ADVANCED ENGLISH FOR ENGINEERS
SPEAKING TASKS (V 0.1)
Elena Benito Ruiz 2007
SPEAKING TASKS (V 0.1)
Elena Benito Ruiz 2007
1. ENVIRONMENTAL ISSUES___________________________________________________________________________________________________________________
1. Brainstorming the environment: A mindmap. Here.
1. Watch the following video: "Global Warming Cartoon" by Al Gore:
http://www.youtube.com/watch?v=QLW2T3QgJc0
2. Work with a partner: watch it again and describe in your own words how Al Gore tries to explain global warming. Do you find it funny, absurd, wrong, right?
3. Comprehension activity: Before listening, match the following words to their definitions.
[Teacher notes:Passive sentences -Tutorelena 6/21/07 7:27 PM
5. Discussion. Agreeing/disagreeing: Giving Opinions & Agreeing /
5.1. General practice: Make statements in which you give your opinion on the following topics. Your partner(s) will agree or disagree with you. Follow up with a reason
for your agreement or disagreement. Then switch roles.
Student A
1. Best rock band.
2. Most lucrative profession.
3.The best soccer team
4. Most pressing environmental problem in the world
5. Most important Spanish president in recent history
Student B
1. Best singer.
2. Most respected profession.
3. Best soccer player
4. Most pressing public health issue in the world
5. Most important scientific figure in history
5.2. Discussion: environmental issues. Student A & B choose one of the following topics. A will be in favor and support this decision by providing examples, and B will be against and will support this decision by providing examples, as well. There is a third student, student C, who will play the role of judge. S/he will take notes and will tell us which student is more convincing.
[Follow-up: (grammar help/language focus) how to ask someone about their opinion on a given topic:
http://www.btinternet.com/~ted.power/discenvd.html
http://www.btinternet.com/~ted.power/dis01.html ]
[Follow-up: environmental issues, renewable energies, climate change:
http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm
http://news.bbc.co.uk/2/hi/in_depth/629/629/6528979.stm
http://www.theengineer.co.uk/Channels/Default.aspx?liChannelID=8&liSlotID=112
http://www.theengineer.co.uk/Articles/298445/Fuel+from+fat+could+take+to+the+skies.htm]
2. ELECTRONICS____________________________________________________________________________________________________________________________
1. Semiconductors: facts and inventors. Past tenses and question formation -Tutorelena 6/21/07 5:31 PM
Student B: Try to find the information you need by asking student A. In the same way, you have some interesting data for student A.
2. Semiconductors: historical timeline. Now, with your partner, put those facts in order and prepare a timeline. You will be asked to describe briefly the history of electronics. Try to use connectors.
3. Semiconductors and modern living: To what extent have semi-conductors changed our lifestyle? Work with a partner: make a list of 10 different devices that work because of semi-conductors. E.g: camcorder, DVD player, etc. Discuss the importance of semi-conductors in our lives? Compare our lives to those in the past before semi-conductors. Make a list of things we CAN do now that we couldn't before. You will be asked to share your results with the rest of the class.
[Follow-up texts @:
http://computer.howstuffworks.com/diode.htm
http://www.futureelectronics.com
http://www.tdctrade.com/imn/05072604/consumerele068.htm ]
3. ENGINES________________________________________________________________________________________________________________________________
Listen to the following excerpt of a talk given by an engineer on the latest development in motors.
Listening comprehension:
Read the script here.
INTERACTION:
1. Prepare with your classmate a list of definitions in English for those words you have just mimicked.
2. Look at the following engines:
Compare them, are you able to describe more or less the intake and combustion processes? Work with a partner. Use a dictionary, if needed.Describing processes, passive ? -Tutorelena 6/20/07 7:14 PM
Which one is the four stroke engine and the two stroke engine?
3. Discussion: At the moment, gasoline, diesel and gasoline hybrid appear to be the major players for mass-market appeal. So the battle is revolving around them.
