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1
ESEN
English course book for 2nd
year students
Second semester
Teacher: Dr. Zeineb Ayachi
2
Layout
Chapter 1
Households in the digital economy
Smart energy
Individualization of products and services
Lesson 1:
Warm up
Reading comprehension: Smart energy
Grammar: Phrasal verbs
Lesson 2:
Vocabulary : Cashless
Role Play: debating
Writing : Writing a business proposal
Chapter 2
Entrepreneurship
Lesson 3
Warm up
Reading comprehension : Au Revoir, Entrepreneurs
Grammar : Expressing alternatives
Lesson 4
Vocabulary : Collocations
Role play: civil servant or entrepreneur?
Writing : Failure: is it educative or dangerous?
Chapter 3
Digital economy’s ecosystem – I:
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infrastructure,
IT skills and growing digital population,
online platforms.
Lesson 5
Warm up
Reading comprehension: economic transformation of India
Grammar: Double comparative:The…the… with comparative adjectives
Lesson 6
Vocabulary: work-related vocabulary
Role play: a digital service advisor
Writing: Writing a FAQ page
Chapter 4
Digital economy’s ecosystem – II:
Cloud computing,
Data protection and cybersecurity
Lesson 7
Warm up
Reading comprehension: Cloud computing
Grammar: Relative clauses
Lesson 8
Vocabulary: cause and effect
Role play: Data security issues
Writing: personal data security breach report form
Chapter 5
Digital economy’s social impact
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The digital divide.
Digital inclusion
Lesson 9
Warm up
Reading comprehension : Bridging the digital divide
Grammar: Subject/verb agreement
Lesson 10
Vocabulary:
compound words
Problem solution
Role play: Benefits of technology at schools
Writing:
Editing
Writing an e-mail
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Chapter 1
Households in the digital economy
Smart energy
Individualization of products and services
Lesson 1
Warm up
1. Discuss the following quotation:
The most empowering tool
I think it's fair to say that personal computers have become the most
empowering tool we've ever created. They're tools of communication, they're
tools of creativity, and they can be shaped by their user.
Bill Gates
2. What impact does digital economy have on households?
Watch the video and take notes for discussion.
https://www.youtube.com/watch?v=KZVx830mPTI
Reading comprehension
SMART ENERGY
The next few decades will see great changes in the way energy is supplied
and used. In some major oil producing nations, 'peak oil' has already been
reached, and there are increasing fears of global warming. Consequently,
many countries are focusing on the switch to a low carbon economy. This
transition will lead to major changes in the supply and use of electricity. [A]
Firstly, there will be an increase in overall demand, as consumers switch
from oil and gas to electricity to power their homes and vehicles. [B]
Secondly, there will be an increase in power generation, not only in terms of
how much is generated, but also how it is generated, as there is growing
electricity generation from renewable sources. [C] To meet these challenges,
countries are investing in Smart Grid technology. [D] This system aims to
provide the electricity industry with a better understanding of power
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generation and demand, and to use this information to create a more efficient
power network. Smart Grid technology basically involves the application of a
computer system to the electricity network. The computer system can be used
to collect information about supply and demand and improve engineer's
ability to manage the system. With better information about electricity
demand, the network will be able to increase the amount of electricity
delivered per unit generated, leading to potential reductions in fuel needs and
carbon emissions. Moreover, the computer system will assist in reducing
operational and maintenance costs. Smart Grid technology offers benefits to
the consumer too. They will be able to collect real-time information on their
energy use for each appliance. Varying tariffs throughout the day will give
customers the incentive to use appliances at times when supply greatly
exceeds demand, leading to great reductions in bills. For example, they may
use their washing machines at night. Smart meters can also be connected to
the internet or telephone system, allowing customers to switch appliances on
or off remotely. Furthermore, if houses are fitted with the apparatus to
generate their own power, appliances can be set to run directly from the on-
site power source, and any excess can be sold to the grid. With these changes
comes a range of challenges. The first involves managing the supply and
demand. Sources of renewable energy, such as wind, wave and solar, are
notoriously unpredictable, and nuclear power, which is also set to increase as
nations switch to alternative energy sources, is inflexible. With oil and gas, it
is relatively simple to increase the supply of energy to match the increasing
demand during peak times of the day or year. With alternative sources, this is
far more difficult, and may lead to blackouts or system collapse. Potential
solutions include investigating new and efficient ways to store energy and
encouraging consumers to use electricity at off-peak times. A second
problem is the fact that many renewable power generation sources are
located in remote areas, such as windy uplands and coastal regions, where
there is currently a lack of electrical infrastructure. New infrastructures
therefore must be built. Thankfully, with improved smart technology, this
can be done more efficiently by reducing the reinforcement or construction
costs. Although Smart Technology is still in its infancy, pilot schemes to
promote and test it are already underway. Consumers are currently testing the
new smart meters which can be used in their homes to manage electricity use.
There are also a number of demonstrations being planned to show how the
smart technology could practically work, and trials are in place to test the
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new electrical infrastructure. It is likely that technology will be added in
'layers', starting with 'quick win' methods which will provide initial carbon
savings, to be followed by more advanced systems at a later date. Cities are
prime candidates for investment into smart energy, due to the high population
density and high energy use. It is here where Smart Technology is likely to
be promoted first, utilising a range of sustainable power sources, transport
solutions and an infrastructure for charging electrically powered vehicles.
The infrastructure is already changing fast. By the year 2050, changes in the
energy supply will have transformed our homes, our roads and our
behaviour.
1. According to paragraph 1, what has happened in some oil producing
countries?
A They are unwilling to sell their oil any more.
B They are not producing as much oil as they used to.
C The supply of oil is unpredictable. D Global warming is more sever here
than in other countries.
2. Where in Paragraph 1 can the following sentence be placed?
There is also likely more electricity generation centres, as households and
communities take up the opportunity to install photovoltaic cells and small
scale wind turbines.
A In [A]
B In [B]
C In [C]
D In [D]
3. Which of the following is NOT a benefit of Smart Grid technology to
consumers?
A It can reduce their electricity bills.
B It can tell them how much energy each appliance is using.
C It can allow them to turn appliances on and off when they are not at home.
D It can reduce the amount of energy needed to power appliances.
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4. According to paragraph 4, what is the problem with using renewable
sources of power?
A They do not provide much energy.
B They often cause system failure and blackouts.
C They do not supply a continuous flow of energy.
D They can't be used at off-peak times.
5. In paragraph 5, what can be inferred about cities in the future?
A More people will be living in cities in the future than nowadays.
B People in cities will be using cars and buses powered by electricity.
C All buildings will generate their own electricity.
D Smart Grid technology will only be available in cities.
6. The word 'remote' in paragraph 5 could be best replace by:
A isolated
B crowded
C attractive
D alone
7. The word 'underway' in paragraph 6 is closest in meaning to:
A permanent
B complete
C beneficial
D in progress
8. What is the main idea of the final paragraph? (paragraph 6)
A To describe who will benefit from Smart Grid technology first.
B To outline the advantages of Smart Grid technology.
C To summarize the main ideas in the previous paragraphs.
D To describe how, where and when Smart Technology will be introduced.
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9. In paragraph 6, what can be inferred about the introduction of Smart Grid
Technology?
A The technologies which produce most benefits will be introduced first.
B The cheapest technologies will be introduced first.
C The technologies which are most difficult to put into place will be
introduced first.
D Technologically advanced systems will be introduced first.
10. Which of the aspects below is NOT answered in the passage?
A The ways Smart Grid technology will affect the way consumers use
energy.
B The problems which will have to be overcome in switching to Smart Grid
Technology.
C How consumers are likely to respond to Smart Grid technology.
D The reasons why Smart Grid technology will be needed in the future.
11.Based on the information on ‘How to write a summary’, write a summary for
the text.
How to Write a Summary
A "stand-alone" summary is a summary produced to show a teacher that you
have read and understood something. It is common in many 100 and 200 level
classes to get assignments that ask you to read a certain number of articles and
summarize them. This is also a very common type of writing assignment in
graduate school.
How to produce a summary:
1.Read the article to be summarized and be sure you understand it.
2.Outline the article. Note the major points.
3.Write a first draft of the summary without looking at the article.
4.Always use paraphrase when writing a summary. If you do copy a phrase from
the original be sure it is a very important phrase that is necessary and cannot be
paraphrased. In this case put "quotation marks" around the phrase.
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5.Target your first draft for approximately 1/4 the length of the original.
