<root>
<clog_course_details>
<clog_member>dkorolkov</clog_member>
<clog_password>y24dkorolkov</clog_password>
<clog_last_update>20260420</clog_last_update>
<clog2dbdetails>
<courseid_ofl>153</courseid_ofl>
<courseid_ofl>144</courseid_ofl>
<courseid_ofl>97</courseid_ofl>
<mbzfile2restore></mbzfile2restore>
<mbzsessions2restore>2</mbzsessions2restore>
<mooshcli_offline>
</mooshcli_offline>
<courseid_onl>91</courseid_onl>
<courseid_onl>80</courseid_onl>
<courseid_onl>29</courseid_onl>
<tmp>
:!php ~/www/soosh/xml2mbz_overwrite_offline.php ~/www/ictnle.com3/sdata/inc_xml_mdl/course_log_dkorolkov_2025-2.xml
:!php ../../../moosh/moosh.php course-restore --overwrite ../mbz_bup_offline/course_log_dkorolkov_2025-2.xml_2mdl.mbz 144
:!php ~/www/soosh/xml2mbz_update_onl.php ~/www/ictnle.com3/sdata/inc_xml_mdl/course_log_dkorolkov_2025-2.xml
</tmp>
</clog2dbdetails>
<clog_notes>
<![CDATA[
vim cheat sheet
:setlocal spell spelllang=ru_yo en_gb fr
<a class="clog" target="about_blank" href=""></a>
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/"></a>
<a class="clog" target="about_blank" href="">(send the link to your google doc (in edit mode!)</a>
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png">
<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
<img src="pix/icons8-dictionary-100.png" width="30em" border="0" alt="vocab pre teach" />
<img src="pix/icons8-hammer-100.png" width="30em" border="0" alt="functional language"> 
<img src="pix/icons8-automation-100.png" width="35em" border="0" alt="grammar focus" />
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-listen-100.png" width="35em" border="0" alt="listening"> Download onto your phone or tablet and listen carefully.
]]>
</clog_notes>
<clog_format></clog_format>
<clog_plugins>
sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc
sbook_plugins/payment_history_generated_from_xml_clog_sbook.inc
</clog_plugins>
<clog_company>
<clog_company_name>Avito</clog_company_name>
<clog_course_name>Dmitry Skorolkov</clog_course_name>
<email>dskorolkov@avito.ru</email>
<notes>
20250721 39 yrs old

https://youtu.be/49RT6SQ8n0Y?si=wRpxvuWeKyzlX8pJ
</notes>
<phone></phone>
<account_number01></account_number01>
<account_number02></account_number02>
<account_number03></account_number03>
</clog_company>
<clog_list_of_students>
<clog_student>
<clog_name></clog_name>
<clog_surname></clog_surname>
<clog_entry_level></clog_entry_level>
<email></email>
<phone></phone>
<notes></notes>
</clog_student>
<clog_student>
<clog_name></clog_name>
<clog_surname></clog_surname>
<clog_entry_level></clog_entry_level>
<email></email>
<phone>
@wlredeye
+7 903 518 01 35
</phone>
<notes><![CDATA[
almost 40 20241129
2 kids (1 born just before covid crisis)
sports
talent visa to UK
now in Serbia


todo after XCC ?
Market Leader 3rd Edition Advanced
      pg 24 ex C reading<!-- pg 26 -->
      pg 25 The danger of losing touch with reality
      <a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/market_leader_3rd_advanced_students_book_pg24-29_clean_energy_case_study.pdf">market_leader_3rd_advanced_students_book_pg24-29_clean_energy_case_study.pdf</a>

Scottish accent
https://www.youtube.com/watch?v=I4k8dR04TzA
https://www.youtube.com/watch?v=1jHfY0dDZxA

<a class="clog" target="about_blank" href="https://www.thetoptens.com/nations/most-influential-country-history-world/">https://www.thetoptens.com/nations/most-influential-country-history-world/</a>

UDP protocol for audio video communication in video conferencing tools

todo
Lexical material: 
reporting
paraphrasing


Mon 08:30-09:30 MSK
Thu 08:30-09:30 MSK
optional Sat 10:00-11:00 MSK 

Jimmy Carr
British-Irish comedian
witty
known for his rapid-fire deadpan delivery of one-liners.
~ Ivan Urgan
]]></notes>
</clog_student>
</clog_list_of_students>
</clog_course_details>

<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260420</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 644 = 616</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Do businesses really want to replace humans by AI agents? (2/2)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>136</mdlid>
<activity_id>3</activity_id>
<activity_title>Dialogue A</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Clara is a talented, ambitious senior IT consultant who believes in taking risks &amp; moving fast, per agile philosophy.
Martin has a proven track record as a reliable CTO for making sound, long-term decisions.

They are arguing whether to deploy AI to replace staff.
<!-- Clara for, Martin against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02> -->
<instructions_demo><![CDATA[
Clara: 
<em>I’m not convinced replacing staff with AI isn’t a bit dodgy, especially given the risks.</em>

Martin: 
<em>Dodgy or not, the cost savings are huge, and ignoring that feels a bit off strategically.</em>

Clara: 
<em>It’s not just strategy, the customer experience could become a bit ropey without human input!</em>

Martin: 
<em>Honestly, keeping full teams is touch and go financially in this market...</em>

Clara: 
<em>But relying entirely on AI seems dodgy from an ethical standpoint.</em>

Martin: 
<em>Ethics aside, our competitors are already doing it, and we’re falling behind.</em>

Clara: 
<em>That argument feels a bit off, especially if quality drops.</em>

Martin: 
<em>Quality can be managed, but costs can’t if we keep everyone.</em>

Clara: 
<em>The whole plan sounds a bit ropey operationally.</em>

Martin: 
<em>And your reluctance makes scaling impossible!</em>

Clara: 
<em>Then we’re stuck, because this is too risky.</em>

Martin: 
<em>Clearly, we’re not going to agree on this.</em>
]]></instructions_demo>
<!-- <activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<!-- check if qs match the dialogue -->
<qa>
<qs><![CDATA[In the dialogue, what does Clara imply by saying <em>a bit dodgy</em> about automation?]]></qs>
<ans><![CDATA[
✓ questions reliability of full automation  
✓ highlights ethical concerns  
✓ expresses uncertainty about outcomes  
✓ suggests risk outweigh benefit  
→ but doesn't fully reject idea  
]]></ans>
<hint>dodgy = unreliable or risky
</hint>
</qa>
<qa>
<qs><![CDATA[Why does Martin describe the situation as <em>touch and go</em> financially?]]></qs>
<ans><![CDATA[
✓ company faces unstable financial situation  
✓ decision outcome remains uncertain  
✓ cost pressure requires urgent action  
✓ risk of failure increases without change  
→ situation isn't guaranteed to improve  
]]></ans>
<hint>touch and go = uncertain outcome
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>135</mdlid>
<activity_id>4</activity_id>
<activity_title>Dialogue B</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Clara is a talented, ambitious senior IT consultant who believes in taking risks &amp; moving fast, per agile philosophy.
Martin has a proven track record as a reliable CTO for making sound, long-term decisions.

They are arguing whether to deploy AI to replace staff.
<!-- Clara for, Martin against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02> -->
<instructions_demo><![CDATA[
Clara: 
<em>I still think full automation is a bit dodgy, but maybe partial use could work</em>

Martin: 
<em>Yeah, going all in does feel a bit off, especially with customer-facing roles</em>

Clara: 
<em>If we keep humans for complex tasks, we avoid a bit ropey service quality</em>

Martin: 
<em>That makes sense, and it reduces the touch and go nature of the transition</em>

Clara: 
<em>We could automate routine processes but retain skilled staff</em>

Martin: 
<em>Exactly, that balances efficiency and risk</em>

Clara: 
<em>It’s not perfect, but it’s less dodgy than full replacement</em>

Martin: 
<em>Agreed, and it keeps morale stable while improving productivity</em>

Clara: 
<em>Alright, let’s propose a hybrid model</em>

Martin: 
<em>Sounds good, I’m on board with that</em>
]]></instructions_demo>
<!-- <activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<!-- check if qs match the dialogue -->
<qa>
<qs><![CDATA[What does <em>“a bit ropey”</em> suggest about service quality in the discussion?]]></qs>
<ans><![CDATA[
✓ service quality may decline  
✓ systems may not function reliably  
✓ customer experience may weaken  
✓ performance may become inconsistent  
→ solution not fully dependable  
]]></ans>
<hint>a bit ropey = poor or unreliable quality
</hint>
</qa>
<qa>
<qs><![CDATA[Why does Clara say the argument feels <em>“a bit off”</em>?]]></qs>
<ans><![CDATA[
✓ finds reasoning questionable  
✓ doubts logic behind decision  
✓ challenges strategic thinking  
✓ expresses suspicion about assumptions  
〆not fully convinced  
]]></ans>
<hint>a bit off = not quite right
</hint>
</qa>
</clog_activity>

<!-- 
20260325
todo script - convert csv from wordlist to activity_contents

replace the 1st occurrence only → no g - global
:'<,'>s/;/<br \/><span class="show_key">/

replace from last (and now single) occurrence till end of line
:'<,'>s/\.;.*$/<\/span>/g
-->