3.1. Come up with a list of features of a good engine (e.g. reliability, pollution level, etc.). Work with a partner.
[teacher notes: reliability, pollution level, cost of maintenance, durability, corrosion, fuel economy, acoustic contamination, price, engine life span, acceleration, etc]
3.2. Taking into account the previous features, compare the advantages and disadvantages of gas, diesel and hybrid engines. Provide examples. Work with a partner. Try to use as many comparative sentences as possible. Be clear and concise. Comparatives -Tutorelena 6/20/07 7:28 PM
3.3 Listen to the following excerpt: listen to a person who has driven a Honda Civic Hybrid. Audioscript here.
Which are the main advantages and disadvantages of Honda Civic Hybrid, compared to the conventional model?
3.4. Which other alternative engines are there on the market?
3.5. Role-play:
As you know, Toyota and Honda Motors launched the hybrid revolution back in the 90s. European automakers, however, initially resisted the trend. Now, they look set to join it.
[Follow-up. More on the diesel-gas discussion:
http://www.grinningplanet.com/2005/04-12/diesel-vs-gasoline-article.htm
http://www.yachtsurvey.com/GasDiesel.htm
http://www.mobilehealthclinicsnetwork.org/gas_diesel.html
http://www.technologyreview.com/NanoTech/wtr_16343,303,p1.html
http://www.edmunds.com/advice/fueleconomy/articles/106216/article.html
More on auto technology:
http://auto.indiamart.com/auto-technology/auto-tech-body.html]
4. FUTURE TECHNOLOGY _____________________________________________________________________________________________________________________
[Interesting texts online:
http://inventors.about.com/od/fstartinventions/tp/Future_Techno.htm
http://www.futureforall.org/transportation/future_of_transportation.htm (future cars)]
1. Read the following excerpt (full text here):
Would you reckon this as a useful development for society? Why?
[Teacher notes: ask around]
2. Think of 3 features/aims an invention must have/fulfil in order to be considered as useful. Back up your choices.Modals -Tutorelena 6/20/07 7:05 PM
3. Pairwork: Discuss these features with your classmate and come up with a common/shared list of features.
4. Groupwork:
5. Pairwork: Predict the future in terms of technological advances:
5.1. Watch the following video:PREDICTING: FUTURE TENSES -Tutorelena 6/20/07 7:05 PM
5.2. Describe with a partner the things that will be different in the future, according to the video.
5.3. Do you think these are useful? realistic? too futuristic? useless? Why.
5.4. Describe the future as you foresee it (e.g. 2040)
6. Role-play:
6.1. Do you know what Firsttuesday is? Guess with a partner the meaning of the following expressions, try to provide examples:
6.2. Read the following excerpts. Match the excerpt with the related word/expression.
6.3. Listen to the following British Council audio on Business Angels: you will hear a business angel speaking about his work on a radio program.
6.4. Group of 3 students: decide who's going to play the role of venture capitalist. Once you have decided who has the money, you and your classmate will have to choose one of the future technological developments you polled before. You are interested in setting up a business to develop such idea but you need the money. You will have to explain in 10 minutes or less why the business angel should invest in your option: be brief, clear and stick to the point.
[Teacher notes: Divide up the class in groups of 3. In each group a student will play the business angel role. Explain what a venture capitalist is, if necessary, and the subtle difference between venture capitalists and business angels. The other two students, student A and student B, will have to choose a future technological development: they want to create a start-up company to develop such idea but they need funding. They will have to convince the business angel that theirs is the best option. Tell them to stick to the point: brevity, clarity and to back up their choice with examples, the business angel will need to know if your plan is solid.
[Follow-up, useful links:
http://www.paulgraham.com/start.html
http://www.firsttuesday.es/ ]
6.5. You are now the business angel, you have 500,000€ to invest. What would you invest in? 2nd Conditional -Tutorelena 6/20/07 7:07 PM
1. Brainstorming the environment: A mindmap. Here.
1. Watch the following video: "Global Warming Cartoon" by Al Gore:
http://www.youtube.com/watch?v=QLW2T3QgJc0
2. Work with a partner: watch it again and describe in your own words how Al Gore tries to explain global warming. Do you find it funny, absurd, wrong, right?