The features of a summary:
1.Start your summary with a clear identification of the type of work, title,
author, and main point in the present tense.
Example: In the feature article "Four Kinds of Reading," the author, Donald
Hall, explains his opinion about different types of reading.
2.Check with your outline and your original to make sure you have covered the
important points.
3.Never put any of your own ideas, opinions, or interpretations into the
summary. This means you have to be very careful of your word choice.
4. Write using "summarizing language." Periodically remind your reader that
this is a summary by using phrases such as the article claims, the author suggests, etc.
4.Write a complete bibliographic citation at the beginning of your summary. A
complete bibliographic citation includes as a minimum, the title of the work, the
author, the source.
Write a summary of the text :
……………………………………………………………………………………
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……………………………………………………………………………………
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…………………………………………………………………………………….
Grammar focus: Phrasal verbs
Phrasal verbs are phrases that indicate actions. They are generally used in
spoken English and informal texts. Examples of such verbs include: turn down, come across and run into.
Phrasal verbs consist of a verb and a preposition or an adverb:
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Verb Preposition/adverb
get up
go through
write down
take after
Sometimes phrasal verbs consist of three elements:
Verb Preposition / adverb 1 Preposition / adverb 2
look forward to
put up with
sit in for
When added to the verb the preposition or adverb may change completely the
meaning of the verb. Here are some examples:
Phrasal
verb Meaning Example
look for search/seek He is looking for his keys
look up to have a great deal of respect for a
person
His father is his model. He is
the person he looks up to.
look
forward to
await eagerly/anticipate with
pleasure
She is looking forward to
visiting Paris.
look up to try to find a piece of information
by looking in a book or on a
computer:
She didn't understand the
word. So she looked it up in
her dictionary
Choose the correct phrasal verb: go on / pick up / come back / come up with
/ go back / find out / come out / go out / point out / grow up / set up / turn
out / get out / come in(to) / take on.
1. Can you ________________________________________ (think of an
idea) a better idea?
2. She ________________________________________ (showed /
mentioned) that the shops would already be closed.
3. I wish I hadn’t ________________________________________ (become
responsible for) so much work!
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4. I ________________________________________ (went to an event) for
dinner with my husband last night.
5. He ________________________________________ (entered a place
where the speaker is) the kitchen and made some tea.
6. Where did you ________________________________________ (become
an adult)?
7. I’d love to ________________________________________ (arrange /
create) my own business.
8. I really want to ________________________________________ (leave a
building) of this office and go for a walk.
9. As I arrived, he ________________________________________
(appeared from a place) of the door.
10. She ________________________________________ (got something
from a place) some dinner on the way home.
11. Could you ________________________________________ (get
information) what time we need to arrive?
12. I thought the conference was going to be boring but it
________________________________________ (in the end we discovered)
to be quite useful.
13. What time did you ________________________________________
(return to a place where the speaker is) yesterday?
14. She ________________________________________ (appeared from a
place) of the café and put on her gloves.
15. A performance ________________________________________ (is
happening) at the moment.
16. He ________________________________________ (left a car) of the
car.
17. He ________________________________________ (went to an event) a
lot at the weekend, so he’s tired today.
18. Can we ________________________________________ (arrange /
create) a meeting next week?
19. Would anybody like to ________________________________________
(become responsible for) this new client?
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20. He ________________________________________ (returned to a place
where the speaker is) before I left.
21. It’s lovely watching my children
________________________________________ (become adults).
22. She ________________________________________ (returned to a
place where the speaker is not) to school.
23. He ________________________________________ (showed / mention)
the stars to the children.
24. He ________________________________________ (returned to a place
where the speaker is not) to Poland last year.
25. He ____________ (thought of an idea) a solution.
26. Please ________________________________________ (enter a place
where the speaker is)!
27. At the end of the film, it
________________________________________ (in the end we discovered)
that John was a good guy.
28. Could you ________________________________________ (get
someone from a place) Lucy later?
29. We need to ________________________________________ (get
information) how much it costs.
30. What ______________ (’s happening)?
Lesson 2
Vocabulary
PAYMENTS: What are the pros and cons of these? Complete the table with
your partner(s). Change partners and share what you wrote. Change and share
again.
Pros Cons
Cash
Credit card
Prepaid cards
Cheques
Online
Bartering
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LESS: Which of these things would you (not) like to see? Rank them and share
with your partner. Put the best at the top. Change partners and share your
rankings again.
cashless society
wireless society
crimeless society
clueless society
debtless society
fearless society
mindless society
flawless society
Pair work:
Role play: Your partner and you don’t agree on the priority that should be
given to the implementation of digital services in different sectors. Role play
the conversation.
Useful debate vocabulary
“I’m listening to the other side” Disagreeing
I see your point, but I think…
Yes, I understand, but my opinion is
that…
That’s all very interesting, but the
problem is that…
I’m afraid I can’t quite agree with
your point.
I think I’ve got your point, now let
me respond to it.
We can see what you’re saying.
Here’s my reply…
Excuse me, but that’s not quite correct.
Sorry, I just have to disagree with your
point.
Let me just respond to that, please.
I’d like to take issue with what you just
said.
We said that… but the other side has not
replied to our point.
I’d like to focus on two points that the
other side has failed to address.
There are two issues our opponents have
failed to dispute, namely…
We pointed out that…
Our opponents have claimed that…
We have data showing that…
Let’s take a case in point…
The example of… clearly shows/proves
that…
Writing: A business proposal
In a business proposal, a company tries to win a contract from a client by
showing that it understands the problems the client faces, that it can offer
15
solutions to those problems, and that it has the experience and market
knowledge to be trusted.
A business proposal contains the following elements:
a The problem statement In this section, the proposal shows an understanding of
the problems the client faces.
b The proposed solution In this section, the proposal offers expert solutions to
all the problems.
c The promise of reliability In this section, the proposal makes a statement of
your company’s credentials, experience, knowledge, reliability and costs.
You work for High Street Solutions.
Read the information about both
companies then write a business
proposal for your client, Lemon
Bookshops.
High street solutions
Twenty years’ experience of helping
re-invent local shops
Experts with local knowledge
Proven track record in promoting local
businesses
Customer individualized service
Lemon Bookshop
Traditional family-run shop selling
fiction and non-fiction books
Need to diversify to reflect changing
trends in the book-buying industry
Need to add coffee shop and
comfortable seating area
Need to have website where customers
can browse and order books
Need to organise local events (book
clubs; book signings by local authors;
book readings for children) to entice
customers
Need to inform customers about events
…………………………………………………………………………………
…………………………………………………………………………………
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…………………………………………………………………………………
…………………………………………………………………………………
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Chapter 2
Entrepreuneurship
Lesson 3
Warm up
1. Discuss the following quotation:
“Be the change you want to see in the world”
Mahatma Ghandi
2. What does entrepreneurship mean to you?
Watch the video below about a day in the life of a young entrepreneur and
list the daily activities mentioned in the video.
https://www.youtube.com/watch?v=qqV8kmEcY2M
Reading comprehension
Au Revoir, Entrepreneurs
International New York Times, 22/03/2014
§1 Guillaume Santacruz, an aspiring French entrepreneur, brushed the rain from
his black sweater and skinny jeans and headed down to a cavernous basement
inside Campus London, a seven-story hive run by Google in the city’s East
End. It was late on a September morning, and the space was crowded with
people hunched over laptops at wooden cafe tables or sprawled on low blue
couches, working on plans to create the next Facebook or LinkedIn. A year
earlier, Mr. Santacruz, who has two degrees in finance, was living in Paris near
the Place de la Madeleine, working in a boutique finance firm. He had taken that
job after his attempt to start a business in Marseille foundered under a pile of
government regulations and a seemingly endless parade of taxes. The episode
left him wary of starting any new projects in France. Yet he still hungered to be
his own boss. He decided that he would try again. Just not in his own country.
London is a favorite destination for tech entrepreneurs, but other cities
have attracted the French as well. Need we say more? The technology hub is
now home to 50,000 French nationals and companies like Facebook.
§2 From 80 to 90% of all start-ups fail, “but that’s O.K.,” said Eze Vidra, the
head of Google for Entrepreneurs Europe and of Campus London, a free work
space in the city’s booming technology hub. In Britain and the United States,
“it’s not considered bad if you have failed,” Mr. Vidra said. “You learn from
17
failure in order to maximize success.” That is the kind of thinking that drew
Mr. Santacruz to London. “Things are different in France,” he said. “There is a
fear of failure. If you fail, it’s like the ultimate shame. In London, there’s this
can-do attitude, and a sense that anything’s possible. If you make an error, you
can get up again.”
