here is, quite clearly, a sharp increase in CO2 emissions. This
increase is global, look at the top line here, but the graphs shows that it’s strongest in
developing countries. In OECD countries, the rate of increase is slower. Up to 2000,
the situation continued just the same.

(Pages 53-54 Teacher’s Book)

4. (p.69)
SPEAKER: Now, the… my next picture here… a pie chart… shows the current
sources for energy production. The main thing to notice is that oil, coal and gas are the
main sources. Look here, mostly oil, then coal at 23% and natural gas almost as much.
So 25% comes from other sources and a tiny 0.1% from renewable sources,
geothermal, wind or solar energy…
Now, let’s look at the table here. This shows some comparisons between selected
EU states on electricity generation. The striking thing here is the French dependency
on nuclear power, 76%. Then look at Sweden, also with quite a high proportion of
electricity coming from nuclear power, but 50% coming from renewable sources, in
this column here. The EU average shows quite a spread, but the UK, for example, has
only 4% of this electricity coming from renewable sources. That’s much lower than the
EU average. The UK of course has a lot of oil and gas reserves, while France and
Sweden, for example, do not.

(Page 54 Teacher’s Book)

Practice 1 (p.70)
SPEAKER: Now, let me show you this graph, the Fossil Fuel Farewell graph from a
study originally from Greenpeace. It shows how over the next 100 years renewable
energy could supply all the world’s energy needs. The vertical axis shows energy in
exajoules, while the horizontal axis shows decades up to 2100. Clearly we can see that
oil, coal and natural gas, and nuclear energy, are gradually replaced by biomass and
solar and wind-generated energy. In other words, all energy is provided, or could be
provided, by renewable energy sources. The graph also suggests an end to the use of
nuclear power by about 2012.

Further Practice options: Air pollution and the environment

(Page 55 Teacher’s Book)
SPEAKER: The first picture shows the relative contribution to the greenhouse effect
of various gases. The most significant is CO 2 with over half. Another important
greenhouse gas is methane, accounting for 15%. But the combined total for all the
CFCs is 24%.
Now, let’s look at another graph, showing changing world temperatures
between 1990 and 2100. The graph shows a minimum and a maximum effect, with a
range between about 1.3o and 4o Celsius. The line here shows the observable rise in
global warming, which is not regular, but the trend is clearly an increase. The
implications are, of course, important.
Now we come on to a table showing the rate of deforestation in various
countries. In many countries, deforestation is a serious issue. Just to take a couple of
key points from the table. The rate of loss in Brazil – the country with the largest
amount of forest – is enormous – up to 50,000 square kilometres a year. In Nigeria the
amount us quite small, but what’s striking about Nigeria is the enormous percentage
of forest lost each year: 14.3% in a year… clearly the situation is perilous.
 Unit 8 : The middle of the presentation

3. Listing information
TAPESCRIPT
Track 1-CD2 (page 78-Text book)
Example 1
...and so climatic changes in the Northern hemisphere may have been the
result of volcanic activity. The 1991 eruption may have contributed to ozone
damage causing the unusually high world temperatures in 1992.
Also, industrial contamination puts important quantities of noxious
gases like C0 2 , S0 2 , CO and N0 2 into the atmosphere through burning fossil
fuels. These gases contribute to the so-called ‘greenhouse’ effect and global
warming. Another main area of industrial pollution of the atmosphere is the
release of ozone-damaging chemicals like chlorofluoro-carbons and
polychlorobiphenols. These are used in refrigeration, some manufacturing
processes and in fire extinguishers. Another source of damage to the
environment is car and plane engines because they release the so-called
‘greenhouse’ gases such as C0 2 .

Example 2
... climatic changes in the Northern hemisphere may have been the
result of three types of effect on the environment : first, volcanic activity,
second industrial pollution, and thirdly transport. Let’s look at these in more
detail. First, volcanic eruptions. The 1991 eruption may have contributed to
ozone damage causing the unusually high world temperatures in 1992. The
second key area is industrial contamination. Industry puts important
quantities of noxious gases and chemicals into the atmosphere. There are
four important gases released by burning fossil fuels. These are CO 2 , S0 2 ,
CO and NO 2 . They contribute to the so-called ‘greenhouse’ effect and global
warming. The second main area of industrial pollution of the atmosphere is
the release of ozone- damaging chemicals like chlorofluoro-carbons and
polychlorobiphenols. These are used in refrigeration, some manufacturing
processes and in fire extinguishers. Finally, the third source of damage to
the environment is transport. Car and plane engines are a problem because
they release the so-called ‘greenhouse’ gases such as C02.