3. Comprehension activity: Before listening, match the following words to their definitions.
Word Definition
1. Radiation a) A large hole in the ground where waste is buried.
2. Carbon dioxide b) The slow increase of the Earth’s temperature
3. Landfill c) The broken pieces left when something large has been destroyed.
4. Fossil fuels d) A gas without colour or smell, produced when you breathe out.
5. Debris e) Fuels produced from decayed animal or plant material.
6. Global warming f) A form of energy produced during a nuclear reaction.
Now listen to the following British Council audio: http://www.learnenglish.org.uk/prof_mp3/The_Greenhouse_Effect.mp3
Audio script here.
4. Places and people: threats and dangers. 1. Radiation a) A large hole in the ground where waste is buried.
2. Carbon dioxide b) The slow increase of the Earth’s temperature
3. Landfill c) The broken pieces left when something large has been destroyed.
4. Fossil fuels d) A gas without colour or smell, produced when you breathe out.
5. Debris e) Fuels produced from decayed animal or plant material.
6. Global warming f) A form of energy produced during a nuclear reaction.
Now listen to the following British Council audio: http://www.learnenglish.org.uk/prof_mp3/The_Greenhouse_Effect.mp3
Audio script here.
[Teacher notes:Passive sentences -Tutorelena 6/21/07 7:27 PM
- Explain the activity: Students will choose a location (e.g., in forests), and they must make as many statements as they can about it while using passive sentences.
- Model the task by giving this example: In forests. Ask students to think of things that are being done or have been done in forests anywhere in the world. Remind them to use the passive. Write their suggestions on the board:
In forests
Trees are being cut down.
Not enough new trees have been planted.
Many animals' homes have been destroyed. - Now write the following locations on the board:
in large cities
on farmsin mountain resorts
in coastal towns - Students work in pairs or groups. Tell them to choose two locations to discuss and to write down their sentences for each one. Set a time limit of seven minutes. Go around and give help as needed.
- Call on students to read aloud some of the sentences they wrote. Which pair or group wrote the most (and the best) sentences?]
5. Discussion. Agreeing/disagreeing: Giving Opinions & Agreeing /
| INTRODUCING OPINION | AGREEING | DISAGREEING |
| In my opinion... I would say... Personally, I feel... The way I see it is... | Absolutely! Exactly! I couldn't agree more I agree with you completely I would agree with your point of view That's how I see it too. I couldn't have said it better myself. | I don't quite agree I don't see it that way That's not how I see it I would disagree with that I couldn't disagree with you more I see your point, but... I understand how you might see it that way, but... |
5.1. General practice: Make statements in which you give your opinion on the following topics. Your partner(s) will agree or disagree with you. Follow up with a reason
for your agreement or disagreement. Then switch roles.
| E.g. You say: "In my opinion, George W. Bush is a great president..." Your partner says: "Sorry, but I couldn't disagree more. In my opinion..." |
Student A
1. Best rock band.
2. Most lucrative profession.
3.The best soccer team
4. Most pressing environmental problem in the world
5. Most important Spanish president in recent history
Student B
1. Best singer.
2. Most respected profession.
3. Best soccer player
4. Most pressing public health issue in the world
5. Most important scientific figure in history
a) Are you for or against nuclear power?
b) Should be cars be banned from town center?
c) Are wind farms a threat to our landscape?
b) Should be cars be banned from town center?
c) Are wind farms a threat to our landscape?