<clog_activity>
<mdlid>134</mdlid>
<activity_id>5</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Criticising arguments C1</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How do you question arguments you are confronted with?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>43</column_width_percentage>
<column_height_em>18</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'arguable'
informal expressions which mean 'iffy’ (arguable)
]]></targets>
<js_droppables>
1;2;3;4
5;6;7;8
</js_droppables>
<activity_contents><![CDATA[
dodgy<br /><span class="show_key">of uncertain reliability, quality, or legality;suspect or risky</span>
a bit off<br /><span class="show_key">not quite right;suspicious or of questionable quality or freshness</span>
a bit ropey<br /><span class="show_key">of poor or uncertain quality;not functioning well or looking unwell</span>
touch and go<br /><span class="show_key">describing a situation where the outcome is very uncertain and could quickly go either way</span>
contentious<br /><span class="show_key">likely to cause disagreement or controversy</span>
a moot point<br /><span class="show_key">a point or question that is open to argument or is no longer of practical importance</span>
not indisputable<br /><span class="show_key">not so certain or established as to be beyond doubt or dispute</span>
a matter of contention<br /><span class="show_key">an issue that is actively disputed or argued over</span>
]]></activity_contents>
<key><![CDATA[
<strong>informal expressions which mean 'iffy’ (arguable)</strong> 
dodgy;of uncertain reliability, quality, or legality;suspect or risky.;сомнительной надёжности, качества или законности;подозрительный или рискованный.
a bit off;not quite right;suspicious or of questionable quality or freshness.;не совсем правильный;подозрительный или сомнительного качества или свежести.
a bit ropey;of poor or uncertain quality;not functioning well or looking unwell.;плохого или ненадёжного качества;функционирующий неважно или имеющий болезненный вид.
touch and go;describing a situation where the outcome is very uncertain and could quickly go either way.;описывает ситуацию, в которой исход очень неопределён и может быстро измениться в любую сторону.

<strong>formal expressions which mean 'arguable'</strong>
contentious;likely to cause disagreement or controversy.;спорный, способный вызвать разногласие или противоречия.
a moot point;a point or question that is open to argument or is no longer of practical importance.;вопрос, открытый для дискуссии или более не имеющий практического значения.
not indisputable;not so certain or established as to be beyond doubt or dispute.;не настолько определённый или установленный, чтобы быть вне сомнений или споров.
a matter of contention;an issue that is actively disputed or argued over.;вопрос, который активно оспаривается или является предметом споров.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>133</mdlid>
<activity_id>6</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>Discuss whether AI adoption is a matter of contention in your company.
Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task></task>
<ans>✓ argue automation reduce cost but seem dodgy ethically  
✓ suggest long-term impact remain a moot point  
✓ highlight efficiency gain in operations  
</ans>
</role_a>
<role_b>
<task></task>
<ans>✓ propose hybrid solution for balance  
〆 warn full automation risk job loss  
</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>132</mdlid>
<activity_id>7</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>Debate a better but more expensive human-led solution.
Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task></task>
<ans>✓ argue human solution avoid ropey service quality  
✓ highlight better customer experience  
✓ justify higher cost through long-term value  
</ans>
</role_a>
<role_b>
<task></task>
<ans>✓ explain decision remain contentious internally  
〆 note budget constraints limit options  
</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>131</mdlid>
<activity_id>8</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>Negotiate a compromise between AI and human roles.
Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task></task>
<ans>✓ suggest hybrid model reduce risk  
✓ argue full automation outcome not indisputable  
✓ highlight transition remain touch and go  
</ans>
</role_a>
<role_b>
<task></task>
<ans>✓ propose phased implementation  
〆 warn against rapid change  
</ans>
</role_b>
</clog_activity>


<debate>
<qa>
<qs>Is it realistic to expect AI to fully replace human roles, or is this assumption a moot point?</qs>
<ans><![CDATA[
✓ AI handle routine and data-driven tasks  
✓ humans provide creativity and emotional intelligence  
✓ hybrid models combine strengths effectively  
✓ innovation require human insight  
〆 full replacement remain a moot point  
〆 feasibility remain a matter of contention  
]]></ans>
<hint>a moot point = open question
a matter of contention = debated issue</hint>
</qa>
<qa>
<qs>How might employees respond if businesses increasingly adopt AI, and why is this reaction considered contentious?</qs>
<ans><![CDATA[
✓ workers feel threatened by automation  
✓ employees seek reskilling opportunities  
✓ morale decline due to uncertainty  
✓ organisations need change management strategies  
〆 reaction often become contentious  
〆 trust in AI remain not indisputable  
]]></ans>
<hint>contentious = causing disagreement
not indisputable = uncertain</hint>
</qa>
</debate>

<!--inc_drills/vocab_arguing_drawing_conclusions_c1_01.csv -->
<clog_activity>
<mdlid>130</mdlid>
<clog_expressions>
contentious;likely to cause disagreement or controversy.;спорный, способный вызвать разногласие или противоречия.
a moot point;a point or question that is open to argument or is no longer of practical importance.;вопрос, открытый для дискуссии или более не имеющий практического значения.
not indisputable;not so certain or established as to be beyond doubt or dispute.;не настолько определённый или установленный, чтобы быть вне сомнений или споров.
a matter of contention;an issue that is actively disputed or argued over.;вопрос, который активно оспаривается или является предметом споров.

dodgy;of uncertain reliability, quality, or legality;suspect or risky.;сомнительной надёжности, качества или законности;подозрительный или рискованный.
a bit off;not quite right;suspicious or of questionable quality or freshness.;не совсем правильный;подозрительный или сомнительного качества или свежести.
a bit ropey;of poor or uncertain quality;not functioning well or looking unwell.;плохого или ненадёжного качества;функционирующий неважно или имеющий болезненный вид.

touch and go;describing a situation where the outcome is very uncertain and could quickly go either way.;описывает ситуацию, в которой исход очень неопределён и может быстро измениться в любую сторону.
a dead cert;something that is considered absolutely certain to happen.;то, что считается абсолютно гарантированным, обязательно произойдет.
It's in the bag;success or victory is considered completely assured.;успех или победа считаются полностью обеспеченными.
It's a slam dunk;(borrowed from us english but widely used) an action or result that is certain to be successful.;(заимствовано из амер. англ., но широко используется) действие или результат, которые гарантированно будут успешными.
It's a racing certainty;something that is regarded as virtually guaranteed, especially in predicting an event.;то, что считается практически гарантированным, особенно при предсказании какого-либо события.

a foregone conclusion;a result that is certain to happen and cannot be avoided.;результат, который неизбежно произойдет и которого нельзя избежать.
an inescapable outcome;a judgement or decision that cannot be avoided due to the weight of evidence or logic.;суждение или решение, которого нельзя избежать из-за силы доказательств или логики.
a fait accompli;a thing that has already been done or decided, leaving others with no option but to accept it.;то, что уже было сделано или решено, оставляя другим лишь возможность принять это.
a preordained conclusion;an outcome believed to have been determined in advance by fate or a higher power.;исход, который, как считается, был предопределен заранее судьбой или высшей силой.
a corollary;a proposition that follows with little or no proof required from one already proven.;утверждение, которое следует из уже доказанного с необходимостью, требующей мало или вовсе не требующей отдельных доказательств.
a foreknown consequence;a result that was known or anticipated before it occurred.;результат, который был известен или ожидаем до его наступления.

inherently = being a basic or permanent part of sb/sth and that cannot be removed; intrinsically
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>129</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>






<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260417</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>18:15-19:15 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 672 = 644</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Do businesses really want to replace humans by AI agents? (1/2)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>128</mdlid>
<activity_id>1</activity_id>
<activity_title>Lead in</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>How are businesses currently using AI in their operations, and why is this sometimes considered contentious?</qs>
<ans><![CDATA[
✓ companies automate repetitive tasks to improve efficiency  
✓ AI systems process large data sets faster than humans  
→ firms reduce labour costs and increase scalability  
✓ organisations optimise decision-making through analytics  
〆some argue impact on jobs is contentious  
]]></ans>
<hint>contentious = causing disagreement
</hint>
</qa>
<qa>
<qs>To what extent is replacing human workers with AI agents a matter of contention in modern business strategy?</qs>
<ans><![CDATA[
✓ AI, like robots, enables continuous operations without fatigue  
✓ some industries benefit from standardisation  
〆issue remains a matter of contention among stakeholders  
→ long-term impacts on workforce is a moot point  
〆ethical implications remain not indisputable  
]]></ans>
<hint>moot point = open to debate
not indisputable = not fully certain
</hint>
</qa>
<qa>
<qs>What risks might organisations face if they rely heavily on AI instead of human employees?</qs>
<ans><![CDATA[
✓ systems may fail in unpredictable situations  
✓ lack of human judgement affects complex decisions  
✓ customer experience suffers without empathy  
✓ accountability becomes unclear in automated processes  
〆reliability of AI remains uncertain
〆dependence on technology becomes questionable
]]></ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>127</mdlid>
<activity_id>2</activity_id>
<activity_title>Do businesses really want to replace humans by AI agents?</activity_title>
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[
Read the excerpt.
→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Why does the text describe the role of human skills as uncertain in comparison to AI capabilities?</qs>
<ans><![CDATA[
✓ human judgement remains valuable in complex scenarios  
✓ creativity and empathy difficult to automate  
✓ interpersonal communication requires human presence  
✓ leadership depends on emotional intelligence  
〆superiority of AI remains not indisputable  
〆comparison becomes contentious  
]]></ans>
<hint>contentious = debated
</hint>
</qa>
<qa>
<qs>What makes the long-term impact of AI on employment a moot point according to the text?</qs>
<ans><![CDATA[
✓ future technological developments remain uncertain  
✓ new job categories may emerge  
✓ workforce adaptation varies across sectors  
✓ policy responses influence outcomes  
〆predictions remain a moot point  
→ issue continues as a matter of contention  
]]></ans>
<hint>a moot point = open to debate
a matter of contention = disputed
</hint>
</qa>
<qa>
<qs>What is the likely outcome of AI deployment?</qs>
<ans><![CDATA[
✓ AI adoption will improve efficiency and reduce operational costs  
✓ decision-making will be enhanced through data-driven systems  
〆human skills will have to evolve
〆workforce will call for new employment conditions
]]></ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>Do businesses really want to replace humans by AI agents?</title>
<article_title>Do businesses really want to replace humans by AI agents?</article_title>
<author>Duncan Potter - ChatGPT</author>
<date>20260417</date>
<published_by>ictnle.com</published_by>
<section>
<column><![CDATA[In contemporary business discourse, the extent to which organisations aim to replace human employees with AI agents remains a matter of contention.
]]></column>
<column><![CDATA[ On the one hand, it is widely argued that automation enhances efficiency, reduces operational costs, and allows for continuous performance without fatigue. From this perspective, the adoption of AI is often viewed as a rational strategic decision in increasingly competitive markets. Furthermore, it is frequently suggested that data-driven systems improve accuracy and scalability, although such claims are not indisputable.]]></column>
<column><![CDATA[On the other hand, critics maintain that the replacement of human workers raises significant ethical and organisational concerns. The assumption that AI can fully replicate human judgement, creativity, and emotional intelligence is widely regarded as contentious. 
]]></column>
<column><![CDATA[In addition, the long-term implications for employment and workplace dynamics remain a moot point, as future developments are inherently uncertain. Moreover, it is often argued that excessive reliance on automation may reduce accountability and undermine trust within organisations.
]]></column>
<column><![CDATA[Consequently, whether businesses genuinely intend to replace humans with AI agents continues to be a matter of contention, with compelling arguments presented on both sides. It is expected new job categories will emerge and corporate policies adapt to new employment conditions.
]]></column>

