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Anglais II
BRUXELLES
Part 1
DE
LIBRE
UNIVERSITÉ
Tess CARPENTER
D/2023/0098/188
13 e édition – Tirage 2023-24/1
LANG-S-201_A
9HSMFKA*aafjgj+
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Toute citation ne peut être autorisée que par l’auteur et l’éditeur. La demande doit être adressée exclusivement
aux Presses Universitaires de Bruxelles a.s.b.l., avenue Paul Héger 42, 1000 Bruxelles,
Tél. : 02-650 64 40 – https://www.pub-ulb.be/ – E-mail : mcastilla@pub-ulb.be
« Un peuple qui discute librement est un peuple qui vit et qui marche, un peuple
qui ne discute pas est un peuple qui meurt. »
Pierre-Théodore Verhaegen (1796-1862)

Avocat, homme politique libéral, fondateur de
l’ULB.
C PE TE Tess nglais Part 1
Course
information
BA2 ECON Anglais 1 LANG-S-201 5 ECTS
Number of hours 1 hour / week, in class, 1 hour / week, class preparation

Classes P1 and P3 buildings
Timetable Wednesday 2 – 4 or Friday 2 – 4
Coordinator Mrs Carpenter Tess.Carpenter@ulb.be office: P3.3.208
FAQs (Frequently Asked Questions):
• What do I have to do in ECON2?

Semester 1
Continuous assessment, two vocabulary tests 10%
January writing exam 35%
Semester 2
Continuous assessment, two vocabulary tests 10%
Assessed discussion 40%
Attendance 5%
Final mark 100%
Bonus point, UV quizzes for each chapter + 1 point
• Is there an attendance mark?

Yes, attendance is compulsory and the attendance mark is 5%. Students are allowed a
maximum of 4 unjustified absences. If you have 5 or more unjustified absences you will lose
the attendance mark for the year. You must justify your absences with appropriate
documentation – for example, a medical certificate or letter from your employer – straight
after the absence.
L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

i i
Part 1 nglais C PE TE Tess
• What do I have to do in class?

Classes are in small groups. They are one-hour discussion classes with approximately one
hour of preparation each week - work in the coursebook and quizzes on the UV. The weekly
class work in the coursebook and on the UV is compulsory. You will not be able to keep
up with the course and attain the necessary standard if you do not do the class preparation.
• What are the vocabulary tests?

At the end of each chapter, there will be a test in class based on the vocabulary and
grammar from that chapter. There will be four tests during the year and your three highest
marks will be counted for 20% of the final mark. If you do not sit at least 3 tests, you will
have to sit the May/June vocabulary exam.
There are no vocabulary lists in the course book. You will have to create your own list.
Essential vocabulary and grammar can be found in:
• words in bold in each chapter

• common errors, marked like this in the course book →
• the language focus exercises in the course book
• the quizzes on the UV
• What is the January writing exam?

The writing exam is a graph description essay. You will practise the format throughout the
first semester and will receive feedback on your work. If you do not sit the January graph
description exam, you will have to sit the August session.
• What is the assessed discussion?

This will take place in semester 2. It is a group discussion and it will count for 40% of your
final mark. If you do not do the assessed discussion, you will have to sit the May /
June oral exam for 40% of your final mark.
• What is the bonus point?

Every week there are quizzes on the UV to help you prepare for that week’s class.
You have unlimited attempts at each quiz and there are no penalties for mistakes.
If you complete all the quizzes in each chapter on the UV by the deadline at end of
each chapter, you will receive an extra 0.25 on your final mark. If you do all the
quizzes for all four chapters, observing the deadlines, you will have +1 added to your final
mark for the year.
ii
ii P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles L - -201
• What exams are in May/June?

There is an oral exam, only for students who did not do the assessed discussion in semester
2. The questions will be based on the articles and discussion topics from the whole course
book.
There is a vocabulary exam, only for students who did not sit at least 3 out of the 4
vocabulary tests during the year. The exam will cover vocabulary from the whole course
book.
• What exams are in the second session?

If your overall mark in June is less than 10/20, you will have to sit the August exam (a graph
description writing exam). The marks for the vocabulary tests and the assessed
discussion are carried forward to the August session.
If you did not do the assessed discussion in semester 2, you will also have to do an oral
exam. If you did not sit at least 3 vocabulary tests during the year, you will have to do the
vocabulary exam.
• What level of English will I need for this course?

The target level for this course is B2. This is a minimum requirement and general English is
not enough – the course focuses on topics and vocabulary related to economics. Even if you
already have a B2 or C1 level of English, if you do not attend classes and study the topics
and vocabulary, you are unlikely to pass the year.
The definition of B2 level
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussion in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
• What should I do if I know I will have to miss classes on a regular basis?

If you have a job, you are a dual-degree student with scheduling conflicts or you have long-
term health issues, you must contact me at the beginning of the year
(Tess.Carpenter@ulb.be). You will be expected to keep up with the work online and in the
course book.

iii iii
4 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles L - -201

Chapter 1
Consumption
introduction to the course

consumption and the economy
consumer freedom and
government regulation
social media and consumption
statistics and the economy

1 1
CLASS 1 – introduction to the course
CLASS PREPARATION
Class preparation must be done

during the week before your class.
 Use the weekly checklist to keep

track of the work you have done and the
work you still have to do.
Preparation for this week’s class, 27 and 29 September:
No classes on 27 September. There will be longer classes on 4 October – do class

preparation for Classes 1 and 2.
During the week before your class:
 Look at the PowerPoint ‘ECON2, what you need to know’ on the UV and read the
Course information on pages i – iii. Make a note of any questions that you have about
the course to ask your teacher.
 Do the Grammar revision survey, Common errors and Language focus exercises on the
next pages. Be ready to ask and answer the questions in class.
 This week’s quizzes on the UV: ‘
 Introduction to terms level 1
 Introduction to terms level 2
 Question forms
Getting the required mark in a level 1

quiz will unlock the level 2 quiz. Completing all the UV quizzes in the
year by the deadline at the end of each
chapter will give you the final bonus
point (+1 added to your final mark).
2
PREPARATION FOR CLASS 1 – Grammar revision survey
Write about yourself – focus on the correct tenses.
What courses are you looking forward to studying this year?

(Think of look forward to + -ing verb form)
What have you already done in English? Have you ever made a presentation in
English? Have you ever written an essay in English?
(Think of present perfect for something starting in the past and continuing up to the present)
What will be the easiest part of the English course for you? What will be the hardest
part?
How do you plan to use English in the future?

(Think of plan + ‘to’ verb form)
Would you like to do an Erasmus exchange or a Masters degree?

(Think of going to for intentions, -ing form for definite plans)
Did you sit any exams in the August session? Did you go to the ECON2 info session?
(Think of simple past for completed actions)
Do you have any advice for getting the most out of the English course? How can you
improve your mark in English?
(Think of could, should, must and have to – for suggestions, advice and obligations)

3 3
PREPARATION FOR CLASS 1 – Common errors
Look for this symbol throughout the course book. It indicates common errors –
make sure you avoid these mistakes!
Find the mistake in each of these sentences below. Did you make any of these mistakes?
This will give you an idea of the grammar and vocabulary you need to revise. Write the
corrections in the box. If you aren’t sure about the mistakes, your teacher is ready to help
you! Don’t forget to ask in class.
What courses are you looking forward to studying this year?
I am looking forward to study statistics.

I am not looking forward to studying analyse.
What have you already done in English? Have you ever made a
presentation in English? Have you ever written an essay in English?
I am learning English since 5 years but I did not ever make a presentation.
I have been learning English during 5 years and I have wrote a few essays.
What will be the easiest part of the English course for you? What will be
the hardest part?
Writing essays will be the hardest part of the cursus.

I do not enjoy to speak in class.
4
How do you plan to use English in the future?
I plan to work in the United States when I am graduated.
Would you like to do an Erasmus exchange or a Masters degree?
I’m making an Erasmus next year.

I’m going to do a Master after I have got my diplome.
Did you sit any exams in the August session? Did you go to the ECON2 info session?
I got a note of 8 on 20.

I had to repass some examens.
I did not went to the info session.
Do you have any advice for getting the most out of the English course? How can you
improve your mark in English?
You must assist to classes regularly.

You should to do the quizzes on the UV.

5 5
PREPARATION FOR CLASS 1 – Language focus

Every week you will have
Language focus exercises,
based on the week’s topic and
the vocabulary and grammar
Question forms you will need in class. There will
often be a quiz on the UV linked
Without looking back at the survey, fill in the gaps using the
to the language focus, for extra
words in brackets, in the correct form. Check your answers
with the survey. practice and explanations.
________________ any exams in the August session? (sit)

___________ever ________ a presentation in English? (made)
What courses _____________________________ this year? (look forward, study)
___________________ an Erasmus exchange or a Masters degree? (like, do)
Common errors
Correct these common errors. Look at the survey questions for help.
I hope I don’t have to pass the August session next year.
I found the maths cursus quite difficult.
I think I will make an Erasmus.
I am planning to do a diploma in Master.
I need some advices about how to organise my studying.
I’m looking forward to be on the campus again.
I got a note of 9.5 in statistics
Pronunciation challenge
studies studying courses Learning vocabulary also means

learning pronunciation.
Use an app that includes audio, like
Quizlet, to create your vocab lists. If
there is a word that you ‘know’ but you
can’t pronounce, include it in your vocab
list.
6
IN CLASS 1 – introducing your classmates
• Bring your answers to the ‘Grammar revision survey’.

Interview as many classmates as possible and ask them the questions in the survey.
• Introduce your partner to the class.

Choose a partner and use his / her answers to the questions to introduce him / her to the
class.
• ECON2, what you need to know

Make small groups of 3-5 students. Make sure at least one person in your group went to the
info session or has studied the PowerPoint on the UV, ‘ECON2, what you need to know’
Your teacher will give you a quiz about what the ECON2 course involves, what you will be
expected to do and how your work will be assessed.
• Ask your teacher

Do you have any questions about the ‘Common errors’ exercise? Do you have any
questions about the course? Ask your teacher now!
Make notes during the week of any

questions you have about that week’s
work - bring your questions to your
weekly class.

