- •Eu jep catch project
- •English for Engineering Students I (in Bachelor studies) Course Description
- •Detailed course description
- •Study module teaching form
- •The structure and content of the syllabus
- •Unit I education system in russia and english speaking countries
- •Lesson 1
- •Lesson 2
- •Introduction
- •Lesson 3
- •Lesson 4
- •Asking and answering questions:
- •I’m not perfectly ready to answer this question, but next time I’ll try to answer!
- •Lesson 5
- •Lesson 6
- •Self-study materials for unit I
- •Verb to be (the Present Simple Tense) Positive and Negative Forms
- •General Questions
- •Alternative questions
- •Special questions
- •Tag questions
- •Negative forms
- •General questions
- •Alternative questions
- •Tag questions
- •Special questions
- •The Sentence Structure
- •Unit II
- •Lesson 2
- •Introduction to the theme
- •Lesson 3
- •Introduction to the theme
- •Lesson 4
- •Introduction to the theme
- •Lesson 5
- •Introduction
- •Lesson 5a
- •Introduction
- •Lesson 6
- •Introduction
- •Self-study materials for unit II
- •Unit III scientists (famous people)
- •Lesson 1
- •Lesson 2
- •Weather Forecast
- •Lesson 3
- •Uncle Philip
- •Lesson 4
- •Model version
- •Lesson 5
- •Invention, to explode, dynamite, powerful, closet, iron, bulb, fortune, phonograph, discovery, genius, to carry out, research.
- •Inventors and Their Inventions
- •Lesson 6
- •Introduction
- •Self-study materials for unit III
- •Alternative questions
- •Tag questions
- •Special questions
- •Unit IV computer
- •Lesson 1
- •Introduction
- •Lesson 2
- •Lesson 3
- •Lesson 4
- •Computer Terms: Good Hackers, Bad Hackers and Busy Bloggers
- •Lesson 5
- •Introduction
- •Lesson 6
- •Self-study maerials for unit IV The Present Perfect Tense formation
- •The Present Perfect Tense
- •Present perfect and past simple
- •Unit V career prospects
- •Lesson 1
- •Introduction
- •Lesson 2
- •Lesson 3
- •Lesson 4
- •Lesson 5
- •Introduction
- •Lesson 6
- •Self-study materials for unit V The Future Simple Tense formation
- •I’ll be… or I’ll probably be… or I don’t know where I’ll be.
- •I ________________ soon. (to leave)
- •I shall be leaving soon. Or I will be leaving soon.
Lesson 6
The lesson plan
Lead-in (5-7 min)
Reading (15 min)
Listening (15 min)
Presentation (40 min)
Reading
To extract – to remove an object or a substance from somewhere or something, especially with difficulty;
Tumor – a mass of diseased cells in your body that have divided and increased too quickly;
Application – here practical us;
Accomplished – very skillful.
Listening
to drip – to let liquid fall in drops;
backer – someone who supports a plan, especially by providing money;
to commit – to say that someone will definitely do something or must do something.
Transcript
Interviewer : How did you get the idea for the Anywayup cup?
Mandy Haberman: I first had the idea for a totally non-spill cup when I saw a littlle girl
drinking from a conventional trainer cup. She dropped the cup and her
mother dived to catch it before it hit the floor. This made me think that it
must be possible to make a cup that it would close and wouldn’t spill or
drip when the child wasn’t drinking from it.
Interviewer: How did you go about producing the cup?
Mandy Haberman: Well, I had some experience of working with plastics, and, starting in my
kitchen, I made a series of prototypes. After about a year I was ready to
look for a financial backer to develop and sell the product.
Interviewer: How did you go about finding one?
Mandy Haberman: I had applied for a patent before I went to see possible backers, and over
a period of a couple of years I showed my prototypes to about 20
companies.
Interviewer: Aha. How did companies respond when you went to see them?
Mandy Haberman: Responses varied. Typically, companies wanted to hold on to the
prototypes, while they assessed the product. Months would go by and
I’d become very nervous about it until finally I would demand that they
returned the product.
Interviewer: Mmm...
Mandy Haberman: Those that were interested were either not prepared to invest enough
money or were not prepared to commit to the sort of minimum sales
figures that I considered possible.
Interviewer: So where did you go from there?
Mandy Haberman: I exhibited at trade shows. We showed prototypes which were convincing
as real product samples. We demonstrated our moment drinking from
them, and the next moment shaking them over people’s clothes! Not a
drop came out The shows were a huge success. We took about 10,000
Euros of advance orders.
Interviewer: What happened next?
Mandy Haberman: With the 10,000 Euros from the advance orders, I set up my own
company – The Haberman Company Ltd. - to make the cups, and we
rocketed into business. Later on, I licensed my product to V & A
Marketing Ltd. in the UK, and a company called The First Years in the
U.S.
Interviewer: How did you establish your routes to market?
Mandy Haberman: We realised that we needed to get the product into the supermarkets but
this wasn’t going to be easy – we had already been in contact with all the
big claims, but they weren’t interested.
Interviewer: Aha...
Mandy Haberman: So we filled a cup with fruit juice and put it loose inside a white box and
posted it to the buyer at Tesco, with a note to say that if it arrived
without spilling, she should give us a call. A few days later, the telephone
rang – we were in Tesco!
Bill Mascull, Jeremy Comfort, Best Practice; Business English in a global Context
to make a series of prototypes - to want to see if your idea works in practice;
to look for a financial backer – to want someone to invest in your product;
to apply for a patent – to want to protect your idea so that others cannot copy it;
to exhibit at trade shows – to want to show your product to possible buyers;
set up my own company – to want to sell your product yourself.