TAPE SCRIPT track 2 –CD2 , page 79- Text book

SPEAKER :

Good morning, everyone. I’m going to give a brief summary of the transition
from export marketing to global marketing. Basically, there are three phases
in this transition. These are first export marketing, secondly international
marketing and third, global marketing. Let’s describe the first phase, which is
export marketing.
Export marketing has four main characteristics. First, with export
marketing there is home-based production and home-based management.
Secondly, there is direct selling to the export markets. Next, it’s common to
use agents and distributors. Finally, it’s possible that there are sales centres
in overseas markets. Overall, the investment costs are low with export
marketing because almost everything, especially production and management,
is still centred on the home base.
Now let’s look at the second phase, international marketing. Here I
also identify four main characteristics. The first is that production has
expanded to overseas markets. This is very important. Next, there is local
management. This means you have local cost centres - individually
responsible for making a profit. Finally, there is much more local
employment of staff, and management. Altogether, this means there is more
investment, so investment with international marketing is high.
Now we come to the third phase, which is global marketing. So, global
marketing ...Well, at least five main characteristics of the global marketing
company. Most important is that the brand name - or brand names — are
international, like Kodak or Coca-Cola. Secondly, the brand names- and the
business - is established in all major world markets. This means - and this is
the third point - that the business has a ‘global identity’. Next, the business
has cost centres in all major markets. The fifth and final point, 1 think, is
that the production is often complex, with parts made and transported all over
the world between various centres. An example here is a laptop, where
perhaps the chips, the circuit board, the case, the screen, the packaging, the
documentation, are all made in different locations around the world. Maybe
Taiwan, Hong Kong, Singapore, Japan, Brazil and Italy. The result is that the
global marketing phase involves very high levels of investment.
That I think - I hope - is a good summary of the stages between export
marketing and global marketing. Does anyone have any questions or need
clarification any point?

4. Linking ideas
TAPE SCRIPT track 3- CD2- Page 80 Text book
SPEAKER : Different countries’ energy production is primarily based on their
natural resources and their progress in exploiting them.
Now I’d like to talk briefly about Latin America, and three countries in
particular, beginning with Venezuela, which for many years has had a strong
oil industry. For years the economy has been dependent on oil, and although
there are other significant resources in Venezuela, especially water, the
emphasis has always been on fossil fuels.
Let’s look now at Argentina, which is quite a lot different to Venezuela in
that it hasn’t enjoyed such a long history of success with oil for the simple
reason that they have a great deal less of it. On the other hand, they have
developed better use of hydro-electric power, so the use of energy in
Argentina has been spread around among many sources - but fossil fuels are
once again the most important.
That’s all 1 want to say about Argentina. Now let’s talk about Peru. For many
reasons, principally economic, Peru is a typical of the Andean countries in
that there is far less development of actual resources than such a rich
geographical land mass- and a long coast- might lead us to suppose. The
Amazon basin is a rich source of very many types of possible energy source.
The most important one here is oil, but the problem is, that exploitation of
the oil sources conflicts with conservation and ecological responsibilities.
And this is a political and economic problem. Now, so much for Peru, I now
want to say something about other opportunities in Latin America.

5. Sequencing track 4- CD 2 page 82-Text book

TAPE SCRIPT
SPEAKER : Well, now I’d like to outline the main stages in the project. First
of all we’ll commission research to find out the best location for the plant.
Next we’ll go through the necessary purchasing procedure. When that's
completed we’ll begin technical consultation within the company to
determine the exact requirements in the design. The next step will be to put
out a call for tenders to firms of architects. Then we’ll select the appropriate
proposal. Having chosen a design, there’ll be a period of intense consultation
with the architects over the details. The next stage is to put out tenders for
the construction of the plant. My guess is that it will take between twelve and
eighteen months to reach that point and building won’t commence for a
further year after that.