§3 France has been losing talented citizens to other countries for decades, but
the current exodus of entrepreneurs and young people is happening at a moment
when France can ill afford it. The nation has had low-to-stagnant economic
growth for the last five years and a generally climbing unemployment rate —
now about 11% — and analysts warn that it risks sliding into economic
sclerosis. Some wealthy businesspeople have also been packing their bags.
While entrepreneurs fret about the difficulties of getting a business off the
ground, those who have succeeded in doing so say that society stigmatizes
financial success.
§4 Today, around 1.6 million of France’s 63 million citizens live outside the
country. That is not a huge share, but it is up 60% from 2000, according to the
Ministry of Foreign Affairs. Thousands are heading to Hong Kong, Mexico
City, New York, Shanghai and other cities. About 50,000 French nationals
live in Silicon Valley alone. But for the most part, they have fled across the
English Channel, just a two-hour Eurostar ride from Paris. Around 350,000
French nationals are now rooted in Britain, about the same population as Nice,
France’s fifth-largest city. So many French citizens are in London that locals
have taken to calling it “Paris on the Thames.”
§5 French officials have sought to play down such stories. Their takeaway is that
migration — which has grown 4% a year since 2000 — is hardly new, so the
outflow is nothing to lose sleep over. Bernard Emié, France’s ambassador to
Britain, even argued that it was something to celebrate. “The French are
expatriating themselves more and more, but this is encouraging,” Mr. Emié told
me. “They get experience, create wealth, and then they will bring that back to
France.” Mr. Hollande’s government is now trying to re-brand itself as business-
friendly, especially for start-ups. Ms. Pellerin recently cut the ribbon on a large-
scale technology incubator in Paris. She unveiled initiatives to free up venture
capital and encourage digital entrepreneurship, including a “second chance”
program intended to remove the cultural stigma attached to failure. Defeat is
seen as so ignominious that France’s central bank alerts lenders to entrepreneurs
who have filed for bankruptcy, effectively preventing them from obtaining
money for new projects — a practice that Ms. Pellerin would halt. A pledge that
Mr. Hollande made in January included a “responsibility pact” — a promise to
relieve businesses of some of the burden to finance France’s welfare state.
§6 Back in France, Mr. Santacruz’s parents were still trying to grasp their son’s
decision. Having spent her career at the state telecom company, his mother, like
many others in her generation, assumed that her children’s main aspiration
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would also be lifelong job security. “It’s 35 hours a week, good vacation, a
pension and protections,” she told me. “O.K., it’s not very interesting, and I
don’t get paid much. But it’s stable. I thought that’s a dream that our young
people would want, too.” The elder Mr. Santacruz had grown up poor, but
eventually got a job as a government customs official. “France gave me an
opportunity to make a life,” he said. “The French Republic trained me, and it
also trained Guillaume. When I hear young people disparage the country as they
leave, I don’t like that. The children of France should not forget that the
state has given them a lot.”
I. Comprehension questions 1. Do some research on Campus London (line 2) and use the information to
clarify what is described at the beginning of §1.
2. According to the journalist and the people interviewed, why is London the
favorite destination of young entrepreneurs?
3. According to the journalist and the people interviewed, why is France
threatened by economic sclerosis?
4. What can be said to defend the French system and the role of the French State
in society? (Use the second part of the article and personal ideas for this
question).
II. Discussion & further use of conditional forms: If you were given an opportunity to go and work on Campus London for one
year and start your own company there, would you go or would you prefer to
stay in your home country and spend a year in HEC business school? Explain
your preference.
III. Summarize the text
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GRAMMAR FOCUS: Expressing alternatives. Complete with both / either… (or) / neither… (nor) / none / all / each / some...
others, using each only once.
_________________ type of firms has advantages and drawbacks but
___________ may be preferable if you are planning to expand and grow,
whereas ______________ are more suitable to small business operations. For
19
Small and Medium Enterprises (SMEs), you can _____________ opt for sole
proprietorship _________ choose to start a partnership. But bear in mind that
__________________ of these two options will allow you to open your capital
to shareholders.
______________ public limited companies and private companies belong to the
same category of firms. The most significant advantage is that
_______________ of them limit your liability if the company goes bankrupt
and creditors want their money back.
Using either/or ; both/and ; whether/or; not only/but also; neither/nor, make
five sentences about the qualities in the box below and give your views about
what it takes to be a successful entrepreneur today:
risk-
taking
well-
organized
self-belief endurance workaholic strong
work
ethics
need for
autonomy
will to
succeed
business
acumen
market
awareness
need for
power
creative &
innovative
cool-
headed
Flexible
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Lesson 4
Vocabulary: Collocations
There are several different types of collocation. Collocations can be adjective +
adverb, noun + noun, verb + noun and so on. Below you can see seven main
types of collocation in sample sentences.
1. adverb + adjective
Invading that country was an utterly stupid thing to do.
We entered a richly decorated room.
Are you fully aware of the implications of your action?
2. adjective + noun
20
The doctor ordered him to take regular exercise.
The Titanic sank on its maiden voyage.
He was writhing on the ground in excruciating pain.
3. noun + noun
Let's give Mr Jones a round of applause.
The ceasefire agreement came into effect at 11am.
I'd like to buy two bars of soap please.
4. noun + verb
The lion started to roar when it heard the dog barking.
Snow was falling as our plane took off.
The bomb went off when he started the car engine.
5. verb + noun
The prisoner was hanged for committing murder.
I always try to do my homework in the morning, after making my bed.
He has been asked to give a presentation about his work.
6. verb + expression with preposition
We had to return home because we had run out of money.
At first her eyes filled with horror, and then she burst into tears.
Their behaviour was enough to drive anybody to crime.
7. verb + adverb
She placed her keys gently on the table and sat down
Mary whispered softly in John's ear.
I vaguely remember that it was growing dark when we left.
Exercises:
1. Read the text and decide which answer (A, B, C or D) best completes
each collocation or fixed phrase
Have you ever stopped to ask yourself why it is that we work? Is it the
(1) ...A.... of a job well done, or the sense of (2) behind the (3) of
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an important deal? Is it the human (4) with other people perhaps? Or is
it that work is power and a sense of status? This is the view of those who have
either (5) these elusive goals, or feel aggrieved that nobody has yet
recognised their leadership (6)
1) A satisfaction
2) A feat
3) A fastening
4) A communication
5) A attained
6) A attributes
B pride
B success
B sealing
B relation
B completed
B features
C reward
C achievement
C verifying
C association
C gained
C values
D gratification
D victory
D clinching
D interaction
D won
D qualities
2. Complete the fixed phrases in each space by choosing a word from
the box which collocates with the words in bold.
credit market redundant value charge fortune investment booming retirement
bankrupt
Have your shares just fallen in (1) ............value and you don't know what to do?
Or have you come into a (2) ………..and don't know how to invest it? Well,
whether you've been made (3)……… or qualified for early(4)……….. , whether
your business is (5) …………or you've just been declared (6)……… , we are
the bank for you, the caring bank. We've got the account for you and can advise
you accordingly. Come over to us and you will be making a wise (7)
…………We offer some of the most competitive loans and mortgages on the
(8)…………. Provided you maintain your account in (9)…………… , and at a
minimum level of £500, we will offer you financial advice completely free of
(10)……………. , whenever you request it. Can't be bad, can it?
Role play:
Student A:you want to invest in a business and you want to encourage your
friend to join you.
Student B: You want to work in the civil service as there is no risk to be taken
there
Discuss your ideas.
Writing
Failure: is it educative or dangerous?
A 2009 study found that entrepreneurs who had failed in the past were not much
more likely to succeed in new ventures than first-time entrepreneurs were—
some 80% of those who had failed before failed again. A later study of more
than eight thousand German ventures came to an even more pessimistic
conclusion: founders who had previously failed were more likely to fail than
novices.
22
The New Yorker, May 19, 2014 James Surowiecki
Brainstorming: What can you learn from failing an exam, a sports competition or as an
entrepreneur? Find notable examples of people who have failed in business and
discuss them.
…………………………………………………………………………………………
…………………………………………………………………………………………
List the consequences of going bankrupt both for an entrepreneur and for his
business, employees, creditors etc.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….
What start up would you like to launch in the future? How can you do this?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
23
Chapter 3
Digital economy’s ecosystem – I:
infrastructure,
IT skills and growing digital population,
online platforms.