[Follow-up: (grammar help/language focus) how to ask someone about their opinion on a given topic:
http://www.btinternet.com/~ted.power/discenvd.html
http://www.btinternet.com/~ted.power/dis01.html ]
[Follow-up: environmental issues, renewable energies, climate change:
http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm
http://news.bbc.co.uk/2/hi/in_depth/629/629/6528979.stm
http://www.theengineer.co.uk/Channels/Default.aspx?liChannelID=8&liSlotID=112
http://www.theengineer.co.uk/Articles/298445/Fuel+from+fat+could+take+to+the+skies.htm]
2. ELECTRONICS____________________________________________________________________________________________________________________________
1. Semiconductors: facts and inventors. Past tenses and question formation -Tutorelena 6/21/07 5:31 PM
Student A: Try to find the information you need by asking student B. In the same way, you have some interesting data for student B
You need to have more information about: who, what & when -William Gilbert -Michael Faraday -Arnold Sommerfeld and Felix Bloch -Shockley, Brattain and Bardeen -W.P. Dumke -80s. ******************************************************** You have the following information your classmate needs. S/he will ask you and you will have to form a sentence with the following information: - J. J. Berzelius: ISOLATE & IDENTIFY, silicon, 1824 - William Smith: DISCOVER, photoconductivity of selenium, 1873 - Karl Lark-Horovitz: USE, germanium, TO MAKE, diodes detectors, used by Allies in II World War, 1943 - Robert Noyce: DEVELOP, planar process, called, "Monolithic IC Technology", 1958 - 70s: first charge coupled devices (CCDs) -1993: LEDs, gallium nitride, blue light. |
Student B: Try to find the information you need by asking student A. In the same way, you have some interesting data for student A.
| You need to have more information about: who, what & when - J. J. Berzelius - William Smith - Karl Lark-Horovitz - Robert Noyce - 70s -1993 ******************************************************** You have the following information your classmate needs. S/he will ask you and you will have to form a sentence with the following information: -William Gilbert: 1st person, USE, term 'electricity', 1600 -Michael Faraday: DISCOVER, electrical resistivity DECREASE, temperature in silver sulfide INCREASE, 1833 -Arnold Sommerfeld and Felix Bloch: APPLY, quantum mechanics, solids, 1927 -Shockley, Brattain and Bardeen: INVENT, transistor, 1947 -W.P. Dumke: CREATE, lasers, with GaAs semiconductors, 1962 -80s: explosion of PCs, STIMULATE, boom in electronics. |
2. Semiconductors: historical timeline. Now, with your partner, put those facts in order and prepare a timeline. You will be asked to describe briefly the history of electronics. Try to use connectors.
3. Semiconductors and modern living: To what extent have semi-conductors changed our lifestyle? Work with a partner: make a list of 10 different devices that work because of semi-conductors. E.g: camcorder, DVD player, etc. Discuss the importance of semi-conductors in our lives? Compare our lives to those in the past before semi-conductors. Make a list of things we CAN do now that we couldn't before. You will be asked to share your results with the rest of the class.
[Follow-up texts @:
http://computer.howstuffworks.com/diode.htm
http://www.futureelectronics.com
http://www.tdctrade.com/imn/05072604/consumerele068.htm ]
3. ENGINES________________________________________________________________________________________________________________________________
Listen to the following excerpt of a talk given by an engineer on the latest development in motors.
Listening comprehension:
1. While you listen, decide whether the following sentences are true or false.
2. Fill in the gaps with the appropriate word.
Student A: You have the words Student B needs and Student B has the words you need to fill in the gaps. Student B will mimic or draw the 4 words you need. You are not allowed to speak. Likewise, you will have to mimic/draw those words with the numbers in brackets.
Student B: You have the words Student A needs and Student A has the words you need to fill in the gaps. Student A will mimic or draw the 4 words you need. You are not allowed to speak. Likewise, you will have to mimic/draw those words with the numbers in brackets.
a. Recently great advances have been made in motor technology.
b. Engineers are constantly looking for new ways to use existing models.
c. Engineers have more freedom for experimentation than in Faraday’s times.
d. The newest motors lose more heat than the traditional motors.
e. The newest motors are more compact than they used to be.
f. A new motor developed by Omron may replace motors currently used in
hydraulic systems.
b. Engineers are constantly looking for new ways to use existing models.
c. Engineers have more freedom for experimentation than in Faraday’s times.
d. The newest motors lose more heat than the traditional motors.
e. The newest motors are more compact than they used to be.
f. A new motor developed by Omron may replace motors currently used in
hydraulic systems.
2. Fill in the gaps with the appropriate word.
Student A: You have the words Student B needs and Student B has the words you need to fill in the gaps. Student B will mimic or draw the 4 words you need. You are not allowed to speak. Likewise, you will have to mimic/draw those words with the numbers in brackets.