7
CLASS 2 – consumption and the economy
CLASS PREPARATION
Preparation for this week’s class, 4 and 6 October:
 Watch the Skidelsky video on the UV and answer the questions on the next page.
 Read the article ‘The cost-of-living crisis’ and complete the Language focus exercises.
 Be ready to talk about your shopping and consumption habits and how they have
changed.
 This week’s quizzes on the UV:
 The present perfect
 How do millennials shop?
Consumerism is the idea that increasing consumption is always a desirable goal and that a
person's happiness depends strongly on obtaining material possessions.
8
PREPARATION FOR CLASS 2 – Listening comprehension
Economic historian Robert Skidelsky on consumerism, Keynes and working hours:
Watch the video on the UV. Write one or two sentences about each question.
According to the video, why are we obsessed, as a society, with economic growth?
What did John Maynard Keynes predict?
Why do we continue to work such long hours?
What basic goods, according to Skidelsky, constitute ‘the good life’?
Which concept do we need to help us get off the growth treadmill?
Write a few sentences giving your own opinion. Do you agree that we are on a ‘growth
treadmill’? Has the current cost of living crisis affected attitudes to consumerism?
Common errors:
Consommation is not an English word.
Energy consumption for air conditioning has soared in China.
Cheap imports have been welcomed by American consumers.

9 9
PREPARATION FOR CLASS 2 - Reading
The cost-of-living crisis
European consumers increasingly react to the stress of rising prices
The latest Consumer Pulse Survey shows that, across Europe, people are continuing to
change their behaviour in response to new economic challenges. As Europeans slowly
emerge from the pandemic, consumer pessimism remains high, with economic confidence
continuing to tumble. Rising prices have overtaken the invasion of Ukraine as the primary
worry, greatly eclipsing COVID-19. Overall, consumers have a negative view of the state of
the economy and prospects for recovery.
While the impact of COVID-19 on Europe can still be felt, its significance has been greatly
overtaken by other anxieties in the public mind—in particular, rising prices. When asked to
identify their number-one concern, 53% of European consumers mention price increases –
this figure has risen from 44% in April. Worry about the conflict in Ukraine, while still the
second most frequent concern, has fallen from 24% in April to 15% currently.
The pandemic, which has dominated public life for the past two years, now ranks only fifth
on the list of major worries. This may yet re-emerge as a concern, however, given the likely
arrival of further variants of COVID-19 virus.
Overall, rising prices are particularly worrying for low-income consumers and millennials,
while high-income consumers and baby boomers are most likely to identify the invasion of
Ukraine as their primary concern.
10
A vast majority - 93% - of respondents say they

have seen increases in prices for the goods they
often buy. These increases have led to changes
in household budgets, with basic needs such as
food, transport, and energy accounting for a
higher share. Consumers have started to cut
back elsewhere, spending less on non-essential
items, buying smaller quantities or delaying
purchases. Many are also seeking out more
affordable brands and retailers. In addition,
these trends have had an impact on money put
toward saving.
This pessimism extends to the months to come:

36% of respondents express doubt about a
successful economic recovery—almost
unchanged since April. This exceeds even the
level of pessimism reported during COVID-19 lockdowns and is more than double that
reported in October 2021. A brief surge of modest optimism toward the end of 2021 ended
sharply with the invasion of Ukraine.
adapted from July 2022 Consumer Pulse Survey, McKinsey

Make sure you know the
meaning of all the words in bold
in the article.

11 11
PREPARATION FOR CLASS 2 - Language focus
Prepositions
Without looking at the article, fill in the gap with a preposition. Check your answer with the
article.
People are continuing to change their behaviour ____ response to new economic challenges.
The impact ____ COVID-19 ____ Europe can still be felt.
53% of European consumers mention price increases – this figure has risen ____ 44% in April.
Worry about the conflict in Ukraine has fallen _____ 24% in April ____ 15% currently.
A vast majority ____ respondents say they have seen increases ____ prices.
These increases have led to changes ____ household budgets.
Basic needs ____ as food, transport, and energy are accounting for a higher share of
household budgets.
Consumers are spending less ____ non-essential items.
False friends
Sometimes you may think you know a word already. Be careful! It might be a false friend.
Correct these sentences – check in the article if you aren’t sure
global / overall
Globally, consumers have a negative view of the state of the economy.
currently / actually
Worry about the conflict in Ukraine, while still the second most frequent concern, has fallen from
24% in April to 15% actually.
The present perfect

Without looking at the article, use the verb (in brackets) to fill in the gap. Check your answer
with the article.
Rising prices ______________ the invasion of Ukraine as the primary worry (overtake).
This figure ___________ from 44% in April (rise).
It ____________ from 24% in April to 15% currently (fall).
A vast majority of respondents say they ___________ increases in price (see).
These increases ____________ to changes in household budgets (lead).
These trends ___________ an impact on money put toward saving (have).
12
IN CLASS 2 – talking about changes
Interview a partner about consumption and consumerism. Work with someone that you
didn’t work with last week and ask them the questions below.
Refer to the Robert Skidelsky video:
• How important is consumerism for the economy? What are the downsides?
• How did the pandemic affect people’s spending habits? Did it change your
consumption?
• Did the pandemic change people’s attitudes to consumerism?
Refer to the article ‘The cost-of-living crisis’:
• Have you been affected by rising prices? How has your spending changed?
• Are you optimistic or pessimistic about the European economy?
• Will the cost-of-living crisis change people’s attitudes to consumerism?
Do this exercise with your partner:
Common errors
1. Language for comparing: prepositions

the same as similar to different from more…. than / less….. than
Correct the mistakes:

• I shop on the same websites than my partner and my spending is very similar as
hers.
• During the lockdown, I spent more money online then before.
• Now I have to economise because my rent is very expensive. Thibaut is in a
similar situation as me.
• So, that is my opinion about consumerism. But Fatima’s opinion is different of
mine...
2. One of the most difficult aspects of learning English is….
Correct the mistakes:

One of the problem with internet shopping is that it is too easy to spend money.
One of the reasons why I have two student jobs are to have money for socialising.
Now introduce your partner to the class.

Tell the class about your partner’s opinions on the video and article. Describe their attitude to
spending and consumerism and talk about what you have in common and what differences
you have. Focus on the correct tenses and prepositions for comparison.

13 13
LOOK AHEAD
Make small groups of 3-5 students. Quickly look at the discussion topics
for next week’s class. In your group, choose which topic you want to
prepare during the week for next week’s discussion – make sure it’s
different from the other group(s). Choose a topic that could lead to an
interesting discussion – for example if you have very different opinions in
the group!
Sometimes you will look briefly at next

week’s work in class, particularly to
start preparing group work.
14
CLASS 3 – consumer freedom and government regulation
CLASS PREPARATION
Preparation for this week’s class, 11 and 13 October:
 In your group, work on your discussion topic. Discuss your own opinions and find
evidence to support your opinions. Your group does not all have to share the same
opinion!
 Think about all the discussion topics so that you will be able to ask the other groups
some questions.
 Complete the Language focus exercises.
 This week’s quiz on the UV:
 Common errors in speaking – singular or plural?

15 15
PREPARATION FOR CLASS 3 – Discussion topics
Work with your group.
Look at the statements below, describing controversial measures which have been
proposed or implemented in some countries.
First briefly discuss all the statements so that you are ready to ask the other groups some
questions in class. Then focus on preparing your own ideas about the topic you have
chosen:
• What are the goals of the recommendation?

• What might be the unexpected side effects – or negative externalities?
• Have these measures been implemented in other countries? Find examples and
describe the consequences.
• Be ready to talk about the advantages and disadvantages of the measure and your
own opinion. Use some of the vocabulary in the box.
Even if you all agree in your group, when presenting your opinion, it is a good idea to refer
to opposing opinions to show that you are aware of them and have a response to them.
Discussion topics
1. The government should tackle obesity by taxing junk food.
2. Fast fashion should be taxed.
3. There should be CCTV in all public spaces to improve public safety.
4. Soft drugs should be legalised.
Useful vocabulary
expensive ><cheap/affordable
the right to privacy / the right to free speech
to impose a tax on a product - to tax a product
to impose a ban on a product - to ban a product
to commit a crime
to decriminalise
smuggling
trafficking
the black market
the impact of regulation on company profits
...on the labour market
...on crime rates
…on tax revenues
16
PREPARATION FOR CLASS 3 - Language focus
Common errors: correct the mistakes
We did not have the same point of view. We all had different point of views.
We were all agree that…
False friends
If the government increases the tax on junk food, it will become less interesting for consumers.
Do not use ‘interesting’ to mean low prices.
You should have a critical spirit.

There is no direct translation of ésprit critique in English. You can use:
You should think critically / analyse the topic critically.
Expressing your opinion
Expressing your opinion is an essential apart of the assessed discussion in semester 2. You
will be expected to express your own point of view and to react to the other opinions in your
group.
I totally agree I totally disagree

?
In fact, often your opinion may be somewhere in the middle. There are many ways to express
this. Check with the ideas below.
“All drug use should be decriminalised”.
Say whether you agree or disagree with the statement above – and to what extent. Fill in the
gaps with the words in the box.
I have _________feelings about this.

I am in __________ minds about this.
clear mixed two
I agree__________ a certain extent.
I __________ agree/disagree. so/that sides go
I would not go __________ far.
partially to totally
I would __________ further.
The issue is not so __________ cut.
I can see both__________ of the debate.

17 1
IN CLASS 3 – discussing in groups
In your group, present your discussion topic. Outline the advantages and disadvantages
of the measure, and the consequences if it was implemented.
Give your own opinion and discuss whether you agree or disagree with other people in your
group and why. Each group should speak for about 10 minutes and everyone in the group
should speak.
Listen to each group’s discussion. Be ready to ask them questions about their topic and
to give your own opinion on their topic
Avoid asking ‘Why did you choose this topic?’ If you think about the pros and cons of each
measure before the class, you will be able to ask more focused questions. For example: ‘If
fast food companies made lower profits, what would you do about job losses in that sector?’
GROUP WORK – problems and solutions

Discuss in your group:
1. Do you prefer working in groups, in pairs or on your own?
2. Which of these styles of working do you think you will use most often in a future
workplace?
3. What are the advantages of working in groups? What are the disadvantages?
4. Is it possible to learn skills for working in groups?
5. Look at the quotes about problems with group work on the next page. Do any of
these quotes match your experience of working in groups? What other problems
could you have with working in groups?
18
A: I don’t like speaking. I

would rather write
E: I often want to express my something down to make B: I am quite confident
opinion but I never get the sure it’s correct. about speaking but it
opportunity to speak. means I do all the
work in the group.
D: If I don’t have any

opinion on the topic, I another problem? C: I prefer to let the confident
won’t say anything. students speak. I am too shy
to speak.
Match the problems (A-E) above with the solutions (1-5) below. Add any other problems and
solutions you can think of.
Solutions
1. Even if you have a lot to say, it is important to make sure that everyone else has the
opportunity to speak. Notice the body language of people who have something to say but
don’t want to interrupt. Ask specific people for their opinion. Use names!
2. Use body language to signal that you want to speak – lean forward, raise your hand. You
may have to interrupt. Prepare phrases for this: (‘If I could just say something here…, ‘I
would like to add something…”)
3. Writing things down will improve your writing but the only way to improve your speaking is
by speaking! And the best way to learn is by making mistakes. Use the discussions as an
opportunity to make mistakes, so that you don’t make those mistakes in an exam.
4. The more you speak, the more confident you will become! It is fine to just react to what
someone else has said. Memorise some useful phrases from ‘Expressing your opinion’ in
the Language focus section to help you do this.
5. It is not compulsory to have an opinion – but it is compulsory to participate in the group

work. If you don’t have an opinion, then you can summarise what other people have been
saying during the discussion.
6. another solution?