<popup_definitions>
contentious = likely to cause disagreement or controversy
a moot point = a point or question that is open to argument or is no longer of practical importance
not indisputable = not so certain or established as to be beyond doubt or dispute
a matter of contention = an issue that is actively disputed or argued over
inherently = being a basic or permanent part of sb/sth and that cannot be removed, intrinsically
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<!--inc_drills/vocab_arguing_drawing_conclusions_c1_01.csv
replaced incontrovertible by indisputable 
-->
<clog_activity>
<mdlid>126</mdlid>
<clog_expressions>
contentious;likely to cause disagreement or controversy.;спорный, способный вызвать разногласие или противоречия.
a moot point;a point or question that is open to argument or is no longer of practical importance.;вопрос, открытый для дискуссии или более не имеющий практического значения
not indisputable;not so certain or established as to be beyond doubt or dispute.;не настолько определённый или установленный, чтобы быть вне сомнений или споров
a matter of contention;an issue that is actively disputed or argued over.;вопрос, который активно оспаривается или является предметом споров

inherently = being a basic or permanent part of sb/sth and that cannot be removed; intrinsically
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>125</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>





<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260413</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 700 = 672</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Modernising legacy software or keeping a mixed system (2/2)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>124</mdlid>
<activity_id>3</activity_id>
<activity_title>Dialogue B</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What is technological success predicated by?</activity_lead_in>
<instructions><![CDATA[Clara is a talented, ambitious senior IT consultant who believes in taking risks &amp; moving fast, per agile philosophy.
Martin has a proven track record as a reliable CTO for making sound, long-term decisions.

They are arguing about the contingencies for deploying a better, but more expensive solution than the old one they currently have.
<!-- Clara for, Martin against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02> -->
<instructions_demo><![CDATA[
Clara: 
<em>I think we can agree the decision is contingent upon balancing risk and efficiency. The current system is underpinned by legacy constraints.</em>

Martin: 
<em>Yes, and our approach must be premised on minimising disruption. Too much rides on operational continuity.</em>

Clara: 
<em>What if we phase the transition? That way, success hinges on a controlled rollout rather than a full overhaul.</em>

Martin: 
<em>That could work. It would reduce the chance of opening a can of worms or setting off a chain reaction.</em>

Clara: 
<em>Exactly. The plan would be predicated upon gradual change, limiting the fallout if issues arise.</em>

Martin: 
<em>And we can monitor any downstream impact before scaling further.</em>

Clara: 
<em>That also helps us manage second- and third-order consequences and avoid a chain of repercussions.</em>

Martin: 
<em>Agreed. It boils down to careful execution. If done properly, the benefits will outweigh the risks.</em>

Clara: 
<em>So we proceed with a pilot. The outcome will determine the wider ramifications.</em>

Martin: 
<em>Yes, and we can bank on measurable results before committing fully. That seems like a reasonable compromise.</em>
]]></instructions_demo>
<!-- <activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>How did Clara and Martin reach a compromise on the software strategy?</qs>
<ans><![CDATA[
✓ agreed plan be premised on phased modernisation
✓ accepted strategy be predicated upon risk mitigation
✓ Clara agreed pilot project reduce exposure
✓ Martin agreed long-term gains outweigh short-term cost
✓ both recognised wider ramifications of delay
✓ compromise be underpinned by shared accountability
]]></ans>
<hint>to be premised on = be based on idea or assumption
wider ramifications = broader long-term consequences
</hint>
</qa>
<qa>
<qs><![CDATA[What did Martin mean by <em>too much rides on stability</em>?
]]></qs>
<ans><![CDATA[
✓ stress importance of system reliability
✓ indicate high stakes of decision
✓ highlight risk to business continuity
✓ connect outcome to company performance
✓ emphasise cautious approach
]]></ans>
<hint>to ride on = to depend on outcome with high stakes
</hint>
</qa>
<qa>
<qs><![CDATA[Why did Clara mention <em>second- and third-order consequences</em>?]]></qs>
<ans><![CDATA[
✓ highlight indirect long-term effects
✓ warn about hidden inefficiencies
✓ emphasise complexity of decision
✓ argue benefits extend beyond immediate gains
✓ support need for strategic thinking
]]></ans>
<hint>second- and third-order consequences = indirect later effects of action
</hint>
</qa>
<qa>
<qs>How did both speakers describe the risks of maintaining the current system?</qs>
<ans><![CDATA[
✓ described contagion effect of inefficiencies
✓ predicted chain of repercussions across teams
✓ highlighted downstream impact on delivery speed
✓ warned issues send shockwaves through organisation
✓ noted problems had legs over time
✓ linked risks to outdated architecture
]]></ans>
<hint>contagion effect = tendency to spread quickly
chain of repercussions = connected series of negative effects
</hint>
</qa>
<qa>
<qs>What arguments did Clara use to justify modernisation despite higher costs?</qs>
<ans><![CDATA[
✓ argued benefits be underpinned by efficiency gains
✓ claimed long-term savings outweigh costs
✓ emphasised scalability improvements
✓ highlighted reduced complexity
✓ pointed to industry trends
✓ stressed competitive advantage
]]></ans>
<hint>to be underpinned by = supported by fundamental element
</hint>
</qa>
<qa>
<qs>What final agreement was reached and why?</qs>
<ans><![CDATA[
✓ agreed phased modernisation strategy
✓ aligned decision be contingent upon pilot success
✓ balanced cost with long-term benefits
✓ reduced risk through gradual transition
✓ ensured stakeholder alignment
✓ created shared ownership of outcome
]]></ans>
<hint>to be contingent upon = depend on condition
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>123</mdlid>
<activity_id>4</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Contingencies and side-effects</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How do you mitigate contingencies and side-effects in a repeatable, and yet scalable, manner?</activity_lead_in>
<instructions><![CDATA[
<span class="show_key">
✓ forecast operational, economic, technological... contingencies
✓ imagine worst case scenarios &amp; collaterals
✓ design various mitigation plans
✓ set up recovery strategies
✓ put aside a financial reserve
</span>

→ match the expressions with the category &amp; register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>22</column_width_percentage>
<column_height_em>20</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'to depend on'
informal expressions which mean 'to hang on'
formal expressions which mean 'side effect'
informal expressions which mean 'ripple effect'
]]></targets>
<js_droppables>
1;2;3;4;5
6;7;8;9;10
11;12;13;14;15
16;17;18;19;20
</js_droppables>
<activity_contents><![CDATA[
to be contingent upon<br /><span class="show_key">to be dependent on or conditional upon a specific circumstance or event</span>
to be premised on<br /><span class="show_key">to be based on a particular idea, assumption, or statement from which reasoning proceeds</span>
to be predicated upon<br /><span class="show_key">(the original phrase) to be based or established on a particular concept, fact, or condition</span>
to be underpinned by<br /><span class="show_key">to be supported, strengthened, or substantiated by a fundamental element or principle</span>
to be derivative of<br /><span class="show_key">to originate from or have its source in a prior idea or fact</span>
to hinge on<br /><span class="show_key">to be decisively dependent on a single factor or event</span>
to be down to<br /><span class="show_key">to be attributable to or dependent on a particular person, thing, or factor</span>
to bank on<br /><span class="show_key">to rely confidently on something happening or someone doing something</span>
to ride on<br /><span class="show_key">(often for high stakes) to have something important dependent on an outcome</span>
to boil down to<br /><span class="show_key">for the most important factor or the ultimate basis to be a particular thing</span>
a contagion effect<br /><span class="show_key">the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population</span>
a downstream impact<br /><span class="show_key">the consequences or effects that are felt later in a process or sequence, further from the original cause</span>
second- and third-order consequences<br /><span class="show_key">the indirect and often unintended outcomes that follow as a later result of an initial action</span>
a chain of repercussions<br /><span class="show_key">a connected series of adverse effects or consequences arising from an initial action</span>
wider ramifications<br /><span class="show_key">the broader, often complex and far-reaching consequences of an action or decision</span>
to open a can of worms<br /><span class="show_key">to do something that will cause a lot of complicated problems or unexpected trouble</span>
to set off a chain reaction<br /><span class="show_key">to trigger a series of related events where each causes the next</span>
the fallout<br /><span class="show_key">the unpleasant and unavoidable consequences of a situation or action</span>
it's had legs<br /><span class="show_key">said of an event or story that has continued to develop, spread, or have consequences over time</span>
to send shockwaves through<br /><span class="show_key">to cause a sudden and widespread feeling of surprise, alarm, or disturbance</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'to depend on'</strong>
to be contingent upon;to be dependent on or conditional upon a specific circumstance or event.;зависеть от или быть обусловленным конкретным обстоятельством или событием.
to be premised on;to be based on a particular idea, assumption, or statement from which reasoning proceeds.;основываться на определенной идее, предположении или утверждении, из которых исходит рассуждение.
to be predicated upon;(the original phrase) to be based or established on a particular concept, fact, or condition.;(исходная фраза) основываться или быть установленным на определенной концепции, факте или условии.
to be underpinned by;to be supported, strengthened, or substantiated by a fundamental element or principle.;поддерживаться, укрепляться или обосновываться фундаментальным элементом или принципом.
to be derivative of;to originate from or have its source in a prior idea or fact.;происходить из или иметь свой источник в предшествующей идее или факте.