So – back to motors. What’s happening at the moment is very exciting. A new kind of motor has been
developed which uses internal permanent ___________ embedded within the rotor (1). These magnets (2) improve the
motors’ flux density and torque density. What does this mean? Well, for a start the motors use less energy –
considerable less than traditional motors. This is because there is less __________ loss. A side effect of this is that the
machines using the new motors have increased precision. Size (3) and __________ are two further aspects. . The new
motors are a lot smaller and speed control is more efficient. This is especially important when we use the
motors in ___________ or cranes (4) for example.
developed which uses internal permanent ___________ embedded within the rotor (1). These magnets (2) improve the
motors’ flux density and torque density. What does this mean? Well, for a start the motors use less energy –
considerable less than traditional motors. This is because there is less __________ loss. A side effect of this is that the
machines using the new motors have increased precision. Size (3) and __________ are two further aspects. . The new
motors are a lot smaller and speed control is more efficient. This is especially important when we use the
motors in ___________ or cranes (4) for example.
Student B: You have the words Student A needs and Student A has the words you need to fill in the gaps. Student A will mimic or draw the 4 words you need. You are not allowed to speak. Likewise, you will have to mimic/draw those words with the numbers in brackets.
So – back to motors. What’s happening at the moment is very exciting. A new kind of motor has been
developed which uses internal permanent magnets (1) embedded within the ________ . These _________ improve the
motors’ flux density and torque density. What does this mean? Well, for a start the motors use less energy –
considerable less than traditional motors. This is because there is less heat (2) loss. A side effect of this is that the
machines using the new motors have increased precision. ___________ and speed (3) are two further aspects. . The new
motors are a lot smaller and speed control is more efficient. This is especially important when we use the
motors in gearboxes (4) or ___________ for example.
developed which uses internal permanent magnets (1) embedded within the ________ . These _________ improve the
motors’ flux density and torque density. What does this mean? Well, for a start the motors use less energy –
considerable less than traditional motors. This is because there is less heat (2) loss. A side effect of this is that the
machines using the new motors have increased precision. ___________ and speed (3) are two further aspects. . The new
motors are a lot smaller and speed control is more efficient. This is especially important when we use the
motors in gearboxes (4) or ___________ for example.
Read the script here.
INTERACTION:
1. Prepare with your classmate a list of definitions in English for those words you have just mimicked.
2. Look at the following engines:
Which one is the four stroke engine and the two stroke engine?
3. Discussion: At the moment, gasoline, diesel and gasoline hybrid appear to be the major players for mass-market appeal. So the battle is revolving around them.
3.1. Come up with a list of features of a good engine (e.g. reliability, pollution level, etc.). Work with a partner.
[teacher notes: reliability, pollution level, cost of maintenance, durability, corrosion, fuel economy, acoustic contamination, price, engine life span, acceleration, etc]
3.2. Taking into account the previous features, compare the advantages and disadvantages of gas, diesel and hybrid engines. Provide examples. Work with a partner. Try to use as many comparative sentences as possible. Be clear and concise. Comparatives -Tutorelena 6/20/07 7:28 PM
3.3 Listen to the following excerpt: listen to a person who has driven a Honda Civic Hybrid. Audioscript here.
Which are the main advantages and disadvantages of Honda Civic Hybrid, compared to the conventional model?
3.4. Which other alternative engines are there on the market?
3.5. Role-play:
As you know, Toyota and Honda Motors launched the hybrid revolution back in the 90s. European automakers, however, initially resisted the trend. Now, they look set to join it.