19 19
LOOK AHEAD
Next week you will make short presentations, in groups of 3 or 4, about

a subject related to social media, consumption and the attention
economy. Choose your own topic and find an article, in English,
related to your topic. Be ready to summarise and explain the article to
the class and to give your own opinion.
Look at Class 4, ‘Preparing a group presentation’ for more information.
20
CLASS 4 – social media and consumption

CLASS PREPARATION
Preparation for this week’s classes, 18 and 20 October:
 Do the Readings and Language focus exercises.

 In your group, find an article in English based on this week’s topic and prepare a short
presentation about it (2 or 3 PowerPoint slides). Be ready to speak for around 5 minutes
and to manage a class discussion for around 5 minutes.
 Is social media addictive? level 1
 Is social media addictive? level 2
 How does Facebook make money? level 1
 How does Facebook make money? level 2
 Preparing for a presentation? Common errors – level 1
 Preparing for a presentation? Common errors – level 2

21 21
The attention economy
For individual businesses and the economy as a

whole, attention is now the scarcest resource.
Business success can depend on measuring,
testing and capturing attention in order to harness
it for profit. However, attention is very limited. The
average attention span for humans is only 8.25
seconds.
In social media marketing, attention is not only a

valuable resource, but also a currency. Many online services are offered free of charge, and
users "pay" with their attention. Companies must persuade users to volunteer their attention
- and spend money.
Consumers enjoy creation apps, such as Pinterest, TikTok, and Instagram, because they
increase engagement on social sites. Someone will watch a viral video over and over
again if it makes them laugh. Grandparents will visit a social site every day to interact with
grandchildren who live far away.
This social media interaction is exactly the kind of engagement that advertisers want. When
given the opportunity to create, share, and participate, consumers will give much more than
just eight seconds of their attention. They may even pay more attention to the accompanying
advertisements.
Though social media is an invaluable business tool, it is also much more than that. With an
estimated 62% of people getting their news from social media, its influence in political
campaigns has soared. Social media has increased the visibility of social, ethical,
environmental and political issues. It enables campaigners to raise awareness and to
organise demonstrations and protests. However, it has been argued that it is also leading
to increased political polarisation.
What individual users see is determined by algorithms which prioritise content that the user
is likely to agree with, thus confirming their opinions and prejudices. This has been linked to
‘confirmation bias’, where people tend to value and remember information that reinforces
their pre-existing beliefs.
In terms of social relationships, social media is also a mixed blessing. While it can enable
people to find support and friendship anywhere in the world, it has also been accused of
enhancing feelings of loneliness, exclusion and social isolation as well as enabling
cyberbullying, stalking, identity theft and fraud.
22
Exam January 2022
Prepositions
Without looking at the article, ‘The attention economy’, fill in the gaps with the correct
prepositions. Check your answer with the article.
For the economy ______ whole, attention is now the scarcest resource.
Business success can depend _____ measuring, testing and capturing attention.
Consumers enjoy creation apps, ______ as Pinterest, TikTok, and Instagram.
Always include prepositions in your vocab learning:

For example, you may know the word ‘dependent’ – but what preposition follows it?
If you don’t know, your vocab list should include ‘dependent on’.

23 23
Shein: the unacceptable face of throwaway fast fashion
Fast fashion is engineered to fit in with busy lives. Low prices

invite low maintenance (quicker to throw away than to wash and iron), low risk (buy without
thinking, send it back if it doesn’t look right), and the convenience is unrivalled.
The pressure to look on trend is capitalised on by thousands of affiliates and celebrities

who have the ears and eyes of millions of followers on social media. The persuasion to buy
is huge and, for many, irresistible. Aggressive marketing combined with the use of
algorithms, which scan social media for micro trends, enable brands to cut production to as
little as 10 days. Engineers and sophisticated software allow the production of clothes that
are fit for the screen, designed for obsolescence, destined for landfill.
Shein is at the forefront of this new business model. Recently, the e-commerce giant was
valued at $100bn, making it worth as much as Zara and H&M combined. Shein has risen
from relative obscurity to dominate this market. Its revenues rose from $2bn in 2018 to
$15.7bn in 2021. Its model of manufacturing garments, plus our demand for them, means it
churns out up to a staggering 10,000 new products a day. The constant, timed mark-
downs, shown in hours and minutes, perpetuate the idea that you need to buy now and
can’t wear anything twice.
Just 6% of Shein’s inventory remains in stock for more than 90 days. If an item does well,
more batches are ordered; if not, the lines are immediately discontinued. Shein ships to
more than 150 countries and regions – a sobering thought when you consider the
emissions not just of deliveries but also returns. Most returns end up in landfill because it
would cost more to put them back in circulation. Shein overtook Amazon as the most
downloaded shopping app in the US last year, underlining how its use of digital marketing
has helped it overtake rivals so quickly.
Shein’s meteoric rise is transforming fast fashion, a harmful model in environmental and
social terms, into even more harmful ultra-fast fashion. With more and more people
becoming aware of the climate emergency – and a rising number of people claiming to care
deeply about it – the success of Shein seems like a paradox.
Governments continue to offer a licence to do harm, allowing poorly regulated, exploitative

practices that don’t count the cost of pollution, soil degradation, biodiversity loss, human
wellbeing and emissions. Fast fashion is not really cheap – someone, somewhere is paying
the real price. Whether they are workers in Leicester being paid £3.50 an hour in sweatshop
conditions, or farmers in India dying from dangerous chemicals in the production of cotton –
collectively and individually, we are all paying.
24
We need to take away the licence

to do harm. Recently the
European Environmental Agency
announced a crackdown on fast
fashion. It will take governments,
universities and businesses
working together to raise
awareness and to fulfil our
responsibility to protect our planet
and industry for future
generations. Nothing less than
radical change is required to
avoid 4C warming. There is no life,
let alone fashion, in that world.
adapted from Shein: the unacceptable face of throwaway fast fashion, Dilys Williams, The
Observer April 2022
Rise and raise
Without looking at the article, ‘Shein: the unacceptable face of throwaway fast fashion’, use
‘rise’ or ‘raise’ in the correct form. Check your answers with the article.
Shein has _________ from relative obscurity to dominate this market.

Its revenues _________ from $2bn in 2018 to $15.7bn in 2021.
Shein’s meteoric _______ is transforming fast fashion.
A __________ number of people claim to care deeply about the climate emergency.
Governments, universities and businesses must work together to __________ awareness.

25 25
PREPARATION FOR CLASS 4 – preparing a group presentation
In this week’s class, each group will give a mini presentation (about 5 minutes). Find an
article in English about a topic related to social media, consumption and the attention
economy. Check the Guardian, the Economist, the Financial Times or Politico, for example,
for useful articles. Summarise and explain the article in your own words and give your
opinion. Prepare a few PowerPoint slides
Prepare some questions for your audience and be ready to answer their questions – you
should try to have a discussion of about 5 minutes after your mini presentation.
Focus on
• saying something new about a well-known topic,

or
• explaining a topic that isn’t as well-known as it should be,
or
• presenting a topic that you think the audience may not have heard about.
And all in your own words – do not just read the article!
26
IN CLASS 4 – giving a group presentation, giving feedback
Give your presentation, summarising and reacting to the article you have chosen. Illustrate
your talk with a few PowerPoint slides. Be ready to answer questions from your classmates.
Make notes about other groups’ presentations. Be ready to ask them questions about their
topic and to give them feedback on the strengths and weaknesses of their presentations.
Make notes in the categories below. These are the categories that will be used to mark your
assessed discussion in semester 2.
Content Focus on: originality and interest

• Did your classmates tell you something new? Or make you think about something in a
new way?
• Was the PowerPoint interesting? Could you understand the structure?
• Did they have extra ideas and information in the discussion?
Delivery Focus on: communication and interaction

• Did your classmates keep your attention?
• Did they keep you involved?
• Did they manage the discussion in an interesting way?
• Did everyone in the group participate equally?
Vocabulary Focus on: relevance and accuracy

• Relevant vocabulary for the topic?
• Any mistakes?
Grammar Focus on: range and accuracy

• A good range of grammar?
• Any mistakes?

27 2
CLASS 5 – statistics and the economy
CLASS PREPARATION
Preparation for this week’s classes, 25 and 27 October:
 Do the Reading and Language focus exercises.

 Create your own graph description guidelines with your group.
 Use the exercises ‘Common errors’ and ‘Formal and informal language’ in the
coursebook and the quizzes on the UV to help you with your guidelines.