<strong>informal expressions which mean 'to hang on'</strong> 
to hinge on;to be decisively dependent on a single factor or event.;решающим образом зависеть от одного фактора или события.
to be down to;to be attributable to or dependent on a particular person, thing, or factor.;обуславливаться или зависеть от конкретного человека, вещи или фактора.
to bank on;to rely confidently on something happening or someone doing something.;уверенно рассчитывать на то, что что-то произойдет или кто-то что-то сделает.
to ride on;(often for high stakes) to have something important dependent on an outcome.;(часто о высоких ставках) иметь что-то важное, зависящее от результата.
to boil down to;for the most important factor or the ultimate basis to be a particular thing.;сводиться к тому, что самым важным фактором или основной причиной является нечто конкретное.

<strong>formal expressions which mean 'side effect'</strong>
a contagion effect;the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population.;тенденция события, явления или настроения (особенно негативного) быстро распространяться по системе или среди населения.
a downstream impact;the consequences or effects that are felt later in a process or sequence, further from the original cause.;последствия или эффекты, ощущаемые позднее в процессе или последовательности событий, дальше от первоначальной причины.
second- and third-order consequences;the indirect and often unintended outcomes that follow as a later result of an initial action.;косвенные и часто непреднамеренные результаты, возникающие как более позднее следствие первоначального действия.
a chain of repercussions;a connected series of adverse effects or consequences arising from an initial action.;связанная серия неблагоприятных эффектов или последствий, возникающих в результате первоначального действия.
wider ramifications;the broader, often complex and far-reaching consequences of an action or decision.;более широкие, часто сложные и далеко идущие последствия действия или решения.

<strong>informal expressions which mean 'ripple effect'</strong>
to open a can of worms;to do something that will cause a lot of complicated problems or unexpected trouble.;сделать что-то, что вызовет множество сложных проблем или неожиданных хлопот.
to set off a chain reaction;to trigger a series of related events where each causes the next.;запустить серию связанных событий, где каждое вызывает последующее.
the fallout;the unpleasant and unavoidable consequences of a situation or action.;неприятные и неизбежные последствия ситуации или действия.
it's had legs;said of an event or story that has continued to develop, spread, or have consequences over time.;говорится о событии или истории, которые продолжали развиваться, распространяться или иметь последствия с течением времени.
to send shockwaves through;to cause a sudden and widespread feeling of surprise, alarm, or disturbance.;вызвать внезапное и повсеместное чувство удивления, тревоги или потрясения.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>122</mdlid>
<activity_id>5</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>Your company is under pressure to offer technological features bragged by competitors.
Including such features would involve modernising your technological stack.

Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task>You are in favour of revamping the workflow and perhaps firing the elder staff members who can't adapt.
Provide a logical argument progression and resolve the disagreement with a compromise.
</task>
<ans>✓ system underpinned by outdated logic
✓ success hinges on simplification
✓ need for better quality data to take advantage of AI tools (reliable source of truth)
〆mixed feelings regarding the competencies of staff
〆technologically less knowledgeable employees hampering any revamping attempts
✓ reconsider pool of talents and their life long learning skills
→ focus on simple products that can be scaled rather than expensive, high tech solutions
✓ might be faster to rebuild from scratch with a new team
→ find a political balance between job losses and retraining
✓ at worst, add value prior to a potential IPO (exit strategy)
</ans>
</role_a>
<role_b>
<task>You are against the modernisation of your workflow and losing some of your most experienced senior engineers. You believe it could set a chain reaction (loss of morale, poor talent retention, reputational damage...)
Escalate the conflict by focusing on causality and consequences.
</task>
<ans>〆decision contingent on cost constraints of maintaining obsolete solutions
〆such changes could open a can of worms 
e.g. skills relevance of senior staff
〆expect cascading technical issues 
e.g. maintaining new technologies
〆fear fallout from disruption
e.g. unpredictable supply chain
〆time frame required for transitioning might be too long to be cost effective
〆refuse to make some risk averse staff redundant
</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>121</mdlid>
<clog_expressions>
to be contingent upon = to be dependent on or conditional upon a specific circumstance or event.;зависеть от или быть обусловленным конкретным обстоятельством или событием.
to be premised on = to be based on a particular idea, assumption, or statement from which reasoning proceeds.;основываться на определенной идее, предположении или утверждении, из которых исходит рассуждение.
to be predicated upon = (the original phrase) to be based or established on a particular concept, fact, or condition.;(исходная фраза) основываться или быть установленным на определенной концепции, факте или условии.
to be underpinned by = to be supported, strengthened, or substantiated by a fundamental element or principle.;поддерживаться, укрепляться или обосновываться фундаментальным элементом или принципом.
to be derivative of = to originate from or have its source in a prior idea or fact.;происходить из или иметь свой источник в предшествующей идее или факте.

to hinge on = to be decisively dependent on a single factor or event.;решающим образом зависеть от одного фактора или события.
to be down to = to be attributable to or dependent on a particular person, thing, or factor.;обуславливаться или зависеть от конкретного человека, вещи или фактора.
to bank on = to rely confidently on something happening or someone doing something.;уверенно рассчитывать на то, что что-то произойдет или кто-то что-то сделает.
to ride on = (often for high stakes) to have something important dependent on an outcome.;(часто о высоких ставках) иметь что-то важное, зависящее от результата.
to boil down to = for the most important factor or the ultimate basis to be a particular thing.;сводиться к тому, что самым важным фактором или основной причиной является нечто конкретное.

a contagion effect = the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population.;тенденция события, явления или настроения (особенно негативного) быстро распространяться по системе или среди населения.
a downstream impact = the consequences or effects that are felt later in a process or sequence, further from the original cause.;последствия или эффекты, ощущаемые позднее в процессе или последовательности событий, дальше от первоначальной причины.
second- and third-order consequences = the indirect and often unintended outcomes that follow as a later result of an initial action.;косвенные и часто непреднамеренные результаты, возникающие как более позднее следствие первоначального действия.
a chain of repercussions = a connected series of adverse effects or consequences arising from an initial action.;связанная серия неблагоприятных эффектов или последствий, возникающих в результате первоначального действия.
wider ramifications = the broader, often complex and far-reaching consequences of an action or decision.;более широкие, часто сложные и далеко идущие последствия действия или решения.

to open a can of worms = to do something that will cause a lot of complicated problems or unexpected trouble.;сделать что-то, что вызовет множество сложных проблем или неожиданных хлопот.
to set off a chain reaction = to trigger a series of related events where each causes the next.;запустить серию связанных событий, где каждое вызывает последующее.
the fallout = the unpleasant and unavoidable consequences of a situation or action.;неприятные и неизбежные последствия ситуации или действия.
it's had legs = said of an event or story that has continued to develop, spread, or have consequences over time.;говорится о событии или истории, которые продолжали развиваться, распространяться или иметь последствия с течением времени.
to send shockwaves through = to cause a sudden and widespread feeling of surprise, alarm, or disturbance.;вызвать внезапное и повсеместное чувство удивления, тревоги или потрясения.

to fathom ~ sb/sth (out) = to understand or find an explanation for sth; noun - a unit for measuring the depth of water, equal to 6 feet or 1.8 metres
fallout = bad results of a situation or an action
to underpin = to support or form the basis of an argument, a claim, etc
overhaul = examination of a machine or system, including doing repairs on it or making changes to it
</clog_expressions>
</clog_activity>