Lesson 5
Warm up
1. Discuss the following quotation:
Interwoven
Information technology and business are becoming inextricably interwoven. I
don't think anybody can talk meaningfully about one without the talking about
the other.
Bill Gates
2. What does digital economy ecosystem mean?
Watch the video below and discuss this with your background knowledge:
https://www.youtube.com/watch?v=jjvb_JcCYrg
Reading comprehension
The economic transformation of India is one of the great business stories of our
time. As stifling government regulations have been lifted, entrepreneurship has
flourished, and the country has become a high-powered centre for information
technology and pharmaceuticals. Indian companies like Infosys and Wipro are
powerful global players, while Western firms like G.E. and I.B.M. now have
major research facilities in India employing thousands. India’s seemingly
endless flow of young, motivated engineers, scientists, and managers offering
developed-world skills at developing-world wages is held to be putting
American jobs at risk, and the country is frequently heralded as “the next
economic superpower.”
But India has run into a surprising hitch on its way to superpower status: its
inexhaustible supply of workers is becoming exhausted. Although India has one
of the youngest workforces on the planet, the head of Infosys said recently that
24
there was an “acute shortage of skilled manpower,” and a study by Hewitt
Associates projects that this year salaries for skilled workers will rise fourteen
and a half per cent, a sure sign that demand for skilled labor is outstripping
supply.
How is this possible in a country that every year produces two and a half million
college graduates and four hundred thousand engineers? Start with the fact that
just ten per cent of Indians get any kind of post-secondary education, compared
with some fifty per cent who do in the U.S. Moreover, of that ten per cent, the
vast majority go to one of India’s seventeen thousand colleges, many of which
are closer to community colleges than to four-year institutions. India does have
more than three hundred universities, but a recent survey by the London Times
Higher Education Supplement put only two of them among the top hundred in
the world. Many Indian graduates, therefore, enter the workforce with a low
level of skills. A current study led by Vivek Wadhwa, of Duke University, has
found that if you define “engineer” by U.S. standards, India produces just a
hundred and seventy thousand engineers a year, not four hundred thousand.
Infosys says that, of 1.3 million applicants for jobs last year, it found only two
per cent acceptable.
There was a time when many economists believed that post-secondary education
didn’t have much impact on economic growth. The really important educational
gains, they thought, came from giving rudimentary skills to large numbers of
people (which India still needs to do—at least thirty per cent of the population is
illiterate). They believed that, in economic terms, society got a very low rate of
return on its investment in higher education. But lately that assumption has been
overturned, and the social rate of return on investment in university education in
India has been calculated at an impressive nine or ten per cent. In other words,
every dollar India puts into higher education creates value for the economy as a
whole. Yet India spends roughly three and a half per cent of its G.D.P. on
education, significantly below the percentage spent by the U.S., even though
India’s population is much younger, and spending on education should be
proportionately higher.
The irony of the current situation is that India was once considered to be
overeducated. In the seventies, as its economy languished, it seemed to be a
country with too many engineers and Ph.D.s working as clerks in government
offices. Once the Indian business climate loosened up, though, that meant
companies could tap a backlog of hundreds of thousands of eager, skilled
workers at their disposal. Unfortunately, the educational system did not adjust to
the new realities. Between 1985 and 1997, the number of teachers in India
actually fell, while the percentage of students enrolled in high school or college
rose more slowly than it did in the rest of the world. Even as the need for skilled
25
workers was increasing, India was devoting relatively fewer resources to
producing them.
Since the Second World War, the countries that have made successful leaps
from developing to developed status have all poured money, public and private,
into education. South Korea now spends a higher percentage of its national
income on education than nearly any other country in the world. Taiwan had a
system of universal primary education before its phase of hypergrowth began.
And, more recently, Ireland’s economic boom was spurred, in part, by an
opening up and expansion of primary and secondary schools and increased
funding for universities. Education will be all the more important for India’s
well-being; the earlier generation of so-called Asian Tigers depended heavily on
manufacturing, but India’s focus on services and technology will require a more
skilled and educated workforce.
India has taken tentative steps to remedy its skills famine—the current
government has made noises about doubling spending on education, and a host
of new colleges and universities have sprung up since the mid-nineties. But
India’s impressive economic performance has made the problem seem less
urgent than it actually is, and allowed the government to defer difficult choices.
(In a country where more than three hundred million people live on a dollar a
day, producing college graduates can seem like a low priority.) Ultimately, the
Indian government has to pull off a very tough trick, making serious changes at
a time when things seem to be going very well. It needs, in other words, a clear
sense of everything that can still go wrong. The paradox of the Indian economy
today is that the more certain its glowing future seems to be, the less likely that
future becomes
Questions:
1. Which of these could you infer according to the passage? a. Wages in the Developing countries are less as compared to wages in the
developed countries.
b. Wages in the Developing countries are more as compared to wages in the
developed countries.
c. Wages in the Developing countries are same as wages in the developed
countries.
d. None of these.
2. What does “American jobs” in the last line of the first paragraph of
the passage imply? a. Jobs provided by American companies.
b. Jobs held (or to be held) by American people.
c. Jobs open to only American citizens.
d. Jobs provided by the American government.
26
3. According to the passage, why India does not have enough skilled
labour? a. The total amount of the young population is low.
b. The total number of colleges are insufficient.
c. Students do not want to study.
d. Maximum universities and colleges do not match global standards.
4. What can you infer as the meaning of ‘stifling‘ from the passage?
a. Democratic.
b. Liberal.
c. Impeding.
d. Undemocratic.
5. What is an appropriate title to the passage? a. Growing Indian Economy.
b. Higher education in India.
c. India’s Skill Shortage.
d. Entrepreneurship in India.
6. In the third sentence of the third paragraph of the passage, the
phrase “closer to community colleges ” is used. What does it imply? a. Near to community colleges.
b. Like community colleges.
c. Close association with community colleges.
d. None of these.
7. According to the passage, what is the paradox of the Indian economy
today? a. The economic progress is impressive, but the poor (earning one dollar per
day) are not benefited.
b. The economic progress is impressive disallowing the government to take
tough decisions.
c. There is not enough skilled workforce and the government does not
realize this.
d. Government is not ready to invest in setting up new universities.
8. Why are salaries for skilled workers rising? a. Companies are paying hire to lure skilled people to jobs.
b. American companies are ready to pay higher to skilled workers.
c. Entrepreneurship is growing in India.
d. There are not enough skilled workers, while the demand for them is high.
9. Summarize the text: ………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………….
27
Grammar focus: Double comparative:The…the… with comparative
adjectives
Comparison and contrast are expressed by the use of the…the…with
comparative adjectives in parallel clauses. This structure is used to show
proportionate increase or decrease.
Structure: the + comparative adjective + clause + the + comparative adjective
+ clause
Ex: The more adventurous it is, the more I like it. (NOT The more it is
adventurous, the more I like it.)
The less I see him the more I like him./The more he reads, the less he
understands.
A short form of this structure is used in the expressions ‘the more the merrier’
and ‘…the better’.
‘How do you like your coffee?’ ‘The stronger the better.’
‘When should I start?’ ‘The earlier the better.’
Use the following sentence segments to create double comparatives of your
own.
1. people / come / party , food / we / need
2. difficult / test , students / study
3. nice / customer service representative / happy / customer
4. high-tech / car , expensive / model
5. full / church , good / pastor
6. funny / comic , sales / cd / have
7. severe / judge , harsh /sentence
8. experienced / technician , satisfying / repair
9. long / play , bored / audience
10. money / spend , money / save
Lesson 6
Vocabulary: work-related vocabulary
1. Complete each sentence with the most appropriate word from the
box.
agent competitor executive industrialist producer client dealer foreman
28
laborer trainee
a) Nowadays you often find that the top ........... in a company is a woman.
b) If you have any problems with your work, talk to the ................................
c) 'Happy Chips' is the number one ............................... of potato crisps in the
country.
d) I'm starting next week as a ............................... chef in a large hotel.
e) Our company is the ............................... for several large insurance
companies.
f) David was not content until he had become a rich ................................
g) Our firm is quite a long way ahead of our nearest ................................
h) With mechanisation it is difficult to find work as an unskilled……..
i) I have been working as a used car ………for the past six months.
j) A company should make every …….feel important.