Student A:
You work for Toyota R+D department. You've come up with a new version of Prius engine. Volvo is interested in signing up a deal with Toyota so it becomes Volvo 's hybrid engines supplier. You are going to call Volvo's engine R+D department. You would like to talk to the manager and explain briefly the characteristics of the new engine and the prices.Telephone English -Tutorelena 6/20/07 7:56 PM
Student B:
You work at Volvo's engine R+D dep. A person from Toyota is going to call you. The manager is not at your office at the moment, so take the message.Telephone English -Tutorelena 6/20/07 7:56 PM
Student C: You listen to the conversation, take notes and once the conversation is over, report it to us.Reported speech -Tutorelena 6/20/07 7:56 PM
You work for Toyota R+D department. You've come up with a new version of Prius engine. Volvo is interested in signing up a deal with Toyota so it becomes Volvo 's hybrid engines supplier. You are going to call Volvo's engine R+D department. You would like to talk to the manager and explain briefly the characteristics of the new engine and the prices.Telephone English -Tutorelena 6/20/07 7:56 PM
Student B:
You work at Volvo's engine R+D dep. A person from Toyota is going to call you. The manager is not at your office at the moment, so take the message.Telephone English -Tutorelena 6/20/07 7:56 PM
Student C: You listen to the conversation, take notes and once the conversation is over, report it to us.Reported speech -Tutorelena 6/20/07 7:56 PM
[Follow-up. More on the diesel-gas discussion:
http://www.grinningplanet.com/2005/04-12/diesel-vs-gasoline-article.htm
http://www.yachtsurvey.com/GasDiesel.htm
http://www.mobilehealthclinicsnetwork.org/gas_diesel.html
http://www.technologyreview.com/NanoTech/wtr_16343,303,p1.html
http://www.edmunds.com/advice/fueleconomy/articles/106216/article.html
More on auto technology:
http://auto.indiamart.com/auto-technology/auto-tech-body.html]
4. FUTURE TECHNOLOGY _____________________________________________________________________________________________________________________
Free energy? fountain of youth? universal communicator? intelligent transportation?...
[Interesting texts online:
http://inventors.about.com/od/fstartinventions/tp/Future_Techno.htm
http://www.futureforall.org/transportation/future_of_transportation.htm (future cars)]
1. Read the following excerpt (full text here):
Researchers at MIT have shown that it's possible to wirelessly power a 60-watt lightbulb sitting about two meters away from a power source. Using a remarkably simple setup--basically consisting of two metal coils--they have demonstrated, for the first time, that it is feasible to efficiently send that much power over such a distance. The experiment paves the way for wirelessly charging batteries in laptops, mobile phones, and music players, as well as cutting the electric cords on household appliances, says Marin Soljačić, professor of physics at MIT, who led the team with physics professor John Joannopoulos.
Would you reckon this as a useful development for society? Why?
[Teacher notes: ask around]
2. Think of 3 features/aims an invention must have/fulfil in order to be considered as useful. Back up your choices.Modals -Tutorelena 6/20/07 7:05 PM
3. Pairwork: Discuss these features with your classmate and come up with a common/shared list of features.
4. Groupwork:
Design a top ten list of inventions for the future: a) you have to agree on ten technological inventions for the future, b) prepare a short and clear description of each invention: try to use future tense as much as possible. Choose a spokesperson and you will be given 5 minutes to explain your top ten list and convince us that yours is best than the rest.
[Teacher notes: divide up your class in 4/5 groups, give them 20 minutes to prepare the list and 5 minutes to present it, write their top ten lists on the board and try to generate a common top ten list according to the results]
[Follow-up:
http://www.technologyreview.com/
http://www.forbes.com/futuretech/ ]
[Follow-up:
http://www.technologyreview.com/
http://www.forbes.com/futuretech/ ]