 Graph descriptions - essential vocabulary, level 1
 Graph descriptions - essential vocabulary, level 2
 Formal and informal language, level 1
 Formal and informal language, level 2
When you have got the necessary marks in all the other Chapter 1
quizzes, you will be able to unlock ‘Formal and informal language, level 2’.
If you get the necessary mark in ‘Formal and informal language level 2’ by
the deadline announced on the UV, you will have completed all the
Chapter 1 quizzes and will have one quarter of the final bonus point for
the year!
28
PREPARATION FOR CLASS 5 – Reading
The impact of COVID-19 around the world, as told by statistics
The impact of COVID-19 was felt across the globe, changing everything about how we
interacted with each other and the world. At a time of crisis, governments more than ever
need reliable data. Moreover, in our interconnected world, decisions made today will have
consequences that will affect people in every region and community, reaching far into the
future.
The trends seen in recent years would have been unimaginable in 2019. New statistical
records were set on an almost weekly basis. On the economic side, for example, the
aviation industry faced its deepest-ever crisis, with 90% of the global fleet grounded.
Meanwhile, global commodity prices saw their largest fall on record, dropping by 20.4% in
the month to March 2020. Global trade for the second quarter of 2020 dropped by 27%
compared with the same quarter in 2019. Tourism fell by between 58% and 78%.
In terms of social costs, the education of 1.6 billion learners was disrupted; that is 9 out of
every 10 students in the world. Unsurprisingly, urban areas - which account for more than
90% of COVID-19 cases – experienced the greatest impact of the pandemic.
Meanwhile, efforts to eliminate extreme poverty were set back immensely, with global
poverty increasing for the first time for more than 20 years. 40 to 60 million people were
pushed into extreme poverty in 2020 - that is, living on less than $1.90 a day - as a result of
the coronavirus pandemic. At the same time, the threat to children who are already
impoverished is expected to be catastrophic, given the expected long-term impact tied to
lack of access to life-saving vaccinations, increased risk of violence, and interruptions to
education.
The reason that international organisations can share this snapshot into the impact of
COVID-19 is because of the existing investments that have been made by the international
community in the field of statistics. Unfortunately, the pandemic posed a significant
challenge to this vital information stream. Statistical capacity was squeezed around the
globe, particularly in low-income countries with limited resources to invest in their public
goods. In the troubled times that lie ahead, timely and accurate statistics are the best way
to ensure that no one is left behind.
adapted from The impact of COVID-19 around the world, as told by statistics, Steve MacFeely,
Angela Me, Haishan Fu, World Economic Forum, 26 May 2020

29 29
collocations
From the article, find a collocation that means the same as:
to decide something to ________ a decision.

to establish a record to __________ a record
to confront a crisis to f_________ a crisis
to delay efforts to set _________efforts.
to be forced into poverty to be _________into poverty.
to invest in something to _________ an investment.
to present a challenge to p_________ a challenge.
unprecedented governments reliable statistical
aviation urban extreme catastrophic
violence crisis
30
PREPARATION FOR CLASS 5 – Common errors
Look at this sample graph description. Correct the errors in bold. Check your answers on
the next page.
The graphic show the impact of the

coronavirus lockdown on global flights
between 27 January and 4 April 2020.
It illustrates the weekly evolution of air traffic
comparing to the previous year’s figures.
In China, the line ‘impact of coronavirus

lockdown on global flights’ fell steeply and
after less than two weeks the figures were
almost 80% lower then last year. Following
by this dramatical fall, figures recovered fairly
sharply and by early march had improved of
approximatively 30%. Although traffic was
still 40% lower than last year’s level. Since
then, figures have turned around more or
less this level.
Globally, the figures for UK, Italy and Germany demonstrate similar tendences.
As each country entered lockdown, their trend plummeted, falling more quickly than in
China and reaching to a lower level. In the UK, a sharp fall between the 2nd and 9th of March
was following by a slight plateau. However, flights began to drop again and for the three
next weeks they never stopped to plunge. By the end of March, the line was 90% lower
than in 2019. In Germany and Italy, the fall began to level off towards the beginning of April.
In the US, the curve was not touched until the end of March, perhaps because of
later and less strict lockdown measures. Nevertheless, at that point flights began to
drop significantly and by 4 April were 40% lower than last year.
In conclusion, the airline industry has known an unprecedented slowdown as a result of the
coronavirus crisis. Flights in China plunged by almost 80% compared to the previous year’s
level while the fall in Europe was even more steeper. At the beginning of April, there were
some signs of redress in China while on the contrary, the situation remained serious in
Europe.

31 31
Exam August 2020 – the corrected version
The graph shows the impact of the

coronavirus lockdown on global flights between
27 January and 4 April 2020. It illustrates
weekly changes in air traffic compared to the
previous year’s figures.
In China, the number of flights fell steeply

and after less than two weeks the figures were
almost 80% lower than last year. Following
this dramatic fall, figures recovered fairly
sharply and by early March had improved by
approximately 30%, although traffic was still
40% lower than last year’s level. Since then,
figures have fluctuated more or less at this
level.
In general, the figures for the UK, Italy and Germany demonstrate similar trends. As each
country entered lockdown, airline traffic plummeted, falling more quickly than in China and
reaching a lower level. In the UK, a sharp fall between the 2nd and 9th of March was
followed by a slight plateau. However, flights began to drop again and for the next three
weeks they continued to plunge. By the end of March, airline traffic was 90% lower than in
2019. In Germany and Italy, the fall began to level off towards the beginning of April.
In the US, the number of flights was not affected until the end of March, perhaps because
of later and less strict lockdown measures. Nevertheless, at that point flights began to drop
significantly and by 4 April were 40% lower than last year.
In conclusion, the airline industry has experienced an unprecedented slowdown as a result

of the coronavirus crisis. Flights in China plunged by almost 80% compared to the previous
year’s level while the fall in Europe was even steeper. At the beginning of April, there were
some signs of recovery in China while in contrast, the situation remained serious in
Europe.
32
PREPARATION FOR CLASS 5 – Formal and informal language
This is an informal, spoken presentation about the graph above. Look at the words and
phrases in bold and think of formal alternatives suitable for writing. Check the formal version
on the next page.
The graph is about the effect of the COVID-19 outbreak on retail sales
in the Netherlands and Belgium between March 8 and March 21, 2020.
Let’s look at Belgium. Retail sales started rising a lot on March 11,
peaking on 13 March, when sales were 50% higher than the previous
week. I guess this was because of widespread stockpiling, when
consumers bought lots of household supplies and groceries to get
themselves ready for the lockdown. We can see a similar peak on 17
March. Then right after, sales dropped steeply and by 20 March they
were way down compared to the week before. We’re pretty sure this
decrease was caused by the government telling people to stay at
home and people getting really worried about the coronavirus. It’s
kind of similar in the Netherlands, although sales fluctuated a bit less.
So, in conclusion, retail sales were really in trouble because of the

COVID-19 crisis in Belgium and the Netherlands. We could say that
consumers’ shopping patterns were pretty volatile in response to the
changing situation.

33 33
Writing and speaking – formal and informal

This is a written summary, in a formal academic style, of the information in the same graph.
Note the differences between the language for a spoken presentation and a written
summary.
The formal version:
The graph illustrates the effect of the COVID-19 outbreak on retail sales in the Netherlands
and Belgium between March 8 and March 21, 2020.
In Belgium, retail sales started rising dramatically on March 11, peaking on 13 March,
when sales were 50% higher than the previous week. This was probably a result of
widespread stockpiling, when consumers bought large amounts of household supplies and
groceries in order to prepare for the lockdown. A similar peak can be observed on 17
March. Following this, sales dropped steeply and by 20 March they were more than 50%
down compared to the week before. It is likely that this decrease was caused by the social
mobility restrictions imposed by governments, as well as by rising anxiety about the
coronavirus among consumers. There is a similar pattern in the Netherlands, although the
fluctuations were less dramatic.
In conclusion, retail sales were heavily affected by the COVID-19 crisis in Belgium and the
Netherlands. It is clear that consumers’ shopping patterns were rather volatile in response
to the changing situation.
Common errors
You cannot use informal language in academic writing - like a graph description.
34
PREPARATION FOR CLASS 5 – Vocabulary test practice
This is an example of the format for the continuous assessment vocabulary tests.
There will be four vocabularly tests during the year.
Each test will contain 20 questions.
Complete each gap with one word in the correct form.

For some items, a hint and/or the first letter is given.
1. Some researchers are recommending the introduction of taxes on sugary drinks to increase
their cost and help reduce c____________________, particularly in children.
2. Several American states are suing the Sackler family, alleging their company made billions
of dollars from the sale of opioids despite knowledge of their h______________ (damaging)
effects.
3. Pope Francis has backed a UN treaty aiming to b___________ (forbid) nuclear weapons
and says even their possession for the purpose of deterrence is immoral.
4. After three straight monthly declines, U.S. consumer c__________________ (optimism)

rebounded in August as inflation moderated and gas prices fell.
Use rise or raise in the correct form
5. More than three times more people are at risk from ________ sea levels than previously
believed, research suggests.
6. Senator Warren’s wealth tax would ____________ close to $3 trillion from a few hundred of
the richest people in the country, according to her campaign.
Prepositions (give the preposition, or ‘ – ‘ for ‘no preposition)

7. Canada’s Justin Trudeau has proposed a digital services tax similar _________ a French
plan which led to the threat of retaliatory tariffs by the United States.
8. Germany, with its large automaking industry, and China, with its factories producing
consumer goods, are more dependent _________ international trade than more service-
based economies.
Check your answers on the UV!

35 35
IN CLASS 5 – guidelines for graph descriptions
Share your graph description guidelines with

the class. Add your teacher’s feedback to your
guidelines.
Make sure you include:

Writing in paragraphs. How should you arrange your paragraphs?
Useful vocabulary for writing a graph description:
Verbs for rising and falling patterns and for a graph that remains stable.
Adverbs that describe how quickly or slowly these changes are happening.
Academic words and phrases for organising your work.
Informal word and phrases to avoid.
Common errors to avoid.
You will find many resources on the internet to help you with rules and suggestions for writing
graph descriptions. Share the most useful resources with the class.
LOOK AHEAD
Look at the page ‘Preparation for Class 6 – Writing a graph description’ and
choose one of the graphs for your group. For your next class, you will write a
description of the graph and send it to your teacher for feedback – make a
note of your teacher’s deadline!
36
Chapter 2
Work
employment patterns
getting on the job ladder
the changing labour market
the Universal Basic Income
unemployment
the future of jobs

37 3
CLASS 6 – employment patterns

CLASS PREPARATION
Preparation for this week’s classes, 8 and 10 November:

 Work together with your group to write a graph description.
 Send your graph to your teacher for feedback – respect your teacher’s deadline!
 Common errors in graph descriptions, level 1
 Common errors in graph descriptions, level 2
38
Changing patterns of employment
The shift away from manual work in the agricultural sector and blue-collar work in heavy
industry is a long-established trend in the developed world.
Traditionally, most employment has been typically full-time, based on a structure of

apprenticeships and promotion within the company. Certain benefits have also been
protected - such as holiday pay, sick pay and maternity and paternity leave. Membership of
trade unions has also been common, offering some protection against being fired or made
redundant as well as the right to go on strike.
Increasingly companies have been reducing their expenditure on human resources by

outsourcing work to countries where labour costs are lower, mainly in the manufacturing
sector but also in services, such as call centres and tech support. However, recently
companies have also been cutting costs by using more flexible employment contracts. This
enables them to adapt their employee levels to meet fluctuations in demand. This is
becoming more common not just for unskilled labour but also for white-collar workers and
professionals. Employees may be hired on temporary or part-time contracts and
companies may take on self-employed and independent contractors for short-term projects.
This can provide more flexibility to employees who want to work from home and select their
own working hours. Shifting social attitudes to the work-life balance and improved
communications technology have facilitated these forms of flexible working and
teleworking.
The most controversial new employment practice is the so-called zero hours contract,
where the company is not obliged to provide a minimum number of working hours while the
employee is not obliged to accept any work. This kind of contract is increasingly common in
the service sector, particularly in retail and hospitality.