2. Match the descriptions (a-j) with the explanations (1-10).
a) Jane was headhunted by a
multinational company. .5.
b) Pam is at the end of her tether
c) Mary's assistant was given the sack
d) Jean really has her nose to the
grindstone.
e) Sue was given a golden handshake
f) Helen took on a new secretary.
g) Ann is on the go all day
h) Brenda was overlooked
i) Judith has made good
j) Pauline's boss keeps her on her toes
1 She is always busy.
2 She doesn't have the chance to
become complacent.
3 She's working hard.
4 She didn't get promoted.
5 She was offered a better job.
6 She has become successful.
7 She was dismissed.
8 She received a cash bonus on
leaving her job.
9 She has run out of patience.
10 he gave someone a job.
3.Using the notes as a guide, complete the letter. Use one or two words in
each space. The words you need do not appear in the notes.
Dear Ruth,
So glad you've accepted our offer! In answer to your queries, you'll be getting a
contract through later this week, but until then:
1 yes, you can join the company pension scheme.
2 you get 25 days' paid holiday.
3 no, the salary is fixed.
4 you must wear smart clothes, nothing in particular.
5 9 till 5.
6 no, you don't get paid for any extra work - so don't take work home!
29
7 if you're off sick for more than 3 days, a doctor must explain your illness in
writing.
8 tell us one month in advance if you want to end your employment with us.
Kind regards,
Sue Cook,
Human Resources Assistant.
Dear Miss Baxter,
Please find enclosed a copy of your contract. The contract will give you more
details, but I have a list of questions from you. I am not sure if a colleague of
mine has already replied to you. If so, please forgive the duplication.
You are (1) ………...eligible for the company's pension scheme.
You are (2) ……………25 days' holiday. The salary is not (3)……….. All
employees must be smartly (4)……………………The working day will (5) at
9.00 and finish at 5.00. There is no (6) ………..payment in respect of this
position.Any (7) …………………..of more than three days must be explainedby
a doctor's (8)……………………This contract may be (9)……………. at any
time by you, but one month's (10) …………..must be given in writing of your
intention to do so.
Yours sincerely,
Jane Fielding
Human Resources Manager
Role play:
A friend of yours sells motorbikes. He would like to be enter the digital world to
be more competitive. Role play the following situation
Student A: the motorbike salesman
Student B: The digital advisor
Writing
What’s the role of a Frequently Asked Questions page?
An effective FAQ page:
reflects your audience needs
covers a brand range of intent (transactional, informational, locational)
land users to the website by solving problems
30
drives internal page views to other important pages
Here’s an example of a FAQ page: YouTube
Getting started on YouTube
Problems playing videos
View or delete search history
Upload videos
FAQ: Write FAQ on your friend’s website or any website of your choice in
relation to client’s enquiry about product/service purchase, refund policy, after
sales service, etc.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….
31
Chapter4
Digital economy’s ecosystem – II:
cloud computing,
data protection and cybersecurity
Lesson 7
Warm up
1. Discuss the following quotation:
It is nothing
Technology is nothing. What's important is that you have a faith in people, that
they're basically good and smart, and if you give them tools, they'll do
wonderful things with them.
Steve Jobs
2. What is cloud computing? What advantages and disadvantages does
it bring to a business?
Watch the video below and check your answers
https://www.youtube.com/watch?v=KVydGQGR1Lo
Reading comprehension
Cloud computing
There is nothing easy about the adoption of cloud computing. It demands new
information-technology (IT) and developer skill sets. It also challenges
organizational structure and work practice. But that does not mean, as Bruce
Schneier says, that “it’s complicated” or a “maybe”. Companies should make
the adoption of the cloud a strategic imperative because it is a vastly superior
way to deliver reliable, secure, scalable computing—which is needed to fuel
business.
Mr Schneier highlights the potential risks of the cloud, but fails to account for
the risk of not adopting it. Businesses exist to deliver value while managing risk.
And the broad adoption of cloud computing will dramatically decrease risk and
offer incredible opportunities to firms that seek competitive advantage. Mr
32
Schneier neglects to mention the manifest risk inherent in the status quo: a
legacy mindset born of well-founded fears. Today’s IT infrastructure is a Swiss
cheese of vulnerable networks, operating systems and applications developed
before the internet. It is difficult and expensive to keep running—and easy to
penetrate. In 2014 Verizon reported more than 2,100 data breaches. The FBI has
claimed that every major American company has been compromised by the
Chinese—whether they realized it or not. Against this backdrop, it is rational for
IT staff to seek greater control by locking down networks and computers, and by
prohibiting the use of the cloud.
But did attempts to secure the perimeter protect ancient Troy? When the Greeks
disappeared leaving an innocent-looking horse, the Trojans willingly wheeled it
inside. Nothing has changed: more than 70% of attacks cannot be detected, and
more than 90% of breaches are the result of poor IT hygiene and human error.
There are only two ways forward: either embracing fundamentally more secure,
automated, cloud-centric IT, or to continue trying to defend the indefensible.
By focusing on the hypothetical risks of the cloud, Mr Schneier unwittingly
lends credibility to naysayers. Organizations that follow his advice place their
faith in an error-prone human labour practice that clings to legacy IT assets and
low levels of automation, which in turn are rooted in the fallacious belief that
less change improves security. These organisations use humans to sift through
the haystack of weak signals that might indicate a threat, but easily fall prey to
undetectable targeted attacks. By focusing their resources on trying to defend the
infrastructure, these organizations will also fail to seize opportunities for IT to
lead enterprise innovation through the use of the cloud.
Only a few reputable cloud vendors will survive the intense competition to
provide utility-scale cloud services. These will invest heavily to ensure that they
can satisfy complex regional and business sector-specific regulations. Clouds
may be “a juicier target” for attackers, in the words of Mr Schneier, but cloud
providers design security into their systems and dedicate enormous resources to
protect their customers. Their scale is a huge asset: contrast the difficulty of
breaking into a cloud provider’s infrastructure to find valuable data among the
trillions of objects it stores or to locate a vulnerable application on one of its
millions of servers with the ease with which Sony Pictures Entertainment was
directly targeted and breached, resulting in the loss of more than 10 terabytes of
data.
Today’s enterprise IT needs to become a casualty of the cloud. From the ashes
of the traditional ways of doing IT will emerge a business-focused, cloud-centric
competence that can fuel innovation. Cloud computing is synonymous with
automation, continuous update, security through rigorous design and rapid,
33
service-centric innovation that is of vital importance to the future of every
business. The success of companies such as Salesforce.com, Uber, Netflix and
Airbnb is a result solely of their innovative use of the cloud. The ability to
securely store and process vast amounts of data quickly offers opportunities for
process and supply chain optimization, marketing, sales and new-product
innovation. New, efficient methods for asynchronous parallel computation make
the vast capacity of the cloud available to every application owner—the
potential of which we have only just begun to explore.
Answer the following questions:
1. The author mentions the FBI’s claim in the second paragraph in order to
A. set up a contention that the author later dismisses.
B. admit that cloud computing has insurmountable risks.
C. show how IT is vulnerable to invasions from the Chinese.
D. highlight the point at issue between the author and Mr. Schneier.
2. The author, in using the expression “trying to defend the indefensible”,
implies that
A. it is sometimes justified that one should strive to do the impossible.
B. it is in the interest of the IT industry to prohibit the use of the cloud.
C. “trying to defend the indefensible” is an option the IT industry may turn to.
D. it is obvious that the only way forward for the IT industry is cloud
computing.
3. The tone of the passage can be best described as
A. argumentative.
B. derisive.
C. equivocal.
D. descriptive.
4. It can be properly inferred from the passage that
I. the breach of Sony Pictures Entertainment that led to the loss of significant
data cannot be attributed to weaknesses in the armor of cloud computing.
II. the entertainment industry has suffered significant losses of data and revenue
as a direct consequence of Chinese attempts to infiltrate networks.
III. cloud computing guarantees the safe keeping of valuable data that
companies that provide cloud services have been entrusted with.
A. I only.
B. II only.
C. I and III only.
D. All of the above.
34
Find the equivalent to the words below:
a.Background: ………………………………
b.A person who habitually expresses negative or pessimistic views: Despite a
general feeling that things were going
well:…………………………………………..
c. without being aware; unintentionally:…………………………..
Summarize the text
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
………………………………………..…………………………………………..
Grammar focus: Relative clauses
What are relative clauses?
A relative clause is a subordinate clause that modifies a noun or a noun phrase.
Example:
The man who is smoking is the murderer
The noun the man is modified by the relative clause who is smoking.