TAPE SCRIPT track 5 –CD2 page 82

SPEAKER : There are six stages in the classical life of a product. These may be
extended over any time-scale, maybe a few months for a fashion item or
several years for a car or some other consumer durable. First, you have the
development of the product, then following the development, there is the
launch, it is launched in the introduction stage and then, the next step is the
product gains acceptance and sells, this is the growth stage. And then the
fourth stage of maturity comes next. During this stage, sales peak, reaching
the saturation point. Having reached a peak, then decline sets in. Eventually
the product is replaced.

Unit 9 The end is near… this is the end

2. Summarizing and practicing
TAPE SCRIPT track 6-CD2 - page 87
SPEAKER: So, that brings me to almost the end of my talk. I'd like to end with a short
restatement of the main point. The key issue, the key understanding is that it is
... in valuing a company's assets, perhaps the key thing these days is the value of brand
names. Most acquisitions are in effect attempts to take over brand names. Traditional
valuation, based on tangible assets, is no longer sufficient.
So, what are the lessons that we can learn from this? I think most importantly, we have to
build up the power of our brand names. We have to establish greater brand identity. This
requires a radical approach to marketing, making our brand name the focus of all our efforts.
This policy will best boost the company's assets.
Thank you everyone for listening.
Practice 1 track 7-CD2 –page 88
SPEAKER: That concludes the main part of my talk. Now I'd like to summarise the main
points. In the past year, three incidents have shown communication problems. In the past
five years, 35% of all incidents contained some degree of communication problem. And
finally, we have seen that existing communication procedures are not considered
satisfactory.
Now, turning to my conclusion, I want to make two key recommendations. Number one,
training must place more emphasis on communication procedures. Number two; there
should be a programme of regular revision of these communication procedures. And that,
ladies and gentlemen, completes my talk.

3. Questions and discussion

1
TAPE SCRIPT track 8-CD2 – page 89
Example 1
So, I've described how the system works. Now, any questions?
Example 2
I think that covers the main points I wanted to tell you about ... thank you for letting me talk
about the Storo System. So ... now ... I'd like to invite you to tell me about the needs that
you have ... to suggest any specific qualities you need in a warehousing system ... and at the
same time, if there is anything you are not clear about, please ask ... if anything needs
clarification.

3
TAPE SCRIPT track 9- CD2 – page 89
Example 1
A: So, you can see this is just the kind of insurance you need. Anything you need, we think
this policy can do it. Any questions? ... So, no questions? Right, thanks for listening.
Example 2
B: That's it then. A totally integrated networked system ... the best. Now if you've any
questions ... I'll be pleased to try to answer them.
C: Yes, I'd like to know ... Is the programming of the computer especially complicated? Can
the user make changes easily?
Example 3
D: Now, having told you about the qualities of the machine, I'd like to hear more about how
you think a packaging system needs to work to meet your specific situation. Perhaps you
could comment on special needs you will have, specially important requirements for
effective packing, labelling, special needs ...that sort of thing ...
E: Well, I think the sort of thing we need most ...our most important thing here is flexibility.
Our packaging changes a lot ...
5
TAPE SCRIPT track 10 - CD2 – page 90
INTERVI EWER: So, tell me what you think is the best way to handle questions after a
presentation.
PENNY: It's very important to listen very carefully. That's the first thing. Listen. It can be
useful to repeat or paraphrase the question; you can check it that way, so you repeat the
point the questioner makes. That can help you, it gives you time to think. You must always
give
yourself time. Also, always ask for clarification if necessary.
INTERVIEWER: What about the answer you give?
PENNY: Well, tell the truth - most of the time!

6
TAPE SCRIPT track 11 - CD2 - page 90
Extract 1
I didn't get that - or if I did - I can't agree. You're not serious are you? Look, I've been
studying this problem for years and I know what I'm talking about.
Extract 2
... And that I think is the real reason for the success of this type of development. Now, if
anyone would like to ask a question, I'll be pleased to answer ... yes ... the gentleman here.
Extract 3
Yes ... right, I got your question, but I can't answer it. I've no idea. You'd better ask someone
else.
Extract 4
Yes, I think I follow you. Are you saying that there used to be more government support,
but now
this is more difficult? Yes ... that's true, but there's something else to say about government
grants ... these are often not widely publicized, not everyone knows what is available ...
there may be
tax advantages ...