</clog_support_material>

<!-- not used after all - keep for more business oriented and less IT based courses -->
<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>120</mdlid>
<activity_id>1</activity_id>
<activity_title>Hiring more in-store sales staff or investing in e-commerce</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What key factors should a company analyse when deciding between hiring more in-store sales staff and investing in e-commerce?</activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>What key factors should a company analyse when deciding between hiring more in-store sales staff and investing in e-commerce?</qs>
<ans><![CDATA[
✓ assess customer buying behaviour across channels
✓ compare cost of recruitment versus digital investment
✓ evaluate scalability of online platform
✓ consider operational efficiency of physical stores
✓ analyse long-term revenue growth potential
✓ review competitive positioning in market
]]></ans>
<hint>e-commerce = buying and selling goods online
scalability = ability to grow without losing performance</hint>
</qa>
<qa>
<qs>How can increasing online sales capabilities affect a company’s overall performance?</qs>
<ans><![CDATA[
✓ expand market reach beyond local customers
✓ reduce dependency on physical locations
✓ improve data collection on customer behaviour
✓ increase efficiency of sales processes
✓ lower long-term operational costs
✓ enhance customer convenience
]]></ans>
<hint>market reach = extent to which company can access customers
operational costs = expenses related to running business</hint>
</qa>
<qa>
<qs>Why might a company prefer hiring more sales staff instead of investing in a website upgrade?</qs>
<ans><![CDATA[
✓ rely on personal interaction to close sales
✓ maintain established retail model
✓ avoid high upfront digital investment
✓ address immediate staffing shortages
✓ leverage existing store infrastructure
✓ respond quickly to customer needs
]]></ans>
<hint>upfront investment = initial cost before returns
retail model = way company sells products in shops</hint>
</qa>
<qa>
<qs>What economic and technological trends support the shift towards e-commerce?</qs>
<ans><![CDATA[
✓ increase in online consumer behaviour
✓ growth of mobile and digital platforms
✓ reduction in physical retail footfall
✓ expansion of logistics and delivery networks
✓ rise of data-driven marketing strategies
✓ globalisation of online marketplaces
]]></ans>
<hint>footfall = number of people visiting store
logistics = management of transportation and delivery</hint>
</qa>
<qa>
<qs>How could choosing the wrong sales strategy impact a company’s long-term growth?</qs>
<ans><![CDATA[
✓ limit revenue expansion opportunities
✓ increase operational inefficiencies
✓ reduce competitiveness in market
✓ create dependency on outdated channels
✓ weaken customer engagement
✓ lead to missed technological opportunities
]]></ans>
<hint>competitiveness = ability to compete effectively
engagement = level of customer interaction</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>119</mdlid>
<activity_id>2</activity_id>
<activity_title>Dialogue A</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<instructions><![CDATA[Sheila is a free-lance, senior sales consultant from a leading consulting firm who believes in taking risks &amp; blue ocean strategies.
David has a proven track record as a prudent sales director for achieving long-term objectives.

They are arguing whether to recruit more sales people or develop their e-commerce strategy.
<!-- Sheila for, David against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<instructions_demo><![CDATA[
Sheila: 
<em>The entire strategy is contingent upon how customers are shifting online. Our current sales model is underpinned by physical stores, but demand is clearly changing.</em>

David: 
<em>I disagree. Our revenue is predicated upon in-store performance. Too much rides on personal interaction.</em>

Sheila: 
<em>But the decline in footfall is a contagion effect across retail. The problem is derivative of broader market trends.</em>

David: 
<em>Upgrading the website could open a can of worms. It might set off a chain reaction of technical and operational issues.</em>

Sheila: 
<em>It boils down to efficiency. The delays and missed sales are down to our weak online presence.</em>

David: 
<em>And the fallout from a failed rollout would send shockwaves through the business.</em>

Sheila: 
<em>Success hinges on adapting early. Otherwise, we face second- and third-order consequences like losing market share.</em>

David: 
<em>Or we trigger a chain of repercussions if customers have a poor online experience.</em>

Sheila: 
<em>The wider ramifications of doing nothing are even worse.</em>

David: 
<em>We clearly cannot agree. I am not prepared to bank on a risky digital transformation.</em>
]]></instructions_demo>
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<!-- todo check question below if indeed for dialogue A-->
<qa>
<qs><![CDATA[What did Sheila mean by <em>It boils down to efficiency</em> in the discussion?]]></qs>
<ans><![CDATA[
✓ emphasise core issue be operational efficiency
✓ reduce argument to main factor
✓ highlight importance of faster sales processes
✓ connect efficiency with revenue growth
✓ frame decision around key priority
]]></ans>
<hint>to boil down to = reduce to most important factor</hint>
</qa>

<qa>
<qs><![CDATA[Why did David say the upgrade could <em>open a can of worms</em>?]]></qs>
<ans><![CDATA[
✓ warn about unexpected complications
✓ anticipate technical difficulties
✓ highlight operational risks
✓ suggest increase in costs
✓ emphasise uncertainty of change
]]></ans>
<hint>to open a can of worms = create complicated problems</hint>
</qa>

<qa>
<qs><![CDATA[What did Sheila imply by <em>success hinges on adapting early</em>?]]></qs>
<ans><![CDATA[
✓ stress importance of early action
✓ highlight dependency on timing
✓ suggest delay reduce competitiveness
✓ connect adaptation with success
✓ emphasise urgency of decision
]]></ans>
<hint>to hinge on = depend decisively on one factor</hint>
</qa>

<qa>
<qs><![CDATA[What concerns did David express about <em>the fallout</em>?]]></qs>
<ans><![CDATA[
✓ highlight negative consequences of failure
✓ warn about business disruption
✓ emphasise financial risks
✓ connect failure with operational instability
✓ stress need for caution
]]></ans>
<hint>the fallout = negative consequences</hint>
</qa>

</clog_activity>

<clog_activity>
<mdlid>118</mdlid>
<activity_id>3</activity_id>
<activity_title>Dialogue B</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<instructions><![CDATA[Sheila is a free-lance, senior sales consultant from a leading consulting firm who believes in taking risks &amp; blue ocean strategies.
David has a proven track record as a prudent sales director for achieving long-term objectives.

They are arguing whether to recruit more sales people or develop their e-commerce strategy.
<!-- Sheila for, David against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<instructions_demo><![CDATA[
Sheila: 
<em>The decision should be premised on balancing both channels. Our growth is contingent upon adapting to online demand.</em>

David: 
<em>I agree, but the approach must be predicated upon minimising risk. Too much rides on stable revenue.</em>

Sheila: 
<em>What if we enhance the website gradually? That way, success hinges on controlled improvements.</em>

David: 
<em>That would avoid opening a can of worms or setting off a chain reaction.</em>

Sheila: 
<em>Exactly. The plan would be underpinned by phased investment, limiting the fallout.</em>

David: 
<em>We could monitor downstream impact before expanding further.</em>

Sheila: 
<em>And manage second- and third-order consequences more effectively.</em>

David: 
<em>It also reduces the risk of a chain of repercussions across operations.</em>

Sheila: 
<em>In the end, it boils down to flexibility and data-driven decisions.</em>

David: 
<em>Agreed. We can bank on gradual growth and assess the wider ramifications before scaling.</em>
]]></instructions_demo>
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<!-- todo check question below if indeed for dialogue B-->
<qa>
<qs>How did both speakers justify a phased approach in the second dialogue?</qs>
<ans><![CDATA[
✓ reduce risk of major disruption
✓ allow monitoring of downstream impact
✓ manage second- and third-order consequences
✓ avoid chain of repercussions
✓ balance innovation with stability
✓ support gradual investment decisions
]]></ans>
<hint>downstream impact = later consequences in process
chain of repercussions = series of negative effects</hint>
</qa>
</clog_activity>

<ai>
<!-- todo - create role plays  -->
<qa>
<qs>Role play situation: A retail company must choose between hiring more staff or investing in online sales. What arguments could each side present?</qs>
<ans><![CDATA[
✓ argue decision be contingent upon customer trends
✓ claim success hinge on digital presence
✓ highlight contagion effect of declining stores
✓ warn change open a can of worms
✓ stress revenue ride on personal interaction
✓ emphasise wider ramifications of decision
]]></ans>
<hint>to be contingent upon = depend on condition
to ride on = depend on outcome</hint>
</qa>

<qa>
<qs>Role play situation: A company is debating launching a new e-commerce platform. What arguments might be used?</qs>
<ans><![CDATA[
✓ argue strategy be premised on growth
✓ highlight downstream impact on logistics
✓ warn about fallout from failure
✓ emphasise second- and third-order consequences
✓ claim benefits be underpinned by efficiency
✓ stress risk of chain reaction issues
]]></ans>
<hint>to be premised on = based on idea
downstream impact = later consequences</hint>
</qa>

<qa>
<qs>Role play situation: A business wants to balance online and offline sales channels. What positions could be defended?</qs>
<ans><![CDATA[
✓ argue balance be predicated upon flexibility
✓ stress decision boil down to data
✓ highlight need to bank on gradual change
✓ warn about chain of repercussions
✓ emphasise wider ramifications of imbalance
✓ connect success to integrated strategy
]]></ans>
<hint>to be predicated upon = based on condition
to bank on = rely confidently on</hint>
</qa>

</ai>

<!-- 
todo add vocab
-->

</clog_support_material>

<clog_activity>
<mdlid>117</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260409</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit>840</clog_session_credit>
<clog_session_credit_date>20260407</clog_session_credit_date>
<clog_session_balance>-28 + -112 +840 = 700</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Ideologies in Iran vs Russia</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>116</mdlid>
<activity_id>1</activity_id>
<activity_title>Is there a genuine ideology behind Russia's war?</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Can looking at the geopolitical situation in Iran help fathom the ideology behind Russia's war?</activity_lead_in>
<instructions><![CDATA[Answer the questions
]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02> -->
<!-- <activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
Use rules, general, lesson_structure, format, qa_formatting, answers, hints, final_checklist from the Business English Lesson Generator — Prompt Template to discuss the following topic and answer the following questions: 