Relative clauses give essential information to define or identify the person or
thing we are talking about.
How to use relative clauses
They are used to provide extra information. This information can either:
35
define something (defining clause),
Example:
The girl who is standing there is a world champion in karate.
or provide unnecessary, but interesting information (non-defining
clause).
Example:
Michael Jackson, who was a famous singer, died of an overdose.
Relative clauses can be introduced by:
1. A relative pronoun: who, whom, which, that, whose.
2. Example: "The man who is standing there is a famous writer."
3. A relative adverb: where, why and when.
Example: " The restaurant where I have dinner is nice."
4. None of them.
Example: "The man I met is extremely wealthy"
Relative Pronouns
who - subject or object pronoun for people
They caught the lady who killed her baby.
which - subject or object pronoun
I read the book which is on the table. I visited the town which you told me about.
which - referring to a whole sentence
They were unsuccessful which is disappointing.
whom - used for object pronoun for people, especially in non-restrictive relative
clauses (in restrictive relative clauses use who)
The boy whom you told me about got the best grades in mathematics.
that - subject or object pronoun for people, animals and things in restrictive
relative clauses (who or which are also possible)
36
I like the vase that is over there.
Relative adverbs
where - referring to a place
The restaurant where I usually have dinner is nice.
when - referring to a time
There are times when I feel so lonely.
why - referring to a reason
This is why she refused the offer.
Subject Pronoun or Object Pronoun?
You can distinguish subject and object pronouns as follows:
If the relative pronoun is not followed by a noun or pronoun, it is
a subject pronoun. Subject relative pronouns can never be omitted
(dropped.)
Example:
The apple which is lying on the table is sweet.
The teacher who lives next door is nice.
If the relative pronoun is followed by a noun or pronoun, the
relative pronoun is an object pronoun. Object relative pronouns
can be omitted (dropped) in restrictive (defining) relative clauses.
Example:
The film (which) we watched yesterday was fantastic. The writer (who/whom) we met last weekend is very famous.
Restrictive Relative Clauses
1. Restrictive (identifying or defining) relative clauses give detailed necessary
information. They are not put between commas.
I know the man who is standing there
2. These clauses are often used in definitions.
A novelist is someone who writes novels.
37
3. Object pronouns in these clauses can be omitted (dropped.)
Example:
The boy (who/whom) we met yesterday is from New York.
Non-Restrictive Relative Clauses
Non- restrictive (non-identifying or non- defining) relative clauses give
interesting additional information which is not necessary to the meaning of the
sentence. These clauses are put between commas.
Example:
Martin Luther king, who was known for his fight for the civil rights, was
assassinated in 1968.
Exercise:
A. Complete the sentences with the words below.
where whom which who when
1. Marie’s parents, with _________ she lived until she was eighteen, live in
Boston now.
2. Next year, _________ she graduates, she will travel abroad.
3. My sister has two children, _________ she loves very much.
4. Shakespeare’s novels, _________ are famous worldwide, are masterpieces.
5. John’s sister, with _________ he lived after his parents died, took very good
care of him.
6. In 1946, _________ the first computer was invented, the whole world
changed.
7. Mary Jane had a nanny, _________ she traveled with to Orlando
8. São Lourenço, _________ I lived as a child, has changed a lot since the last
time I was there.
9. My English teacher, _________ is from Ireland, is very friendly.
10. Tina moved last semester, _________ she graduated from college.
38
B. Link the sentences below using that, who, whose or which:
1. I met a woman. Her son works here.
2. I saw a girl. She was wearing one of those new outfits.
3. That’s my cousin. He sells houses.
4. They are the ones. They have a farm in Goiás.
5. That’s the ship. It sank on its first trip 100 years ago.
6. Those are the keys. I’ve been looking for them all over the place.
7. He’s the man. He killed his brother.
Lesson 8
Vocabulary: cause and effect
In English, we use several different words to show cause and effect. Examples
are: for, because, as, since, therefore, hence, as a result, consequently, due
to, because of, as a result of etc.
He must be asleep for there is no light in his room.
I decided to call it a day – for I was feeling tired.
I helped him because I liked him.
Since he had not paid the rent, he was told to vacate the room.
As it is raining again, we will have to stay at home.
It was raining, so we stayed at home.
Notes
So shows the effect. As, since and because show the cause.
Compare:
39
As he hasn’t arrived yet, we will have to go without him.
He hasn’t arrived yet, so we will have to go without him.
The poor parents could not support the baby. Therefore they sent him to an
orphanage.
We had to cancel the trip due to my daughter’s illness.
Owing to bad weather the match was cancelled.
We had to cancel the match because of bad weather.
I was late owing to the fact that the train broke down.
Exercises
1. Read the following sentences and identify causes and effects that they
describe. Underline each cause and circle each effect.
a. Since the movie “The Same Old Story” was not very successful, the
producers decided not to make a sequel.
b. Due to very low enrollment, Dr. Spark’s course will be offered only in the
summer.
c. Ruben’s sandwich bar received glowing reviews. Consequently, more people
wanted to try his famous cucumber and apricot jam sandwich.
d. The newlyweds misplaced their passports. As a result, they had to cancel their
honeymoon in Iceland.
2. The following information presents causes and effects of shopping online.
Study the information and complete the following sentences.
wide variety of products/ easy to compare prices/ save time/ products delivered
directly to your home
a. ________________________ a wide variety of products offered on the
internet, buying online is quite popular.
40
b. ____________________________ . ___________________ , buying online
can save you money;
c. ____________ products are delivered directly to your home, online shopping
is quite convenient.
d. _______________________________ , you can have more time for hobbies.
3. Use the following ideas to compose sentences that follow a pattern from
the suggested columns.
Example: The fight was cancelled. There was a strike.
(A) There was a strike. Consequently, the flight was cancelled.
(B) As a result of a strike, the flight was cancelled.
(C) Since there was a strike, the flight was cancelled.
He lost his ticket. He couldn’t board the plane.
(A) _____________________________________________________
(B) _____________________________________________________
(C) _____________________________________________________
4.Think of causes and effects of losing a job. Note your ideas below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Role play
Student A: you’re having data security issues in your business. Talk to a friend
on how to protect your personal data.
Student B: state causes of data security breaches, and give measures on how to
protect personal data
41
Writing
Your firm has lately had a data security issue. Write a report on the data security
breach and how you overcame the problem
PERSONAL DATA SECURITY BREACH REPORT FORM
If you discover a personal data security breach, please notify your Head of
Department immediately. Please complete this form and return it to the
Information Compliance Officer at [email protected] as soon as
possible.
Notification of Data Security Breach
Date(s) of Breach:
Date Incident was discovered:
Name of Person Reporting Incident:
Contact Details of Person Reporting
Incident:
Brief Description of Personal Data
Security Breach:
Number of Data Subjects affected – if
known:
Brief Description of any action since
breach was discovered:
42
Chapter 5
Digital economy’s social impact
The digital inclusion/ divide
Lesson 9
Warm up
1. Discuss the following quotation:
“It’s no longer a luxury. This is serious. It’s really a social justice issue. It’s a
21st century civil rights issue.”
– Cheptoo Kositany-Buckner, deputy director of strategic initiatives at the
Kansas City Public Library and advocate for closing the digital divide
2. What does the digital divide mean to you?/What is its impact on
people?/How can we bridge the digital divide?
Watch the video and compare your answers
https://www.youtube.com/watch?v=HswULvpFzf4
Reading comprehension
Bridging the digital divide
Whеn addressing thе issue оf global access tо information technology, ѕоmе
people claim thаt thе world’s poor аrе mоrе concerned аbоut hаvіng еnоugh tо
eat thаn аbоut uѕіng e-mail оr surfing thе World Wide Web.
Mike Chege disagrees.
A. In whаt concrete ways саn information аnd communication
technologies (ICTs) benefit thе twо –thirds оf humanity whо аrе mоrе
concerned аbоut thеіr nеxt meal thаn аbоut e-mail оr eBay?
