class 5

1. C L A S S 5
Sophomore English

2. Last Time - Target Audience
Last time we talked about
advertising and Target Audiences
We also listened to a student
presentation and talked about
posture, eye contact, and volume.
Unit 1 Chapter 1 is finished, so we
are going to do a group review.

3. Chapter 1
Work with your
group to complete
the crossword
puzzle.
I will count this as
a quiz, so work
together carefully,
and NO TALKING
WITH OTHER
GROUPS.

4. Chapter 2
Vocabulary
fraud - n.; 騙局
Ponzi scheme - n.; 老鼠會
shareholder - n.; 股東
scandal - n., 醜聞
crisis - n.; 危機
bankrupt - n.; 破產
executive - n.; 高階主管
accountant - n.; 會計師
exaggerated - adj.; 誇大的
collapse - v.; 崩潰
charge - v.; 起訴
accountability - n.; 信用度
corruption - n.; 腐敗
asset - n.; 資產
white-collar crime - n.;白領犯罪
commit a crime - v.; 犯罪
verify - v.; 驗證
ethics - n.; 道德;倫理
financial statements - n.; 財務報表
Chapter 2 talks about
corporate fraud (also
called white collar
crime)
Make sure you know
the vocabulary before
we begin.
Read page 15 and try to
answer the questions on
page 16.

5. Expressions that signal a
new idea
Examples of rhetorical
questions
 Let me start with…
 Let’s start by…
 Now let’s talk about…
 Okay, let’s move on to…
 Next, I’d like to discuss…
 Let’s look at…
etc.
 How can we explain this?
Well…
 What does this mean?
Let’s look at…
 How can this be? Well…
 Why does this happen?
Let me tell you…
etc.
Lecture Language for Transitions

6. Page 17, Part I
Now that we’ve discussed some well-known cases of corporate crime, I’d like to
discuss a U.S. law that was passed to help prevent it: the Sarbanes-Oxley Act.
The aim of this law was to improve accountability of corporations and to prevent
future cases of accounting fraud. Let’s take a look at some of its requirements.
First of all, it requires companies to establish independent audit committees–
independent accountants who are required to report honestly about company
finances. It also prohibits companies from making loans to their executives. In
addition, it holds top executives responsible for any mistakes or false statements
on a company’s financial records, and it creates strict penalties for committing
corporate fraud. Finally, it protects whistleblowers–employees who report fraud
within the company. So, what has been the effect of Sarbanes-Oxley? Well,
companies complain that the regulations in Sarbanes-Oxley are too expensive to
implement, and this hurts business. However, supporters of this law feel that it is
necessary for preventing and punishing white-collar crime. Others argue that
even more action needs to be taken.

7. Page 17, Part I
Now that we’ve discussed some well-known cases of corporate crime, I’d like to
discuss a U.S. law that was passed to help prevent it: the Sarbanes-Oxley Act.
The aim of this law was to improve accountability of corporations and to prevent
future cases of accounting fraud. Let’s take a look at some of its requirements.
First of all, it requires companies to establish independent audit committees–
independent accountants who are required to report honestly about company
finances. It also prohibits companies from making loans to their executives. In
addition, it holds top executives responsible for any mistakes or false statements
on a company’s financial records, and it creates strict penalties for committing
corporate fraud. Finally, it protects whistleblowers–employees who report fraud
within the company. So, what has been the effect of Sarbanes-Oxley? Well,
companies complain that the regulations in Sarbanes-Oxley are too expensive to
implement, and this hurts business. However, supporters of this law feel that it is
necessary for preventing and punishing white-collar crime. Others argue that
even more action needs to be taken.

8. Page 18 - Listen
Listen to the beginning of a lecture about the
ethical behavior of men and women executives.
Write T for true and F for false for each statement.
1)
2)
3)

9. Page 18 - Listen
Listen to the beginning of a lecture about the
ethical behavior of men and women executives.
Write T for true and F for false for each statement.
1) F
2) T
3) T

10. Page 18, Part K
Listen to the lecture
again and write down
the lecture language
that signals a transition.
Then listen again, and
write down the idea
that follows the
transition
1. Transition lecture language:
New Idea:
2. Transition lecture language:
New Idea:
3. Transition lecture language:
New Idea:
4. Transition lecture language:
New Idea:
5. Transition lecture language:
New Idea:

11. Page 18, Part K
Listen to the lecture
again and write down
the lecture language
that signals a transition.
Then listen again, and
write down the idea
that follows the
transition
1. Transition lecture language: First we’re
going to look at . . .
New Idea: the behavior of men and women in the
workplace
2. Transition lecture language: Let’s take a
look at . . .
New Idea: some statistics
3. Transition lecture language: Next, let’s look
at . . .
New Idea: some statistics involving corporate
crimes
4. Transition lecture language: Okay, so what
does this all mean? Are women
just as corrupt as men?
New Idea: Maybe not. Men actually commit more
crimes than women in the
workplace.
5. Transition lecture language: Now…let’s
move on to . . .
New Idea: some specific cases of corporate
corruption involving women