39 39
Vocabulary
Find the answers in the article:
The opposite of a permanent job is a _____________job.
The opposite of a full-time job is a _____________job.
If you work in a clothes shop, you work in the ____________sector.
If you work in a hotel, you work in the _______________sector.
If you work on a farm, you work in the __________________sector.
If you work in a factory, you work in the ________________sector.
heavy resources outsourcing employee
flexibility teleworking controversial hospitality
40
PREPARATION FOR CLASS 6 – Writing a graph description
In your group, choose one of the graphs below.

Write a short, formal graph description of 250-300 words. Describe and analyse the main
features of the graph and draw a conclusion.
Exam January 2019
Exam January 2017
Exam January 2022

41 41
PREPARATION FOR CLASS 6 – Correcting your graph description
Checking your work with translation technology
Translation technology can help you with your work - but it

isn’t perfect!
You might think that you can translate your writing from
French directly into English. This is never a good idea and
translation technology will show you why.
For example:
Le graphique illustre une croissance économique importante.
Is this a good translation? → The graphic illustrate an important economic growth
No! Only three words are correct in this translation!
Put the French sentence into Google Translate or DeepL to find the
mistakes.
Remember – sometimes the technology will not help you. It can’t help you avoid the
mistake of informal writing.
For example:
On constate un changement. → Chat GPT says We see a change.
Regardons les tendances → ChatGPT says ‘Let’s look at the trends’
These mistakes would lose marks in the graph description exam!
Check your group’s graph description with translation technology and correct it.
Are there any differences between your version and the corrected version that you don’t
understand? Ask your teacher to explain.
And don’t forget your teacher’s deadline!
42
PREPARATION FOR CLASS 6 – Ask ChatGPT
This is how the January graph description will be marked:
A: Task achievement ....... / 5

B: Cohesion and coherence ....... / 5
C: Lexical resource ....... / 5
D: Grammatical range and accuracy ....... / 5
Ask ChatGPT: ‘Tips for writing a graph description, B2 level English’

Some of ChatGPT’s advice can be linked to the marking grid above. For tips 1-8, fill in A,
B, C or D, as in example 1.
ChatGPT says:
Writing graph descriptions is a valuable skill for English language learners, and
achieving a B2 level proficiency involves clear communication of ideas and concepts.
Here are some tips tailored to learners aiming for a B2 level in graph descriptions:
1. Study Graph Vocabulary: Make sure you have a grasp of fundamental

vocabulary related to graphs, such as "increase," "decrease," "fluctuate,"
"peak," "trough," "plateau," "rise," and "fall." _____C_____
2. Provide Context: Introduce the topic of the graph briefly to give readers a
clear understanding of what the graph is about. __________
3. Highlight Key Trends: Identify and describe the main trends, patterns, or
changes depicted in the graph. Use appropriate vocabulary to indicate these
trends (e.g., "The data shows a steady increase from 2005 to 2010...").
__________
4. Use Time Expressions: When dealing with time-based data, employ time
expressions like "over the period," "from [year] to [year]," "during the
[decade]," etc. __________
5. Use Comparative Language: Compare data sets, groups, or time periods.
Phrases like "In contrast to," "Similarly," and "Compared to" can help you
make comparisons. __________
6. Use Linking Words: Use linking words and phrases to connect ideas smoothly.
Words like "Additionally," "Furthermore," "On the other hand," and "As a
result" can improve the flow of your description. __________
7. Practice Tenses: Use appropriate verb tenses to describe actions in the past,
present, and future. For historical data, use past tenses; for current trends, use
present and present perfect tenses; for predictions, use future tenses.
__________

43 43
8. Avoid Repetition: Vary your vocabulary to prevent repetition. Instead of using

the same words repeatedly, find synonyms and alternate expressions.
__________
9. Proofread Carefully: After writing, review your description for grammar,
spelling, and coherence. Make sure your sentences are clear and well-
structured.
10. Get Feedback: Share your descriptions with teachers, peers, or language
exchange partners. Constructive feedback can help you improve.
11. Practice Regularly: Remember, achieving a B2 level requires gradual
progress. By applying these tips and practicing consistently, you'll enhance
your ability to describe graphs accurately and effectively in English.
The smart way to use smart technology:

There is no point asking ChatGPT to write your graph description – you won’t have ChatGPT
in the exam!
Ask it to help you with things you find difficult, for example:
• What is the difference between rise and raise?

• How do you use the present perfect tense?
Ask it to help you with your mistakes, for example:
• What is wrong with ‘Unemployment raised between 2008 and 2013’?

• What is wrong with ‘Employment in manufacturing fell since 1948’?
44
IN CLASS 6 – writing feedback
In class, you will receive

feedback on your group’s
graph description.
Add what you have learned

from your feedback to your
own graph description
guidelines.
GROUP WRITING - problems and solutions

Group writing is one of the most difficult kinds of group work.
Make new groups (not your writing groups) and discuss these typical problems.
What could you do in these situations? What other problems have you encountered in group
writing?
1. The group would like to work on the essay face-to-face but they can’t find a time
which is suitable for everyone. Students A and B live on campus, while Student C
lives far away and has a part-time job.
2. Some members of the group have a deadline for another course and have said they
won’t be able to do any work at all on the essay.
3. Student A likes to get work done well before the deadline. Student C works better
under pressure and finishes everything at the last minute.
4. Student B doesn’t really like writing with others. He wants to write one section of the
essay and won’t contribute to any other part of the essay.
5. Student A and Student B have completed their work and given each other feedback
and corrections. Student C shares her work at the last minute and there isn’t time to
make corrections before the deadline.
6. Another problem?

45 45
CLASS 7 – getting on the job ladder
CLASS PREPARATION
Preparation for this week’s class, 15 and 17 November:

 Make notes on the Discussion questions in ‘Talking about your career plans’ and be
ready to talk about them in class.
 Young people and the labour market, level 1
 Young people and the labour market, level 2
 False friends, level 1
 False friends, level 2
46
Coronavirus: Could 'Class of 2020' become Europe's lost generation?

The pandemic has pulled away the first rung of the jobs ladder for many young Europeans,
a situation which economists say has the potential to harm their employment and earnings
in the long term.
Youth unemployment lasted for years following the 2008/09 global financial crisis, hitting
southern countries such as Spain and Greece especially hard. Yet early signs show things
are about to get worse. While the overall EU unemployment rate in May 2020 rose by just
0.1% to reach 6.7% - a slight rise thanks to government wage subsidies (furloughs) and
short-time work schemes - unemployment among the under-25s rose three times as fast by
0.3% to 15.7%.
A major challenge is the fact that youth unemployment is closely linked to economic growth:
the bigger the overall economic damage now, the more the impact will be felt by young
workers.
Even short periods of unemployment when young can affect a person’s long-term prospects
and the consequences of rising youth unemployment now facing Europe could last for a
generation. A study from the Centre for Economic Policy Research shows that one month of
unemployment at age 18-20 causes a lifetime income loss of 2%, probably because periods
of joblessness lead to young people missing out on the skills and experience needed to
keep up in the jobs market.
The London-based Resolution Foundation think-tank studied three decades of UK

economic data and reached similar conclusions. It found that British youth who left education
at the height of the 2008/09 economic crisis went on to suffer higher jobless rates than
those who left with similar qualifications four years later - despite the jobs boom of the
recovery period. “The ‘corona class of 2020’ could face years of reduced pay and limited job
prospects, long after the current economic storm has passed, unless additional support is
provided fast,” said study author Kathleen Henehan of the Resolution Foundation.
Part of the problem is that Europe’s jobs market is already biased against new entrants who
often do not have the secure, permanent contracts of their older colleagues and so get
targeted for redundancy on a “last in, first out” basis. In addition, the coronavirus pandemic
has raised new barriers, since sectors which typically provide the young with their first step
on the ladder - like retail and hospitality - are most affected by social distancing measures.
For young people facing months of uncertainty and loss of income, it is the responsibility of
policymakers to prevent a worse wave of youth unemployment than seen after the 2008/09
crisis. Youth unemployment across Europe took years to recover from the financial crisis and
remained stuck at around 30% in countries such as Spain and Greece - a figure some
predict could now rise to 45%.

47 4
“Even at the best of times, getting your foot on the job ladder is a challenge. And these are
not the best of times,” said Valdis Dombrovskis, the European Commissioner responsible for
overseeing the economy, at a briefing on the EU’s policy response.
The EU is urging governments to use existing EU funds to create youth jobs and training,
estimating at least €22 billion is required to address skills gaps in the labour market. “There
are very few young people being trained in vocational schemes with real job opportunities
and there is a rising trend of over-qualification with degrees that are not demanded by the
market,” said Ignacio Conde-Ruiz of Spanish think-tank Fedea.
While young workers have difficulty getting their foot in the door, some companies are now
benefitting from a rise in applications. That may enable them to cut wages and raise profits
as they try to tackle the impact of the pandemic. But for young people fighting for fewer jobs,
competition is fierce. They describe applications where companies don’t bother to respond
or, if they do, they tell applicants not to expect much in wages or benefits.
adapted from ‘Coronavirus: Could 'Class of 2020' become Europe's lost generation?’, Reuters,
July 9, 2020, Michael Kahn
48
Soft skills – future proof your career
Everyone is talking about digitalisation: “We need to get ready for digitalisation now”; “Train
yourselves for digitalisation”. Companies want software training to be prioritised over arts
degrees or language training and say that children should start coding at primary school to
ensure a good career for themselves. The message? “Having a long list of hard skills will let
you skip a few steps on the career ladder.”
However, tech giant Google has researched its most successful employees and managers
to see what skills they had in common. And surprisingly, scientific skills such as
mathematics and coding ended up in last position. It turns out that the most important skills
were the social skills. The most successful employees and managers showed distinct
abilities in communication, coaching, listening skills and empathy.
These findings were confirmed in a study conducted by Deloitte. It examined which skills
will be necessary for newly created jobs until 2030. It concluded that, while people who are
highly skilled in mathematics will be in demand during the peak of automation, creativity
and social and emotional intelligence will be more future proof skills in the long run. On
the one hand, we have a rapidly growing service sector in which these skills are essential.
On the other hand, social skills also provide protection against automation, as people have
a clear advantage over machines when it comes to creativity and social intelligence.
Mark Cuban, an American software billionaire, predicted in 2017: “In ten years’ time, a
humanities degree in philosophy will be worth more than a degree in programming.”
According to Cuban, machines will be able to calculate and program for us, and so knowing
how to think critically is going to be more valuable than technological skills in future
proofing your career.
adapted from Why your soft skills beat your hard skills, JANZZ technology, September 2018
Digitisation means to convert something into a digital format, like scanning a

photograph.
Digitalisation means to convert business processes to use digital technologies, such as
using chatbots instead of people to answer customer questions on your website.