B. First, thеrе аrе thе economic advantages оf thеѕе technologies. Bеѕіdеѕ
providing business wіth thе opportunity tо access real-time market information
аnd complete business transactions electronically, ICTs саn reduce costs аnd
provide а channel tо market goods аnd services . Onе small company frоm
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Tanzania replaced $20 faxes wіth 10 cent e-mails аnd ѕаw іtѕ
telecommunications bill gо frоm оvеr $500 реr month tо $45 реr month. In thе
business-to-consumer segment уоu wіll find examples lіkе EthioGift.com whісh
sells gifts, including sheep аnd goats, оvеr thе Internet. And іn India, whісh іѕ
fast bесоmіng а global centre fоr telemarketing, customer support аnd оthеr call
centre services, ICTs аrе transforming thе economy. Wіth thе legalisation оf
Internet telephony, India hаѕ captured аn еvеn bigger chunk оf thе global
outsourcing market, wіth calls frоm thе US accounting fоr 80 реr cent оf call
centre business. Schools аrе еvеn training young men аnd women tо speak іn аn
American accent іn order tо handle thе calls.
C. Health services аlѕо benefit frоm ICTs. Uѕіng thе Internet, doctors іn poor
countries саn kеер uр tо speed wіth thе latest developments іn thеіr field аѕ wеll
аѕ seek hеlр frоm thеіr peers. Thіѕ technology саn аlѕо facilitate thе control оf
diseases. Thrоughоut Africa, fоr instance, individual cases оf meningitis аrе
tracked оvеr thе Internet ѕо thаt epidemics саn bе stopped early. In addition,
ICTs саn assist іn allowing healthcare professionals tо extend thеіr reach
thrоugh telemedicine іntо thе remotest аnd mоѕt underserved areas.
D. ICTs саn mаkе іt easier tо reach а broad segment оf thе population іn
education too. Thе African Virtual University іѕ а distance learning project
whісh іѕ partly financed bу thе World Bank, аnd whісh serves thе countries оf
sub-Saharan Africa. Thе Virtual University uѕеѕ satellites tо broadcast televised
courses tо students whо communicate wіth teachers bу e-mail аnd telephone.
E. Finally, wе соmе tо whаt hаѕ bееn dubbed ‘e-government’. E-government
initiatives focus оn making government transparent аnd accountable bу
providing citizens wіth direct access tо information. Critics mіght argue thаt
whеn you’re bеіng stalked bу war, hunger аnd disease, thіѕ mау nоt bе а
priority. But e-government іѕ аbоut mоrе thаn јuѕt thе ability tо pay уоur taxes
online оr apply fоr а driving licence оvеr thе Internet. It іѕ аbоut giving citizens
access tо information whісh аllоwѕ thеm tо mаkе informed decisions оn
subjects thаt affect thеіr lives.
F. But hоw саn thоѕе people whо nееd ICT capabilities most, bе bеѕt helped tо
bridge thе Digital Divide? Throwing computers аnd modems аt people (as
ѕоmеоnе colourfully put it) wіll nоt іn іtѕеlf hеlр much. Othеr important issues
thаt nееd tо bе addressed include improving computer аnd keyboarding skills
аnd increasing people’s confidence іn thеіr ability tо uѕе thе nеw technology.
G. A good еxаmрlе оf hоw thіѕ саn bе dоnе іѕ thе Information Village Project, а
computer intra net linking ten villages nеаr Pondicherry, India. Thе project,
started wіth а $120,000 grant frоm thе International Development Research
Centre, Canada, рrоvіdеѕ locally relevant information оn product prices,
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healthcare, weather аnd fishing conditions. A team оf volunteers frоm еасh
village gathers uр thе information аnd feeds іt іntо thе computer іn thе local
language (Tamil). It іѕ thеn аvаіlаblе tо аll users оf thе intranet. Thеrе іѕ аlѕо а
multimedia component tо mаkе thе information accessible tо illiterate users.
Mоѕt оf thе operators аnd volunteers providing thе primary information аrе
women, аnd thеіr role іn thе project raises thеіr status іn thе community. Sіnсе
mоѕt оf thе villages experience erratic power supply, thе project саn run оn solar
power аѕ wеll аѕ mains electricity.
H. Anоthеr Indian creation, thе Simputer (short fоr Simple, Inexpensive,
Multilingual computer) wаѕ conceived bу а team оf computer scientists аt thе
Indian Institute оf Science іn Bangalore. It іѕ а small, hand-held, battery-
powered computer аbоut 12 cm bу 7 cm thаt hаѕ а touch-sensitive screen. Yоu
uѕе а stylus tо tap оn icons аnd tо input information. Bесаuѕе еасh display page
shows оnlу а fеw роѕѕіblе commands, еvеn illiterate users ѕhоuld bе аblе tо
learn bу trial аnd error thе purpose оf thе icons аnd buttons оn еасh page. Thе
Simputer аlѕо hаѕ software thаt саn turn text іntо speech. Thіѕ works fоr vаrіоuѕ
Indian languages аnd аllоwѕ thе Simputer tо read thе text aloud оn іtѕ tiny built-
in speakers. It аlѕо hаѕ а slot fоr ‘smart’ cards, а feature thаt іtѕ makers ѕее аѕ
crucial. Bесаuѕе thе device lacks а hard drive, smart cards act аѕ thе device’s
portable storage units. In thіѕ way, mаnу people саn uѕе оnе Simputer wіthоut
hаvіng tо share thеіr private information wіth оnе another. Thе Simputer costs
$200 – а sizable chunk оf thе yearly реr capita income fоr mаnу оf іtѕ users. But
оnе Simputer саn enable аn entire village tо access thе Internet, perform
transactions, kеер track оf agricultural prices аnd educate іtѕ children.
I. Sо bridging thе Digital Divide іѕ nоt ѕоmеthіng thаt hарреnѕ аftеr addressing
thе ‘core’ development challenges; іt іѕ а key component оf addressing thоѕе
challenges іn thе 21st century. Failure tо address thе Digital Divide wіll оnlу
exacerbate thе existing social аnd economic inequalities bеtwееn countries аnd
communities.
Answer the following questions:
Questions 1-5 Complete thе sentences bеlоw wіth words tаkеn frоm thе Reading Passage. Uѕе
NO MORE THAN THREE WORDS fоr еасh answer.
1 . Thе еxаmрlе оf thе Tanzanian company’s telecommunications bill
demonstrates hоw information аnd communication technology саn cut
……………………………..
2 . In Africa, uѕе оf thе Internet enables ………………..of diseases ѕuсh аѕ
meningitis tо bеcontrolled.
3 . An international organisation hаѕ subsidised а …………………….scheme іn
Africa whісh dependsоn ICTs.
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4 . E-government рrоvіdеѕ people wіth а source оf …………………so thеу саn
mаkе thеіr оwn choices іn life.
5 . In order tо аllоw global uѕе оf ICTs, people nееd tо hаvе thе skill аnd
…………….. tо uѕе thіѕ technology.
Questions 6-11 Classify thе fоllоwіng features ассоrdіng tо whеthеr thеу apply tо
A. thе Information Village Project оnlу
B. thе Simputer оnlу
C. bоth thе Information Village Project аnd thе Simputer
D. nеіthеr thе Information Village Project nоr thе Simputer
6 . uѕе оf thе technology іѕ nоt limited tо individuals
7 . information саn bе kерt secure аnd private bу individual users
8 . muѕt hаvе а mains electricity supply
9 . initially supported bу аn overseas agency
10 . саn оnlу bе uѕеd bу people whо саn read аnd write
11 . knowledge оf English nоt required
Questions 12-14 Choose thе bеѕt answer, A, B, C оr D.
12 . Whаt reason іѕ gіvеn fоr thе increasing importance оf call centres tо thе
Indian economy?
A. thе availability оf workers wіth thе rіght accent
B. а change іn thе legal system
C. local familiarity wіth outsourcing techniques
D. thе country’s geographical position
13 . Thе writer ѕауѕ thаt іn bоth health аnd education
A. mоrе training іѕ needed іn thе uѕе оf ICTs.
B. international organisations nееd tо provide mоrе support wіth ICTs.
C. ordinary people аrе gaining mоrе skill іn thе uѕе оf ICTs.
D. ICTs саn hеlр tо provide services tо mоrе people thаn before.
14 . Ovеrаll thе writer’s main argument іn thіѕ passage іѕ thаt
A. ICT access іѕ а basic nееd fоr а fairer world.
B. thе digital divide іѕ thе саuѕе оf оur present inequalities.
C. thе developed world ѕhоuld dо mоrе tо provide ICT training.
D. thе digital divide mау nеvеr bе successfully bridged.
15. Summarize the text:
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Grammar: Subject-verb agreement
Rules for subject-verb agreement
Rule 1 – A verb agrees with its subject in number. Singular subjects take
singular verbs:
The car stays in the garage.
The flower smells good.