Topic: 
Ideologies in Iran vs Russia 

Questions: 
How different are ideologies in Russia and Iran? 
To what extent are patriotism or nationalism in Russia comparable to radical religious ideology in Iran? 
Can ideology in Russia be strong enough to support further economic &amp; cultural isolation from the West? 
Isn't Russian state intervention in market forces excessive &amp; restricting liberties? 
How long will Russians be willing to accept their government's narrative?
</key>
<qa>
<qs>How different are ideologies in Russia and Iran in terms of governance and societal influence?</qs>
<ans><![CDATA[
✓ Russian ideology largely state-centred and pragmatic
✓ Iran ideology underpinned by religious doctrine

✓ Russian system predicated upon nationalism and sovereignty
✓ Iran governance contingent upon clerical authority

✓ role of religion minimal in Russia but central in Iran
→ ideological control mechanisms differ significantly
]]></ans>
<hint>governance = way a country is controlled or directed
</hint>
</qa>
<qa>
<qs>To what extent can Russian patriotism be compared with religious ideology in Iran?</qs>
<ans><![CDATA[
✓ acknowledge both are underpinned by identity narratives

✓ Iranian ideology hinges on religious legitimacy
✓ heirs of 5000-year old culture
→ Iranians willing to die to become a martyr

✓ Russian patriotism derivative of shorter historical and geopolitical factors
✓ today's Russian identity is only ~ 600 years old
→ patriotism is perhaps more of a government tool

〆mobilisation tools differ across contexts
✓ emotional appeal present in both systems
→ equivalence limited due to different foundations
]]></ans>
<hint>to hinge on = to depend decisively on one factor
martyr /ˈmɑ:tə/ = person who suffers very much or is killed because of their religious or political beliefs
</hint>
</qa>
<qa>
<qs>Can ideology in Russia be strong enough to support further isolation from the West?</qs>
<ans><![CDATA[
✓ feasibility contingent upon economic resilience
〆may lose the AI race even if partnering with or relying on Chinese LLMs

✓ narrative premised on sovereignty and independence
〆controlled media &amp; freedom of expression
→ success hinges on public acceptance of the government's message<!--i.e. propaganda -->

〆potential downstream impacts on living standards
→ narrower assortment of goods &amp; feeling of being unfairly denied access to a given lifestyle

✓ warn of second- and third-order consequences for economy
〆fewer opportunities for divergent thinking
〆sub-conscious resentment towards western trends
✓ sanctions bring about creative solutions to circumvent artificial obstacles

〆Russians having been given a taste of the western lifestyle are less prone to giving up
〆public opinion unlikely to continue such structural changes unless under coercion of the government 
→ sustainability remains uncertain over the long term
]]></ans>
<hint>to be contingent upon = to depend on a condition
downstream impact = later consequences in process
coercion = action of making sb do sth that they do not want to do, using force or threatening to use force
</hint>
</qa>
<qa>
<qs>Is Russian state intervention in market forces excessive and restrictive?</qs>
<ans><![CDATA[
✓ intervention predicated upon strategic control
✓ benefits underpinned by stability concerns
✓ critics claim restrictions open a can of worms
✓ policies will set off a chain reaction in markets
✓ potential fallout for private sector growth
→ impact depends on balance between control and freedom
]]></ans>
<hint>to open a can of worms = to create complicated problems
</hint>
</qa>
<qa>
<qs>How long might citizens accept government narratives, and what factors influence this?</qs>
<ans><![CDATA[
✓ acceptance contingent upon economic conditions
✓ trust hinges on perceived stability
✓ narrative persistence is down to media control
✓ dissent could send shockwaves through society
✓ contagion effect in spread of alternative views
→ tolerance depends on wider ramifications of policies
]]></ans>
<hint>dissent = fact of having or expressing opinions that are different from those that are officially accepted
to be down to = be caused by specific factor
contagion effect = tendency to spread quickly
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>115</mdlid>
<clog_expressions>
governance = way a country is controlled or directed
martyr /ˈmɑ:tə/ = person who suffers very much or is killed because of their religious or political beliefs
to hinge on = to depend decisively on one factor
martyr /ˈmɑ:tə/ = person who suffers very much or is killed because of their religious or political beliefs
coercion = action of making sb do sth that they do not want to do, using force or threatening to use force
to be contingent upon = to depend on condition
downstream impact = later consequences in process
to open a can of worms = to create complicated problems
dissent = fact of having or expressing opinions that are different from those that are officially accepted
to be down to = be caused by specific factor
contagion effect = tendency to spread quickly
to fathom ~ sb/sth (out) = to understand or find an explanation for sth; noun - a unit for measuring the depth of water, equal to 6 feet or 1.8 metres
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>114</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260406</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -84 = -112</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Defining terrorism</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>113</mdlid>
<activity_id></activity_id>
<activity_title>Definition of a Terrorist Organization</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
An organization is defined as a terrorist group if it commits or participates in acts of terrorism, prepares for terrorism, promotes or encourages terrorism, or is otherwise concerned in terrorism. This includes actions intended to intimidate the public or influence government policy for political, religious, or ideological purposes.
 GOV.UK Wikipedia

There is no legal or scientific consensus on the definition of terrorism.[1][2][3] Various legal systems and government agencies use different definitions of terrorism, and governments have been reluctant to formulate an agreed-upon legally binding definition. Difficulties arise from the fact that the term has become politically and emotionally charged.[4][5] A simple definition proposed to the United Nations Commission on Crime Prevention and Criminal Justice (CCPCJ) by terrorism studies scholar Alex P. Schmid in 1992, based on the already internationally accepted definition of war crimes, as "peacetime equivalents of war crimes",[6] was not accepted.[7][8]

Definition of a Terrorist Organization
An organization is classified as a terrorist group based on specific criteria related to its actions and intentions. The following points outline what defines such an organization:

Key Criteria
Acts of Terrorism: The organization must commit or participate in acts of terrorism.
Preparation for Terrorism: It should be involved in planning or preparing for terrorist activities.
Promotion of Terrorism: The organization must promote or encourage terrorism, which includes advocating for violent actions.
Concerned in Terrorism: It can also be classified if it is otherwise involved in activities related to terrorism.
Intentions Behind Actions
The actions of the organization must be aimed at:

Intimidating the Public: The organization seeks to instill fear within a population.
Influencing Government Policy: It aims to compel a government or international organization to act or refrain from acting in a certain way.
Motivations
The motivations for these actions can be political, religious, or ideological in nature. This broad definition allows for various groups, including those that may not fit traditional notions of terrorism, to be classified as terrorist organizations based on their activities and objectives.  

The United Nations General Assembly condemned terrorist acts by using the following political description of terrorism in December 1994 (GA Res. 49/60):
Criminal acts intended or calculated to provoke a state of terror in the general public, a group of persons or particular persons for political purposes are in any circumstance unjustifiable, whatever the considerations of a political, philosophical, ideological, racial, ethnic, religious or any other nature that may be invoked to justify them.
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>112</mdlid>
<clog_expressions>
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>111</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260402</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -56 = -84</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Modernising legacy software or keeping a mixed system (1/2)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>110</mdlid>
<activity_id>1</activity_id>
<activity_title>Modernising legacy software or keeping a mixed system</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What factors should a company consider when deciding whether to modernise its legacy software or keep a mixed system?</activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>What factors should a company consider when deciding whether to modernise its legacy software or keep a mixed system?</qs>
<ans><![CDATA[
✓ assess maintenance costs across multiple legacy languages
✓ evaluate availability of skilled developers for older systems
✓ consider integration challenges between different technologies
✓ analyse long-term scalability of current architecture
✓ compare cost of modernisation versus ongoing patchwork fixes
✓ review security risks associated with outdated components
]]></ans>
<hint>legacy system = old technology still in use despite newer alternatives
scalability = ability of system to grow and handle increased demand
</hint>
</qa>
<qa>
<qs>Why might a company hesitate to replace a legacy system even if better solutions exist?</qs>
<ans><![CDATA[
✓ fear disruption to ongoing business operations
✓ worry about high upfront investment costs
✓ depend on systems that still function adequately
✓ anticipate resistance from internal stakeholders
✓ lack clear migration strategy
✓ avoid risk of data loss during transition
]]></ans>
<hint>upfront investment = initial cost required before benefits are realised
migration = process of moving from one system to another
</hint>
</qa>
<qa>
<qs>How could modernising software systems impact a company’s long-term competitiveness?</qs>
<ans><![CDATA[
✓ improve speed of innovation and product delivery
✓ enhance customer experience through better performance
✓ reduce long-term operational costs
✓ strengthen cybersecurity resilience
✓ enable integration with emerging technologies
✓ attract higher-quality technical talent
]]></ans>
<hint>competitiveness = ability to compete effectively in market
resilience = ability to withstand or recover from difficulties
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>109</mdlid>
<activity_id>2</activity_id>
<activity_title>Dialogue A</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Why could modernising your workflow seem questionable?</activity_lead_in>
<instructions><![CDATA[Clara is a talented, ambitious senior IT consultant who believes in taking risks &amp; moving fast, per agile philosophy.
Martin has a proven track record as a reliable CTO for making sound, long-term decisions.