49 49
Vocabulary for jobs and workplaces

Write some sentences to describe your own career plans, using the vocabulary below.
Make sure you know the meaning of all the terms. You may need to add an article.
I would / would not like to work in / as /……
For example: I would like to work in marketing.
I would like to work as a consultant.
I would not like to work in the public sector.
I would like to work in a start-up.
intern management CEO entrepreneur

HR financial sector NGO consultancy
think tank academia civil service private sector
IT hospitality sector retail sector multinational
Rise and raise

Use rise or raise in the correct form. Check your answer with the first article.
The overall EU unemployment rate in May 2020 ________ by just 0.1% reach 6.7% - a
slight ________ thanks to government wage subsidies.
The coronavirus pandemic has ________ new barriers.
…a figure some predict could now __________ to 45%.
There is a ________ trend of over-qualification.
Some companies are now benefitting from a ________ in applications.
That may enable them to cut wages and ________ profits.
subsidies furlough rung earnings youth signs
slight height biased measures urging fierce
Common errors
Correct the sentences:
I think studying at Solvay improves my job prospects. It is easier to find a job if you are
graduated in economics. But it can be hard to find a job that is related to your diploma.
We should learn more practical business skills. Our cursus is too much theoric.
50
IN CLASS 7 – Talking about your career plans
Discussion questions
Ask your partner:
1. What are your career plans?
2. Who would you turn to for careers

advice?
3. Do you feel that your studies are

preparing you for the job market?
4. Do you think that a degree will be enough for you to get the job you want? Or do
employers always ask for work experience and internships as well?
5. Do you think that your career path will be affected by the pandemic?
6. Do you expect to have a similar standard of living to your parents? Do you expect
to be better off than them or worse off?
What are your soft skills?
I am (adjective)...... I can demonstrate (noun).....
empathetic
good at managing my time
good at managing stress
good at working in a team
dependability
good at thinking critically
adaptability
good at resolving conflicts
Fill in the gaps with your partner

51 51
Choose two or three of these skills and describe to your partner a situation in which
you have demonstrated them.
Remember: in a job interview, if you say ‘I am good at conflict resolution’, you will be asked
– ‘Tell me about a time when you demonstrated that?’
Remember: you do not need to have ‘work experience’ to show that you have the skills that
an employer is looking for.
To demonstrate good time management – have you managed to combine sports training
with your studies? A busy social life while meeting university deadlines?
To demonstrate adaptability and stress management – have you managed your studies
while living through a pandemic?
52
CLASS 8 – the changing labour market
CLASS PREPARATION
Preparation for this week’s class, 22 and 24 November:
 Do the Language focus exercise and the Reading.

 Research each of the labour market issues in the Language focus exercise.
 Be ready to explain and discuss these issues in your group, for around 10-15 minutes.
 Essential vocabulary for the sharing economy.
 The dark side of the sharing economy.

53 53
Match each vocabulary box with a labour market issue, as in the example. Using the
vocabulary in the boxes, write a few sentences describing how each issue is changing the
labour market and a few sentences about the possible impact of the covid-19 crisis and the
cost-of-living crisis on each issue. For one of the boxes, you will need to fill in the
essential vocabulary, using the article on the next page.
com______
working ____ home
pr_________
mor_______
______ -care
robots fl________
AI a r_____ workforce graduates
blue collar job to graduate
white collar jobs to be a graduate
manual work skills mismatch
retraining
qualifications
discrimination
automation asylum seekers
retirement trade unions migrants
to retire refugees
a pension the aging population workforce
a pensioner the skills shortage populism
the elderly demographics
life expectancy immigration
demographics the gig economy
teleworking
the glass ceiling

to go on strike ethnic minorities
to demonstrate racial discrimination
a demonstration to discriminate against
job security the gender pay gap
the gig economy a freelancer quotas
to freelance
flexibility
insecurity
zero hours contract
on-demand
54
Find the most useful vocabulary for talking about teleworking from the words in bold in this
article. Use this vocabulary to fill in the gaps in the box on the previous page.
Managing by Zooming around

Businesses are struggling to understand which of the pandemic’s effects will be temporary
and which will be permanent. Some new reports attempt to analyse these longer-term
trends. Taken together, they imply that firms will benefit - but that managers’ lives are about
to get more difficult.
One change that likely to last is employees spending more of their time working from
home. A report from Glassdoor, a website that allows workers to rank their employers, found
that less commuting has improved employee health and morale. Splitting the week
between the home and the office is overwhelmingly popular with workers: 70% of those
surveyed preferred it, 26% wanted to stay at home and just 4% desired a full-time return to
the office. Perhaps as a consequence, remote work has not harmed productivity - and
indeed improved it in some areas. Flexibility appeals strongly to employees who have
child-care and other home responsibilities.
Teleworking also offers potential cost savings, and not just the reduced need for office
space. Remote workers do not need to live in big cities where property is expensive. If they
live in cheaper towns and suburbs, companies can pay them less. Glassdoor estimates that
software developers who leave San Francisco could face salary cuts of 21-25%.
A remote workforce also brings challenges for managers, as a report from the Chartered
Management Institute demonstrates. It highlights the importance of effective communication
and concern for workers’ well-being. It also found an interesting difference of perspective:
nearly half of senior executives thought they were engaging employees more in decision-
making since the pandemic, but only 27% of employees agreed.
The survey also shows that the experience of remote working has not been uniform. 69% of
women with children want to work at least one day from home, compared with 56% of men
with kids. Strikingly, 48% of British staff from ethnic minority backgrounds thought that
workplace culture had got better during the crisis, against 34% of all employees. This
suggests something was wrong with office culture before.
So managers have a lot more work to do in responding to the pandemic. Executives need to
tailor their behaviour to individual employee’s needs. Ironically, though managers may have
feared that remote working would allow employees to slack, it may be that managers have
not been up to the challenge. Bosses may have spent too much time videoconferencing and
not enough speaking directly with subordinates.
adapted from Managing by Zooming around, The Economist, December 3, 2020

55 55
PREPARATION FOR CLASS 8 – Preparing for a discussion
During the week, make notes about:
• each of the labour market issues in the Language focus exercise.

• how you think the labour market is changing.
• how the pandemic and the cost-of-living crisis will affect these changes.
Use the reading exercise, the quizzes on the UV and the graphics on this page for more
ideas. Use as much of the Language focus vocabulary as you can.
56
IN CLASS 8 – discussing in groups
Group discussion 10-15 minutes
The teacher will choose your first topic from the Language focus exercise. Discuss it in your
group, moving on to another topic when you are ready.
Try to cover 3 or 4 topics and keep talking for 10 -15 minutes.
Make notes about other groups’ discussions. Be ready to give them feedback on the
strengths and weaknesses of their discussion.
Keeping the discussion moving

An important skill in group discussions is keeping the discussion moving. It is the
responsibility of everybody to get involved and to help teammates get involved. This is a skill
which will be marked in the assessed discussion in semester 2
Here are some typical problems in group discussions – and some useful phrases for solving
these problems. Work in your group to match the problems (1-7) and solutions (A-G).
Problems
1. When you have finished speaking, there is a long silence. You don’t want to keep
talking forever!
2. You had a lot to say about the topic but now they have moved on to the next topic.
3. You have discussed the topic for a while and no one has anything else to say.
4. Your teammate has asked you to speak but you don’t have any new point to make.
5. You want to speak but don’t know how to interrupt.
6. You have something relevant to say but it isn’t mentioned in the list of topics.
7. Another problem?

57 5
Solutions
A: If I could go back to what you were

saying earlier.
B: Does anyone want to add something?
In my opinion this is related to what we were
discussing before. Fatima, do you agree?
Antoine, what do you think?
C: We haven’t mentioned.... but I

think it is really relevant. D: If I could just say something?
An aspect of the changing job I would like to add that...

market which is often forgotten is ....
F: Unless anyone wants to add something,

E: I was going to say the same thing, so let’s move on to ...
maybe if I sum up, most of us seem to
I think this is also linked to the topic of ....
agree that..........
which we could discuss now.
I don’t have anything to add but it’s clear
that we all have really different points of
view on this topic.
G. other useful phrases?
58
CLASS 9 – the Universal Basic Income

CLASS PREPARATION
Preparation for this week’s class, 29 November and 1 December:

 In groups, research a topic related to the Universal Basic Income and prepare a short
presentation.
 the Universal Basic Income, level 1 – listening test
 the Universal Basic Income, level 2 – comprehension
 Language for presentations, level 1
 Language for presentations, level 2

59 59
The Universal Basic Income
As Philippe Van Parijs and Yannick Vanderborght put it in Basic Income: A Radical Proposal
for a Free Society and a Sane Economy,
We live in a new world, remade by many forces: the disruptive technological

revolution, brought about by the computer and the internet; the globalisation of trade,
migration and communication; fast-growing worldwide demand in a shrinking pool of
natural resources; the dislocation of traditional protective institutions, from the
family to labour unions, state monopolies and welfare states; and the explosive
interactions of these various trends.
The danger is clear, they argue; we risk ‘igniting sharp conflicts and breeding new forms
of slavery’. The question is what to do about it. In response to the right’s old ideas – more
nationalism, more borders, blame the immigrants, culture wars, trade wars and real wars –
the left needs some good new ideas. And that is where Universal Basic Income comes in,
because UBI has the potential to be the solution to a whole set of economic and political
problems. The fundamental idea is simple - a guaranteed regular cash payment for every
citizen, unconditionally and for life. The money would be enough to provide
psychological and practical security, and enough to prevent destitution, but not enough to
be a disincentive to work; if you wanted to live on it, you would be safe but not comfortable.
However, a policy such as UBI is unlikely to be implemented without an enormous external

incentive. It is possible the incentive for change could come in the form of the climate crisis.
In a world facing floods, droughts, storms, heatwaves and mass migration on an
unprecedented scale, will we turn to what’s being called ‘climate apartheid’, with the rich
world cutting itself off from the poor behind barriers and walls, and letting the poor world die?
It is not an unlikely version of future events. If we are to avoid going down that route, we will
need to have some different, better ideas; we will need to have a scheme for shared
responsibility, shared security and shared prosperity. Milton Friedman knew more than
anyone in modern political economics what it takes to change an intellectual climate. He
worked out how to make a new idea take shape first as something thinkable, and then as a
specific policy. He said that the crucial step was to be ready:
Only a crisis produces real change. When that crisis occurs, the actions that are
taken depend on the ideas that are lying around. That, I believe, is our basic function:
to develop alternatives to existing policies, to keep them alive and available until the
politically impossible becomes the politically inevitable.
The list of progressive alternatives which currently fit that description is one item long:
Universal Basic Income.
adapted from Good New Idea, John Lanchester, London Review of Books 18 July 2019
60
Vocabulary search
In the article, find a word in bold that means:
triggering or provoking → ig________
basic → fu___________
extreme poverty → de___________
a government’s plan or set of ideas → a po___________
large damaging overflows of water → f_________
periods of very low rainfall → d__________
a plan or arrangement → a sc________
wealth → pr____________
ready to be used → av__________
certain to happen → in____________
related to social reform → pr_________
drought resources flood item union scheme
immigrant psychological climate migration crisis crises

61 61
PREPARATION FOR CLASS 9 – Research
“A policy such as UBI is unlikely to be implemented without an enormous external incentive.