RULE 2 – The number of the subject (singular or plural) is not changed by
words that come between the subject and the verb.
One of the eggs is broken. Of the eggs is a prepositional phrase. The subject one
and the verb is are both singular. Mentally omit the prepositional phrase to make
the subject verb-agreement easier to make.
RULE 3 – Some subjects always take a singular verb even though the meaning
may seem plural. These subjects always take singular verbs:
each someone
either anyone
neither nobody
one somebody
no one anybody
everyone everybody
Someone in the game was (not were) hurt. Neither of the men is (not are)
working.
RULE 4 – The following words may be singular or plural, depending upon their
use in a sentence, some, any, all, most. Most of the news is good. (singular)
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Most of the flowers were yellow. (plural) All of the pizza was gone. (singular)
All of the children were late. (plural)
SUBJECT-VERB AGREEMENT EXERCISE Directions: Circle the
correct verb in the sentences below.
1. Each of the girls (look-looks) good on skis.
2. Everybody (was-were) asked to remain quiet.
3. Neither of the men (is-are) here yet.
4. (Is-Are) each of the girls ready to leave?
5. Several of the sheep (is-are) sick.
6. Some members of the faculty (is-are) present.
7. Nobody in the class (has-have) the answer.
8. Each of the girls (observe-observes) all the regulations.
9. All of the milk (is-are) gone.
10. Most of the seats (was-were) taken.
IT’S YOUR TURN Directions: Write four sentences of your own illustrating
rules 3 and 4
________________________________________________________________
________________________________________________________________
RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a
verb that agrees with the last subject.
Bob and George are leaving.
Neither Bob nor George is leaving.
Neither Bob nor his friends are leaving.
RULE 6 – There and here are never subjects. In sentences that begin with these
words, the subject is usually found later on in the sentence.
There were five books on the shelf. (were, agrees with the subject book)
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Here is the report you wanted. (Is agrees with subject report)
RULE 7 – Collective nouns may be singular or plural, depending on their use in
the sentence. A collective noun is a noun used to name a whole group.
Following are some common examples:
army crowd orchestra
audience flock public
class group swarm
club herd team
committee jury troop
United States
The orchestra is playing a hit song. (Orchestra is considered as one unit—
singular.)
The orchestra were asked to give their musical backgrounds. (Orchestra is
considered as separate individuals—plural)
IT’S YOUR TURN Direction: Write sentences of your own illustrating rules 5,
6, and 7.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
RULE 8 – Expressions of time, money, measurement, and weight are usually
singular when the amount is considered one unit.
Five dollars is (not are) too much to ask.
Ten days is (not are) not nearly enough time.
On occasion, however these terms are used in the plural sense: There were
thirty minutes to countdown.
RULE 9 – Some nouns, while plural in form, are actually singular in
meaning.
Mathematics is (not are) an easy subject for some people.
Physics is (not are) taught by Prof, Baldwin.
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mumps home economics social studies economics
measles calisthenics statistics civics
physics gymnastics phonics news
acrobatics aesthetics thesis mathematics
SUBJECT-VERB EXERCISE Directions: Circle the correct verb in
each of the sentences below.
1. Mumps (is-are) one of the most uncomfortable diseases.
2. One hundred dollars (is-are) not a lot of money to some people.
3. She (doesn’t-don’t) look very well today.
4. Twenty minutes (is-are) the amount of time it takes me to get home from
work.
5. It (doesn’t-don’t) seem so cold today.
6. Gymnastics (is-are) easy for Angela.
7. Interesting news (is-are) what sells our paper.
8. A pound of cookies (cost-costs) about a dollar.
9. They (doesn’t-don’t) think they’ll win the game tonight.
10. He (don’t-doesn’t) speak very well.
IT’S YOUR TURN Direction: Write sentences of your own illustrating rules
8, 9, and 10.
……………………………………………………………………………………
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PROGRESS CHECK ON SUBJECT-VERB AGREEMENT Directions:
Circle the correct verb in each sentence.
1. Everybody (was-were) asked to be quiet.
2. In a marathon, few of the starters (finishes-finish) the race.
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3. Sixty days (is-are) not enough time to complete the project.
4. All of the workers (is-are) receiving their bonus.
5. On our street (is-are) many tall trees.
6. It (don’t-doesn’t) make any difference.
7. The value of cars and motorcycles (has-have) increased.
8. The principal and her husband (is-are) honored guests.
9. Either the pitcher or the base runners (was-were) caught napping.
10. One of my friends (believe-believes) in E.S.P.
11. Have you ever heard the expression, “No new (is-are) good news?”
12. There (was-were) several dents in the car.
13. Louise (doesn’t-don’t) want to drive that long distance.
14. Either Luis or Horace (pay-pays) the bills in our house.
15. A boy and a girl (were-was) here to see you.
16. The box of apples (is-are) on the porch.
17. Some of the job applicants (is-are) expected to pass the difficult
screening test.
18. The army (is-are) conducting maneuvers in March. 19. Here (come-
comes) the family now.
20. Neither of us (is-are) going to work.
21. (Doesn’t-Don’t) they know when to quit?
22. Thirty minutes (is-are) the time limit for the test.
23. Measles (is-are) a disease most children experience.
24._________________ The class (is-are) turning in their registration forms
today.
25. Beyond the mountains (is-are) a fertile valley.
Lesson 10
Vocabulary:
1. Compound words
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Look at these words: football = foot + ball keyhole = key + hole.
A word that is made by joining two words is called a compound word. The
following exercises may help you to understand how new words are formed in
English from two separate words, and to remember some unusual spellings
where a letter is lost in pronouncing the word. For example, cupboard (originally
a board on which cups were placed) is now pronounced more like cubbord
Exercise 1.Join each word on list A to a word on List B to make a
compound word. Write out the new words.
Example No.1: under + ground = underground.
Need a few clues to start you off? Among the new words, there is • A vegetable,
• a fruit, • something you would find on a car, • something you would find on a
bike, • an item of jewellery.
A B
under room
straw ordinary
mush screen
handle grounds
ear less
mid berries
every ring
bus down
extra bars
run fare
care body
wind night
Exercise 2: A Sneaky Puzzle Match one word from each of the two columns
to make a new word. This puzzle is sneaky because the one of the letters in
the original words seems to disappear in pronouncing the new word. Note:
two words end in board
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A B
chest board
hand fast
card nut
fore some
bar board
cup gain
break head
2. Problem/solution
Match each problem (a-j) with a solution (1-10).
a)The door squeaks 1) it needs servicing
b)The battery is dead 2) It needs tightening
c)The pencil is blunt 3) It needs painting
The screw is coming loose 4) It needs oiling
e)My watch has stopped 5) It needs re-programming
f) The car seat is too far back 6) It needs recharging
g)The light bulb is flickering 7) It needs sharpening
h)The car’s got a few things wrong
with it
8) It needs winding up
i)The wall looks bare 9) It needs adjusting
j) The TV isn’t picking up the signals
from the video recorder
10) It needs replacing
Role play
Student A you talk to a member of the government about how the use of
technologies at schools is beneficial at all levels
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Student B: government member who opposes the solution due to financial
constraints
Writing
1.In most lines of this text there is either a spelling or punctuation error.
Write the correctly spelled word, or show the correct punctuation.
When faced with some new and possibly bewildering tecnological change,
most people react, in one of two ways. They either recoil from anything new,
claiming that it is unnecessary, or too complicated or that it somehow makes
life less personal. Or they learn to adapt to the new invention, and eventually
wonder, how they could possibly have existed without it. Take computers as
an example, for many of us, they still represent a threat to our freedom, and
give us a frigtening sense of a future in which all decisions will be taken by
machines. This may be because they seem misterious, and difficult to
understand. Ask most people, what you can use a home computer for, and
you usually get vauge answers about how 'they give you information'. In fact,
even those of us who are familiar with computers' and use them in our dayly
work, have very little idea of how they actually work? But it does not take
long to learn how to operate a bussiness programme, even if things
occasionally go wrong for no apparant reason. Presumably much the same
happened when the telephone and the television became widespred. What
seems to alarm most people is the speed of technological change, rather than
change itself. And the objections that are maid to new technology may well
have a point to them, since change is not always an improvement. As we
discover during power cuts there is a lot to be said for the oil lamp, the cole
fire, and forms of entertainment, such as books or board games, that dont
have to be plugged in to work.
2. One of the government members said the following:“The survival of
local economies depends on tourism.”Write an email to suggest other
ideas to boost local economies.
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