They are arguing about the contingencies for deploying a better, but more expensive solution than the old one they currently have.
<!-- Clara for, Martin against -->
Read the dialogue.
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02> -->
<instructions_demo><![CDATA[
Clara: 
<em>The whole decision is contingent upon whether we reduce complexity. Our current system is underpinned by outdated logic and is derivative of choices we made twenty years ago.</em>

Martin: 
<em>I disagree. The budget is predicated upon maintaining stability. Too much rides on keeping operations running smoothly.</em>

Clara: 
<em>But it boils down to efficiency. The delays we see are down to fragmentation, and the downstream impact is affecting delivery times.</em>

Martin: 
<em>You are ignoring the risk. Changing everything could open a can of worms and set off a chain reaction across all departments.</em>

Clara: 
<em>That risk is exaggerated. The inefficiencies are already having a contagion effect across teams.</em>

Martin: 
<em>And the fallout from a failed migration would send shockwaves through the company.</em>

Clara: 
<em>Success hinges on simplification. Otherwise, we face second- and third-order consequences we cannot control.</em>

Martin: 
<em>Or we face a chain of repercussions if the transition fails. The entire business case is contingent upon cost control.</em>

Clara: 
<em>And long-term competitiveness is predicated upon modernisation.</em>

Martin: 
<em>We clearly cannot agree. The wider ramifications are too serious for me to approve this.</em>
]]></instructions_demo>
<!-- <activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>What are the main points of disagreement between Clara and Martin regarding modernisation?</qs>
<ans><![CDATA[
✓ Clara argued system be underpinned by outdated logic
✓ Martin insisted decision be contingent upon cost constraints
✓ Clara claimed success hinge on simplification
✓ Martin warned change open a can of worms
✓ Clara highlighted downstream impact of inefficiency
✓ Martin focused on fallout from disruption
]]></ans>
<hint>to be underpinned by = be supported by fundamental element
to hinge on = depend decisively on one factor
</hint>
</qa>
<qa>
<qs><![CDATA[What did Clara mean by <em>It boils down to simplifying the stack</em>?]]></qs>
<ans><![CDATA[
✓ emphasise main issue be simplification
✓ reduce argument to core factor
✓ highlight inefficiency of complexity
✓ frame decision around single priority
✓ suggest urgency of change
]]></ans>
<hint>to boil down to = reduce to most important factor
</hint>
</qa>
<qa>
<qs><![CDATA[Why did Martin say the change could <em>set off a chain reaction</em>?]]></qs>
<ans><![CDATA[
✓ warn about cascading technical issues
✓ predict interconnected failures
✓ highlight system dependencies
✓ stress risk of instability
✓ emphasise uncertainty in outcomes
]]></ans>
<hint>to set off a chain reaction = trigger series of related events
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>108</mdlid>
<clog_expressions>
to be contingent upon = to be dependent on or conditional upon a specific circumstance or event.;зависеть от или быть обусловленным конкретным обстоятельством или событием.
to be premised on = to be based on a particular idea, assumption, or statement from which reasoning proceeds.;основываться на определенной идее, предположении или утверждении, из которых исходит рассуждение.
to be predicated upon = (the original phrase) to be based or established on a particular concept, fact, or condition.;(исходная фраза) основываться или быть установленным на определенной концепции, факте или условии.
to be underpinned by = to be supported, strengthened, or substantiated by a fundamental element or principle.;поддерживаться, укрепляться или обосновываться фундаментальным элементом или принципом.
to be derivative of = to originate from or have its source in a prior idea or fact.;происходить из или иметь свой источник в предшествующей идее или факте.

to hinge on = to be decisively dependent on a single factor or event.;решающим образом зависеть от одного фактора или события.
to be down to = to be attributable to or dependent on a particular person, thing, or factor.;обуславливаться или зависеть от конкретного человека, вещи или фактора.
to bank on = to rely confidently on something happening or someone doing something.;уверенно рассчитывать на то, что что-то произойдет или кто-то что-то сделает.
to ride on = (often for high stakes) to have something important dependent on an outcome.;(часто о высоких ставках) иметь что-то важное, зависящее от результата.
to boil down to = for the most important factor or the ultimate basis to be a particular thing.;сводиться к тому, что самым важным фактором или основной причиной является нечто конкретное.

a contagion effect = the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population.;тенденция события, явления или настроения (особенно негативного) быстро распространяться по системе или среди населения.
a downstream impact = the consequences or effects that are felt later in a process or sequence, further from the original cause.;последствия или эффекты, ощущаемые позднее в процессе или последовательности событий, дальше от первоначальной причины.
second- and third-order consequences = the indirect and often unintended outcomes that follow as a later result of an initial action.;косвенные и часто непреднамеренные результаты, возникающие как более позднее следствие первоначального действия.
a chain of repercussions = a connected series of adverse effects or consequences arising from an initial action.;связанная серия неблагоприятных эффектов или последствий, возникающих в результате первоначального действия.
wider ramifications = the broader, often complex and far-reaching consequences of an action or decision.;более широкие, часто сложные и далеко идущие последствия действия или решения.

to open a can of worms = to do something that will cause a lot of complicated problems or unexpected trouble.;сделать что-то, что вызовет множество сложных проблем или неожиданных хлопот.
to set off a chain reaction = to trigger a series of related events where each causes the next.;запустить серию связанных событий, где каждое вызывает последующее.
the fallout = the unpleasant and unavoidable consequences of a situation or action.;неприятные и неизбежные последствия ситуации или действия.
it's had legs = said of an event or story that has continued to develop, spread, or have consequences over time.;говорится о событии или истории, которые продолжали развиваться, распространяться или иметь последствия с течением времени.
to send shockwaves through = to cause a sudden and widespread feeling of surprise, alarm, or disturbance.;вызвать внезапное и повсеместное чувство удивления, тревоги или потрясения.
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>107</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260330</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -28 = -56</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Mitigating contingencies and side-effects (vocab)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>106</mdlid>
<activity_id>2</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Contingencies and side-effects</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How do you mitigate contingencies and side-effects in a repeatable, and yet scalable, manner?</activity_lead_in>
<instructions><![CDATA[
<span class="show_key">
✓ forecast operational, economic, technological... contingencies
✓ imagine worst case scenarios &amp; collaterals
✓ design various mitigation plans
✓ set up recovery strategies
✓ put aside a financial reserve
</span>

→ match the expressions with the category &amp; register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>22</column_width_percentage>
<column_height_em>20</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'to depend on'
informal expressions which mean 'to hang on'
formal expressions which mean 'side effect'
informal expressions which mean 'ripple effect'
]]></targets>
<js_droppables>
1;2;3;4;5
6;7;8;9;10
11;12;13;14;15
16;17;18;19;20
</js_droppables>
<activity_contents><![CDATA[
to be contingent upon<br /><span class="show_key">to be dependent on or conditional upon a specific circumstance or event</span>
to be premised on<br /><span class="show_key">to be based on a particular idea, assumption, or statement from which reasoning proceeds</span>
to be predicated upon<br /><span class="show_key">(the original phrase) to be based or established on a particular concept, fact, or condition</span>
to be underpinned by<br /><span class="show_key">to be supported, strengthened, or substantiated by a fundamental element or principle</span>
to be derivative of<br /><span class="show_key">to originate from or have its source in a prior idea or fact</span>
to hinge on<br /><span class="show_key">to be decisively dependent on a single factor or event</span>
to be down to<br /><span class="show_key">to be attributable to or dependent on a particular person, thing, or factor</span>
to bank on<br /><span class="show_key">to rely confidently on something happening or someone doing something</span>
to ride on<br /><span class="show_key">(often for high stakes) to have something important dependent on an outcome</span>
to boil down to<br /><span class="show_key">for the most important factor or the ultimate basis to be a particular thing</span>
a contagion effect<br /><span class="show_key">the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population</span>
a downstream impact<br /><span class="show_key">the consequences or effects that are felt later in a process or sequence, further from the original cause</span>
second- and third-order consequences<br /><span class="show_key">the indirect and often unintended outcomes that follow as a later result of an initial action</span>
a chain of repercussions<br /><span class="show_key">a connected series of adverse effects or consequences arising from an initial action</span>
wider ramifications<br /><span class="show_key">the broader, often complex and far-reaching consequences of an action or decision</span>
to open a can of worms<br /><span class="show_key">to do something that will cause a lot of complicated problems or unexpected trouble</span>
to set off a chain reaction<br /><span class="show_key">to trigger a series of related events where each causes the next</span>
the fallout<br /><span class="show_key">the unpleasant and unavoidable consequences of a situation or action</span>
it's had legs<br /><span class="show_key">said of an event or story that has continued to develop, spread, or have consequences over time</span>
to send shockwaves through<br /><span class="show_key">to cause a sudden and widespread feeling of surprise, alarm, or disturbance</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'to depend on'</strong>
to be contingent upon;to be dependent on or conditional upon a specific circumstance or event.;зависеть от или быть обусловленным конкретным обстоятельством или событием.
to be premised on;to be based on a particular idea, assumption, or statement from which reasoning proceeds.;основываться на определенной идее, предположении или утверждении, из которых исходит рассуждение.
to be predicated upon;(the original phrase) to be based or established on a particular concept, fact, or condition.;(исходная фраза) основываться или быть установленным на определенной концепции, факте или условии.
to be underpinned by;to be supported, strengthened, or substantiated by a fundamental element or principle.;поддерживаться, укрепляться или обосновываться фундаментальным элементом или принципом.
to be derivative of;to originate from or have its source in a prior idea or fact.;происходить из или иметь свой источник в предшествующей идее или факте.

<strong>informal expressions which mean 'to hang on'</strong> 
to hinge on;to be decisively dependent on a single factor or event.;решающим образом зависеть от одного фактора или события.
to be down to;to be attributable to or dependent on a particular person, thing, or factor.;обуславливаться или зависеть от конкретного человека, вещи или фактора.
to bank on;to rely confidently on something happening or someone doing something.;уверенно рассчитывать на то, что что-то произойдет или кто-то что-то сделает.
to ride on;(often for high stakes) to have something important dependent on an outcome.;(часто о высоких ставках) иметь что-то важное, зависящее от результата.
to boil down to;for the most important factor or the ultimate basis to be a particular thing.;сводиться к тому, что самым важным фактором или основной причиной является нечто конкретное.