It is possible the incentive for change could come in the form of the climate crisis.”
The article above was written in 2019. Do you think the COVD-19 crisis might be the
“enormous external incentive” for governments to introduce Universal Basic Income
policies? Will the cost-of-living crisis make a Universal Basic income more or less
attractive?
Create your own research topic related to the Universal Basic Income.
Use the article above and the Universal Basic Income video / quiz on the UV as a starting
point in your research. Then create your own research topic related to the Universal Basic
Income.
There are many different ideas you could cover – so check that your research topic is
different from the topics of the other groups!
62
IN CLASS 9 – presenting your research
In groups, present your own research into a question related to the Universal Basic Income.
Prepare a few PowerPoint slides. Be ready to talk for about 5-8 minutes and to answer
questions for about 5-8 minutes.
LOOK AHEAD
During the next week, you will write an individual graph description. Send it
to your teacher before your class – make a note of your teacher’s
deadline!

63 63
CLASS 10 – unemployment
CLASS PREPARATION
Preparation for this week’s class, 6 and 8 December:
 Do the Language focus exercise.

 Write your individual graph description.
 Send it to your teacher before the class – pay attention to your teacher’s deadline.
 How to avoid losing marks in the graph description exam, level 1
 How to avoid losing marks in the graph description exam, level 2
64
What are the EU’s fastest-growing jobs now? And what will they be in the future?
Circle the correct word in the boxes below. Then read the article to check your answers.
https://www.weforum.org/agenda/2022/08/jobs-growing-economy-eu/
Europe’s / European economy has been battered by some serious headwinds in recent
years, but unemployment rates have not been hit as hard, according to new figures. COVID-
19 put a sizeable dent into the bloc’s growth, with GDP fallen / falling by almost 6% in 2020
from the year before, according to EU statistics office Eurostat. Russia’s war on Ukraine has
since threatened / threaten energy supplies and fuelled inflation levels not seen for
decades. Despite this, the EU economy grew / has grown by 4% year on year in the second
quarter of 2022, defying fears that it may go into recession. Eurozone unemployment was
down by 1.3% from the same time last year as people returned to work following pandemic
restrictions. Unemployment is highest / the higher in Spain and Greece at more than 12%.
Joblessness in the Czech Republic is the lowest in / of the EU at 2.4%.
Hospitality and travel drive EU jobs growth
Jobs in hospitality and travel grow / are growing fastest, according to Eurostat. The biggest
rise has been in food preparation assistants, growing by / of just over 25%, from nearly 1.1
million to almost 1.4 millions / million workers. Next on the list are personal service workers.
This includes roles in the travel industry and in the hospitality sector. There has been a
15.6% rise / raise in the number of people working in these areas. People socialising and
travelling again after the end of COVID-19 restrictions is likely to have played a part in this
growth. Roles in information and communications technology came in third place, rising /
risen by 9.6% to 4.5 million people. This group includes people working in areas such as
software and app development. The biggest decrease in/ of job numbers came in
agricultural, forestry and fishery work, with a drop of 12.6%.
‘The Great Reshuffle’
New McKinsey research provides some context on the global post-pandemic labour market.
It says 40% of workers are considering moving jobs, with lockdowns having given them time
to reflect on their life priorities. Nearly half of those surveyed are heading to different
industries. Many are also moving to temporary or part-time roles in the gig economy. The
McKinsey research also provides further evidence that workers with sought-after skills – as /
such as data scientists and programmers – are more likely to find changing jobs easier.

65 65
The future of work
The World Economic Forum’s Future of Jobs report says many more new job roles will /
would emerge in the near future. Around 97 million positions suited to a division of labour
between humans, machines and algorithms may / would appear as soon as 2025, it says.
Roles that are increasingly in demand include data analysts and scientists, and AI and
robotics specialists – a trend confirmed by the latest EU job statistics. The report adds that
although 85 million / million of jobs may be displaced by the Fourth Industrial Revolution,
this disruption will be counterbalanced by the job creation in new fields.
adapted from What are the EU’s fastest-growing jobs now? And what will they be in the
future? World Economic Forum, April 2022
Exam preparation
This exercise focuses on the type of common errrors that would lose marks in the graph
description exam– make sure you ask your teacher if you don’t understand the mistakes.
66
PREPARATION FOR CLASS 10 – Writing exam practice
Individual graph description
Write a short graph description of 250-300 words, using formal academic language.
Describe and analyse the main features of the graph and draw a conclusion.
You will not receive a mark for this task but will be given feedback, with an indication of
whether your work has reached the required level for the January writing exam.
Common errors: Graph descriptions

Use ‘evolution’ / ‘evolve’ only for deliberate changes and a situation which is becoming more
complex.
‘The graph illustrates the evolution of unemployment’ ‘
Use ‘changes’ instead →The graph illustrates changes in the unemployment rate…’
Do not describe ‘the line’ or ‘the graph’ – ‘The line rose slightly’. ‘The graph fluctuated’.
Your task is to describe the situation illustrated by the line, not the line itself.
‘Unemployment rose slightly’, ‘Unemployment fluctuated’.
Do not use ‘the curve’. And never use ‘the curb’!

67 6
IN CLASS 10 – writing feedback
In class, you will receive

feedback on your individual
graph description, indicating
whether your essay has
reached the standard
necessary for the January
writing exam.
Add what you have learned

from your feedback to your
graph description guidelines.
Exam August 2021
68
How to avoid losing marks in the graph description exam

Remember the marking grid in Class 6?
A: Task achievement ....... / 5

B: Cohesion and coherence ....... / 5
C: Lexical resource ....... / 5
D: Grammatical range and accuracy ....... / 5
These are the most common mistakes in each category.
Use the graph on the previous page and correct the mistakes with a partner:
Lexical resource (vocabulary)

Since 2018 until 2019, GDP growth in the Euro area remained steady at 3%.
In 2021, India’s GDP grew rapidly and reached to 14%.
China’s GDP growth dropped steadily during two years.
The sharpest fall took place in Euro area. The China was less seriously affected.
Grammatical range and accuracy

In 2020, GDP falls dramatically.
Since 2020, GDP recovered in each of these areas.
There is similar figures for each economy.
India’s GDP has rose sharply.
It can be seen a rise in India’s GDP.
Cohesion and coherence

organisation of paragraphs and sentences, logical connections between sentences.
In 2020, the Euro area’s GDP fell by more than 4%. In 2018 it grew by 3%. Then in
2022 it is predicted that it could grow by 5%.
India’s economy recovered quickly. Whereas the Euro area’s recovery was weaker.
China’s GDP grew more quickly in 2021 than before the pandemic, however it is
likely to slow down in the coming years.
Task achievement
academic tone, understanding and interpreting the graph.
We can see that the pandemic had a serious impact.
India’s GDP has grown a lot.
Nowadays India has overtaken China.
Will this recovery continue for the Euro area?
China is always above the Euro area and India is the winner of this race.
The GDP forecast, annual growth rate, India was above the GDP forecast, annual
growth rate, Euro area and the GDP forecast, annual growth rate, China.

69 69
Common errors: Task achievement

THE MOST COMMON ERROR IN GRAPH DESCRIPTIONS
Don’t describe the lines - describe the situation in the real world shown by the lines!
Not ‘The line, ‘price iPhone, dollars’ has risen while the line for Samsung has fallen’.
→ iPhones have become more expensive while Samsung phones have become cheaper.
Not ‘The pandemic made the GDP line fall sharply’.

→GDP was severely affected by the pandemic.
Not ‘The figures, users of Instagram, thousands, have risen whereas the numbers for Facebook
have decreased’.
→Instagram has attracted new users whereas Facebook is becoming less popular.
0
CLASS 11 – the future of jobs
CLASS PREPARATION
Preparation for this week’s class, 13 and 15 December:

 Do the Language focus exercises and watch the videos ‘What will the future of jobs be
like?’ and ‘How to make applying for jobs less painful’ on the UV to check your answers.
 This week’s quiz on the UV:
 Common errors in business vocabulary.
When you have got the necessary marks in all the other Chapter 2
quizzes, you will be able to unlock ‘Common errors in business
vocabulary’.
If you get the necessary mark in ‘Common errors in business vocabulary’.
by the deadline announced on the UV, you will have completed all the
Chapter 2 quizzes and will have another quarter of the final bonus point
for the year!