5.1. Watch the following video:PREDICTING: FUTURE TENSES -Tutorelena 6/20/07 7:05 PM
5.2. Describe with a partner the things that will be different in the future, according to the video.
5.3. Do you think these are useful? realistic? too futuristic? useless? Why.
5.4. Describe the future as you foresee it (e.g. 2040)
6. Role-play:
6.1. Do you know what Firsttuesday is? Guess with a partner the meaning of the following expressions, try to provide examples:
- Firsttuesday
- Venture capital
- Business angel or angel investor
- Think tank
- Start-up
- Venture capital
- Business angel or angel investor
- Think tank
- Start-up
6.2. Read the following excerpts. Match the excerpt with the related word/expression.
| You need three things to create a successful startup: to start with good people, to make something customers actually want, and to spend as little money as possible. Most startups that fail do it because they fail at one of these. (1) | They are perceived of as "filling the gap" between the financing provided by family and friends and venture capitalists. (2) | S/he may have no business experience applicable to the industry your company is involved in and is solely focused on the potential rate of return your company can provide. (3) | They have a decided political leaning (mostly, conservative) (4) | Members are invited to the event to see the technology in action, hear case studies and decide whether it is the kind of technology they may consider using. (5) |
| Venture capitalist | Think tank | Firsttuesday | Start-up | Business angel |
6.3. Listen to the following British Council audio on Business Angels: you will hear a business angel speaking about his work on a radio program.
http://www.learnenglish.org.uk/prof_mp3/Business_Angel.mp3
While listening, and before looking at the audioscript, try the following multiple choice activity.
Choose the best answer, a, b or c according to the interview.
1. What is a business angel?
2. How does an investment from a business angel differ from a bank loan?
3. What kind of return does Mark usually expect to get on an investment?
4. How do business angels find businesses to invest in?
5. What factors help Mark decide who to invest in?
6. For every ten investments, how many usually make a lot of money for Mark?
7. Does Mark like to have any involvement in companies he’s invested in?
Read the script here.
While listening, and before looking at the audioscript, try the following multiple choice activity.
Choose the best answer, a, b or c according to the interview.
1. What is a business angel?
a) Someone who works for a charity.
b) Someone who sets up a new business.
c) Someone who invests in new and small businesses.
b) Someone who sets up a new business.
c) Someone who invests in new and small businesses.
2. How does an investment from a business angel differ from a bank loan?
a) A business angel doesn’t charge interest.
b) A business angel will never take a risk.
c) A business angel only lends small amounts of money.
b) A business angel will never take a risk.
c) A business angel only lends small amounts of money.
3. What kind of return does Mark usually expect to get on an investment?
a) Five per cent.
b) About fifty or sixty per cent.
c) About ten times the amount invested.
b) About fifty or sixty per cent.
c) About ten times the amount invested.
4. How do business angels find businesses to invest in?
a) By contacting business owners.
b) By looking on the internet.
c) By attending presentations by business owners.
b) By looking on the internet.
c) By attending presentations by business owners.
5. What factors help Mark decide who to invest in?
a) Bank statements and other financial records.
b) The type of product and the personal characteristics of the owners.
c) The availability of a similar product on the market.
b) The type of product and the personal characteristics of the owners.
c) The availability of a similar product on the market.
6. For every ten investments, how many usually make a lot of money for Mark?
a) Two.
b) Three or four.
c) Ten.
b) Three or four.
c) Ten.
7. Does Mark like to have any involvement in companies he’s invested in?
a) Yes, he likes to have direct involvement.
b) Yes, but only by giving advice.
c) No, he prefers to wait and see what happened to his money.
b) Yes, but only by giving advice.
c) No, he prefers to wait and see what happened to his money.
Read the script here.
6.4. Group of 3 students: decide who's going to play the role of venture capitalist. Once you have decided who has the money, you and your classmate will have to choose one of the future technological developments you polled before. You are interested in setting up a business to develop such idea but you need the money. You will have to explain in 10 minutes or less why the business angel should invest in your option: be brief, clear and stick to the point.
[Teacher notes: Divide up the class in groups of 3. In each group a student will play the business angel role. Explain what a venture capitalist is, if necessary, and the subtle difference between venture capitalists and business angels. The other two students, student A and student B, will have to choose a future technological development: they want to create a start-up company to develop such idea but they need funding. They will have to convince the business angel that theirs is the best option. Tell them to stick to the point: brevity, clarity and to back up their choice with examples, the business angel will need to know if your plan is solid.
[Follow-up, useful links:
http://www.paulgraham.com/start.html
http://www.firsttuesday.es/ ]
6.5. You are now the business angel, you have 500,000€ to invest. What would you invest in? 2nd Conditional -Tutorelena 6/20/07 7:07 PM