71 1
Circle the correct word in the boxes below. Then watch ‘What will the future of jobs be
like?’ on the UV to check your answers. The subtitles will help you!
The future of jobs
Covid-19 is one of the biggest crisis / crises of our time.
It has disrupted / disrupt every sector / sectors of our economies.
The automatisation / automation of work, combined with the global recession, led workers
to lose their jobs.
And this trend is expected continuing / to continue.
The ongoing shift in the division of labour might displace 85 million / millions jobs
worldwide.
One in / of two workers will need reskilling and those remaining in their current / actual
roles will need to update their skillset.
There is a way to collectively benefit of / from these challenging times.
Decades of research / researches have shown that the most valuable asset of any
economy or company is its human capital.
Around the globe companies are already knowing / experiencing a shortage in relevant
skills and are investing in reskilling and upskilling their workforce.
It will take in / on average between two weeks and five months for workers to pick up new
skills, allowing them to move into these new roles.
Governments will also need to update and fund / found education and training systems and
to ensure / assure displaced workers have adequate safety nets.
We can turn this global crisis/ crises into a unique opportunity to transition into a future of
jobs that is inclusive, fair and sustainable.
bias biases research measure crisis crises
2
The future of job interviews
A job interview at Ping An is a strange experience. To become an agent at the insurance

group, the world’s largest by market capitalisation, candidates must take questions from an
intelligent machine. As they respond, their voice, choice of words and gestures are
scrutinised for the qualities of the most productive salespeople. After gathering data from
millions of such interviews, the firm believes its AI system can quickly choose talent. Judged
by the company’s agent-productivity scores, it is working.
from How Ping An, an insurer, became a fintech super-app, The Economist, 3 Dec 2020
Circle the correct word in the boxes below. Then watch ‘How to make applying for jobs
less painful’ on the UV to check your answers. There are no subtitles to help you!
Applying for jobs online is one of the worst digital experience / experiences of our time.
About 75 percent / pourcent of people who applied to jobs using various methods in the
past year said they never heard anything back from the employer.
46% of people get fired / fire or quit within the first year of starting their jobs.
The resumé definitely has some useful pieces in it – what rolls / roles people have had,
computer skills, what languages they speak.
But what it misses is what they have the potential to do, that they might not have had / had
the opportunity to do in the past.
If we only look at what someone has done / has did in the past, we're not going to be able
to match people to the jobs of the future.
This is where technology can be really helpful / helpfull.
What if we could take multi- measure / mesure tests and make them scalable and
accessible?
This isn't like a standardised test, where some people are employeable / employable and
some people aren't.
When people apply for the job, we're able to surface the candidats / candidates who might
be best suited for that job.
If we're building algorithms based on current top performers, how do we make sure that
we're not just perpetuating the biases / biaises that already exist?
We can create algorithms that are more equitable and more fair than human beings have
ever / never been.
Imagine if we can / could harness the power of technology to get real guidance on what we
should be doing based on who we are at a deeper level.

73 3
IN CLASS 11 – A job interview
Some classic job interview questions:
1. Why do you want to work here?

The answer to this is not ‘Because it’s a really prestigious company with an
international profile and opportunities for travel’.
How to deal with this question:

Do not tell the interviewer what the company can do for you (travel, prestige, salary).
Tell the interviewer what you can do for the company. What qualities do you have
that will benefit the company?
2. Where do you see yourself in five years’ time?

The answer to this is not ‘I hope I will be running my own company’.

Companies do not want to spend time and money training you and giving you lots of
work experience just so you can move on to something better. Tell the interviewer
how you will use their training to develop your career within the company and support
new employees.
3. What is your biggest weakness?

The answer to this is not ‘I’m a perfectionist’

Interviewers are looking for honesty, self-awareness and self-improvement.
Describe a genuine weakness, not a strength pretending to be a weakness (‘I just
work too hard’). Then talk about how you have tried to deal with this weakness.
If you really are a perfectionist, describe the problem and the solution:
“I have trouble meeting deadlines because I keep trying to improve my work. But now
I am focusing on prioritising – in some tasks, like group work, it is more important to
meet the deadline so that I don’t let down my teammates, rather than to produce a
perfect piece of work”.
Remember: always give practical examples. If you say you have a particular skill, describe
a situation where you demonstrated it.
4
Interview your partner
Work in pairs. Take turns being the interviewer and the interviewee.
Interviewer – think of a job and say to your partner:
• So you are applying for a job as a / an….? Why do you want to work in the … sector?
(look back at Class 8 Language focus for some ideas about jobs and sectors)
You can make it as hard or as easy as you like for your partner:
• So you are applying for a job as an astronaut? What attracts you to the aerospace
sector?
• So you are applying for a job as a circus acrobat? What attracts you to the
entertainment sector?
Interviewee – your challenge is to give a convincing explanation of why you would be suited
to the job your partner has chosen!
(look back at Class 8, ‘What are your soft skills?’ for some ideas)
Then ask and answer the rest of the ‘classic job interview questions’ on the previous page.
And decide if you are going to recruit your partner!

75 5
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It takes place once lectures have finished. results are sent to teaching staff and the Faculty’s teaching
Elle a lieu dès que les enseignements sont terminés. questionnaire est analysé et les résultats sont envoyés aux
It is done via two online surveys, one after the January commission.
Elle se déroule en deux campagnes d’enquête en ligne enseignants et à la commission pédagogique facultaire.
exams and the other after the June exams.
après les sessions de janvier et de juin.
Students and teaching staff are obliged to take part in the
La participation de l’ensemble des étudiants et des
assessments.
enseignants est indispensable pour l’amélioration des
programmes
Le label FSC : la garantie d’une gestion responsable des forêts
Les Presses Universitaires de Bruxelles s’engagent !
Les PUB impriment depuis de nombreuses années les syllabus sur du papier recyclé. Les différences de qualité
constatées au niveau des papiers recyclés ont cependant poussé les PUB à se tourner vers un papier de meilleure
qualité et surtout porteur du label FSC.
Sensibles aux objectifs du FSC et soucieuses d’adopter une démarche responsable, les PUB se sont conformé aux
exigences du FSC et ont obtenu en avril 2010 la certification FSC (n° de certificat COC spécifique aux PUB : SCS-
COC-005219-HA
Seule l’obtention de ce certificat autorise les PUB à utiliser le label FSC selon des règles strictes. Fortes de leur
engagement en faveur de la gestion durable des forêts, les PUB souhaitent dorénavant imprimer tous les syllabus
sur du papier certifié FSC. Le label FSC repris sur les syllabus vous en donnera la garantie.
Qu’est-ce que le FSC ? Quelles garanties ?

FSC signifie “Forest Stewardship Council” ou Le système FSC repose également sur la traçabilité du
“Conseil de bonne gestion forestière”. Il s’agit d’une produit depuis la forêt certifiée dont il est issu jusqu’au
organisation internationale, non gouvernementale, consommateur final. Cette traçabilité est assurée
à but non lucratif qui a pour mission de promouvoir par le contrôle de chaque maillon de la chaîne de
dans le monde une gestion responsable et durable commercialisation/transformation du produit (Chaîne
des forêts. de Contrôle : Chain of Custody – COC). Dans le cas du
Se basant sur dix principes et critères généraux, papier et afin de garantir cette traçabilité, aussi bien le
le FSC veille à travers la certification des forêts au producteur de pâte à papier que le fabricant de papier,
respect des exigences sociales, écologiques et le grossiste et l’imprimeur doivent être contrôlés.
économiques très poussées sur le plan de la gestion Ces contrôles sont effectués par des organismes de
forestière. certification indépendants.
Les 10 principes et critères du FSC 6. Les fonctions écologiques et la diversité biologique de la

forêt doivent être protégées.
1. L’aménagement forestier doit respecter les lois nationales, 7. Un plan d’aménagement doit être écrit et mis en œuvre.
les traités internationaux et les principes et critères du FSC. Il doit clairement indiquer les objectifs poursuivis et les
2. La sécurité foncière et les droits d’usage à long terme sur moyens d’y parvenir.
les terres et les ressources forestières doivent être claire- 8. Un suivi doit être effectué afin d’évaluer les impacts de la
ment définis, documentés et légalement établis. gestion forestière.
3. Les droits légaux et coutumiers des peuples indigènes à la 9. Les forêts à haute valeur pour la conservation doivent être
propriété, à l’usage et à la gestion de leurs territoires et de maintenues (par ex : les forêts dont la richesse biologique
leurs ressources doivent être reconnus et respectés. est exceptionnelle ou qui présentent un intérêt culturel ou
4. La gestion forestière doit maintenir ou améliorer le bien- religieux important). La gestion de ces forêts doit toujours
être social et économique à long terme des travailleurs fo- être fondée sur un principe de précaution.
restiers et des communautés locales. 10. Les plantations doivent compléter les forêts naturelles,
5. La gestion forestière doit encourager l’utilisation efficace mais ne peuvent pas les remplacer. Elles doivent réduire
des multiples produits et services de la forêt pour en ga- la pression exercée sur les forêts naturelles et promouvoir
rantir la viabilité économique ainsi qu’une large variété de leur restauration et leur conservation. Les principes de 1 à
prestations environnementales et sociales. 9 s’appliquent également aux plantations.
Le label FSC apposé sur des produits

en papier ou en bois apporte la garan-
tie que ceux-ci proviennent de forêts
gérées selon les principes et critères
FSC.
® FSC A.C. FSC-SECR-0045
FSC, le label du bois et du papier responsable
Plus d’informations ?
www.fsc.be
A la recherche de produits FSC ?
www.jecherchedufsc.be
Cette page d’information n’est pas comptée dans le prix du syllabus.

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Anglais II

Pierre-Théodore Verhaegen (1796-1862)

BA2 ECON Anglais 1 LANG-S-201 5 ECTS

Number of hours 1 hour / week, in class, 1 hour / week, class preparation

FAQs (Frequently Asked Questions):

• What do I have to do in ECON2?

Bonus point, UV quizzes for each chapter + 1 point

• Is there an attendance mark?

L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

• What do I have to do in class?

• What are the vocabulary tests?

• words in bold in each chapter

• What is the January writing exam?

• What is the assessed discussion?

• What is the bonus point?

• What exams are in May/June?

• What exams are in the second session?

• What level of English will I need for this course?

The definition of B2 level

• What should I do if I know I will have to miss classes on a regular basis?

L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

4 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles L - -201

introduction to the course

L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

CLASS 1 – introduction to the course

Class preparation must be done

 Use the weekly checklist to keep

Preparation for this week’s class, 27 and 29 September:

No classes on 27 September. There will be longer classes on 4 October – do class

During the week before your class:

Getting the required mark in a level 1

PREPARATION FOR CLASS 1 – Grammar revision survey

Write about yourself – focus on the correct tenses.

What courses are you looking forward to studying this year?

How do you plan to use English in the future?

Would you like to do an Erasmus exchange or a Masters degree?

L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

PREPARATION FOR CLASS 1 – Common errors

What courses are you looking forward to studying this year?

I am looking forward to study statistics.

Writing essays will be the hardest part of the cursus.

How do you plan to use English in the future?

I plan to work in the United States when I am graduated.

Would you like to do an Erasmus exchange or a Masters degree?

I’m making an Erasmus next year.

I got a note of 8 on 20.

You must assist to classes regularly.

L - -201 P B Cours-Librairie, av. P. Héger 42, B-1000 Bruxelles

PREPARATION FOR CLASS 1 – Language focus

________________ any exams in the August session? (sit)

I hope I don’t have to pass the August session next year.

I found the maths cursus quite difficult.

I think I will make an Erasmus.

I am planning to do a diploma in Master.

I need some advices about how to organise my studying.

I’m looking forward to be on the campus again.

I got a note of 9.5 in statistics

studies studying courses Learning vocabulary also means