<strong>formal expressions which mean 'side effect'</strong>
a contagion effect;the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population.;тенденция события, явления или настроения (особенно негативного) быстро распространяться по системе или среди населения.
a downstream impact;the consequences or effects that are felt later in a process or sequence, further from the original cause.;последствия или эффекты, ощущаемые позднее в процессе или последовательности событий, дальше от первоначальной причины.
second- and third-order consequences;the indirect and often unintended outcomes that follow as a later result of an initial action.;косвенные и часто непреднамеренные результаты, возникающие как более позднее следствие первоначального действия.
a chain of repercussions;a connected series of adverse effects or consequences arising from an initial action.;связанная серия неблагоприятных эффектов или последствий, возникающих в результате первоначального действия.
wider ramifications;the broader, often complex and far-reaching consequences of an action or decision.;более широкие, часто сложные и далеко идущие последствия действия или решения.

<strong>informal expressions which mean 'ripple effect'</strong>
to open a can of worms;to do something that will cause a lot of complicated problems or unexpected trouble.;сделать что-то, что вызовет множество сложных проблем или неожиданных хлопот.
to set off a chain reaction;to trigger a series of related events where each causes the next.;запустить серию связанных событий, где каждое вызывает последующее.
the fallout;the unpleasant and unavoidable consequences of a situation or action.;неприятные и неизбежные последствия ситуации или действия.
it's had legs;said of an event or story that has continued to develop, spread, or have consequences over time.;говорится о событии или истории, которые продолжали развиваться, распространяться или иметь последствия с течением времени.
to send shockwaves through;to cause a sudden and widespread feeling of surprise, alarm, or disturbance.;вызвать внезапное и повсеместное чувство удивления, тревоги или потрясения.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>105</mdlid>
<clog_expressions>
to be contingent upon = to be dependent on or conditional upon a specific circumstance or event.;зависеть от или быть обусловленным конкретным обстоятельством или событием.
to be premised on = to be based on a particular idea, assumption, or statement from which reasoning proceeds.;основываться на определенной идее, предположении или утверждении, из которых исходит рассуждение.
to be predicated upon = (the original phrase) to be based or established on a particular concept, fact, or condition.;(исходная фраза) основываться или быть установленным на определенной концепции, факте или условии.
to be underpinned by = to be supported, strengthened, or substantiated by a fundamental element or principle.;поддерживаться, укрепляться или обосновываться фундаментальным элементом или принципом.
to be derivative of = to originate from or have its source in a prior idea or fact.;происходить из или иметь свой источник в предшествующей идее или факте.

to hinge on = to be decisively dependent on a single factor or event.;решающим образом зависеть от одного фактора или события.
to be down to = to be attributable to or dependent on a particular person, thing, or factor.;обуславливаться или зависеть от конкретного человека, вещи или фактора.
to bank on = to rely confidently on something happening or someone doing something.;уверенно рассчитывать на то, что что-то произойдет или кто-то что-то сделает.
to ride on = (often for high stakes) to have something important dependent on an outcome.;(часто о высоких ставках) иметь что-то важное, зависящее от результата.
to boil down to = for the most important factor or the ultimate basis to be a particular thing.;сводиться к тому, что самым важным фактором или основной причиной является нечто конкретное.

a contagion effect = the tendency of an event, phenomenon, or sentiment (especially negative) to spread rapidly through a system or population.;тенденция события, явления или настроения (особенно негативного) быстро распространяться по системе или среди населения.
a downstream impact = the consequences or effects that are felt later in a process or sequence, further from the original cause.;последствия или эффекты, ощущаемые позднее в процессе или последовательности событий, дальше от первоначальной причины.
second- and third-order consequences = the indirect and often unintended outcomes that follow as a later result of an initial action.;косвенные и часто непреднамеренные результаты, возникающие как более позднее следствие первоначального действия.
a chain of repercussions = a connected series of adverse effects or consequences arising from an initial action.;связанная серия неблагоприятных эффектов или последствий, возникающих в результате первоначального действия.
wider ramifications = the broader, often complex and far-reaching consequences of an action or decision.;более широкие, часто сложные и далеко идущие последствия действия или решения.

to open a can of worms = to do something that will cause a lot of complicated problems or unexpected trouble.;сделать что-то, что вызовет множество сложных проблем или неожиданных хлопот.
to set off a chain reaction = to trigger a series of related events where each causes the next.;запустить серию связанных событий, где каждое вызывает последующее.
the fallout = the unpleasant and unavoidable consequences of a situation or action.;неприятные и неизбежные последствия ситуации или действия.
it's had legs = said of an event or story that has continued to develop, spread, or have consequences over time.;говорится о событии или истории, которые продолжали развиваться, распространяться или иметь последствия с течением времени.
to send shockwaves through = to cause a sudden and widespread feeling of surprise, alarm, or disturbance.;вызвать внезапное и повсеместное чувство удивления, тревоги или потрясения.
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>104</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260326</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 28 = 0</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Making a compelling case vs arguing about an academic question</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<!--inc_drills/vocab_arguing_drawing_conclusions_c1_01.csv -->
<clog_activity>
<mdlid>103</mdlid>
<activity_id>1</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Making a compelling case vs arguing about an academic question</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<display>3</display>
<activity_status>wip</activity_status>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the category &amp; register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>22</column_width_percentage>
<column_height_em>20</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
making a compelling case<br />(formal register)
providing sound arguments<br />(informal register)
formal synonyms of 'academic question'
informal synonyms of 'hypothetical matter'
]]></targets>
<js_droppables>
1;2;3;4;5;6;7
8;9;10;11;12;13;14
15;16;17;18;19;20
21;22;23;24;25
</js_droppables>
<!-- 
20260325
todo script - convert csv from wordlist to activity_contents

replace the 1st occurrence only → no g - global
:'<,'>s/;/<br \/><span class="show_key">/

replace from last (and now single) occurrence till end of line
:'<,'>s/\.;.*$/<\/span>/g
-->
<activity_contents><![CDATA[
to advocate persuasively for<br /><span class="show_key">to argue in favour of something with well-reasoned and convincing arguments</span>
to articulate a compelling argument for<br /><span class="show_key">to clearly and effectively express a set of reasons that make a strong case</span>
to marshal arguments in favour of<br /><span class="show_key">to systematically gather and present reasons to support a position</span>
to present a cogent case for<br /><span class="show_key">to put forward an argument that is clear, logical, and convincing</span>
to identify a weighty argument that sways opinions<br /><span class="show_key">to present a powerfully persuasive important argument that carries considerable influence, making it difficult to dismiss, much like a heavy object is hard to ignore</span>
to advance a convincing rationale for<br /><span class="show_key">to propose a underlying set of reasons that provides a persuasive justification</span>
to lobby strenuously for<br /><span class="show_key">to campaign vigorously and with determined effort to influence decision-makers in favour of something</span>
to bang the drum for<br /><span class="show_key">to campaign or argue loudly and publicly in favour of a cause or idea</span>
to big up<br /><span class="show_key">to talk enthusiastically about the merits of something, often to promote it</span>
to talk a good game<br /><span class="show_key">to speak convincingly about plans or intentions (sometimes with the implication the talk may exceed the action)</span>
to bang on about<br /><span class="show_key">to talk persistently and often tediously in support of something</span>
to wax lyrical about<br /><span class="show_key">to talk about something with great enthusiasm, passion, and poetic expression</span>
to go to bat for (someone/something)<br /><span class="show_key">to argue in support or defence of someone or something</span>
to put up a bloody good case<br /><span class="show_key">(very informal) to present a very strong, effective, and persuasive argument</span>
a matter of conjecture<br /><span class="show_key">a subject for inference or speculation based on incomplete information</span>
a notional scenario<br /><span class="show_key">a situation or concept considered in theory or as a mental construct, rather than as a concrete reality</span>
a contingent consideration<br /><span class="show_key">a factor or issue that is dependent on the occurrence of a future uncertain event</span>
a counterfactual analysis<br /><span class="show_key">an examination of what could have happened if a past event had occurred differently</span>
a postulated situation<br /><span class="show_key">a circumstance or condition that is suggested or assumed as a basis for reasoning</span>
a theoretical construct<br /><span class="show_key">a conceptual model or framework created to analyse and understand abstract ideas</span>
a moot point<br /><span class="show_key">a point or question that is debatable or no longer of any practical importance</span>
an armchair debate<br /><span class="show_key">a debate about a topic that is discussed in a speculative way by people without direct experience or practical responsibility</span>
a point of semantics<br /><span class="show_key">a question or argument that focuses on the precise meaning of words rather than the substantive issue</span>
a brain teaser<br /><span class="show_key">a puzzling question or problem designed to be challenging to solve, often for entertainment</span>
six of one and half a dozen of the other<br /><span class="show_key">a situation where the alternatives are essentially equivalent, making the choice between them a trivial or academic exercise</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'to make a compelling case for'</strong>
to advocate persuasively for;to argue in favour of something with well-reasoned and convincing arguments.;убедительно отстаивать что-либо с помощью хорошо обоснованных доводов.
to articulate a compelling argument for;to clearly and effectively express a set of reasons that make a strong case.;чётко и эффективно изложить систему убедительных доводов в пользу чего-либо.
to marshal arguments in favour of;to systematically gather and present reasons to support a position.;систематически собрать и представить доводы в поддержку позиции.
to present a cogent case for;to put forward an argument that is clear, logical, and convincing.;изложить ясный, логичный и убедительный аргумент.
to identify a weighty argument that sways opinions;to present a powerfully persuasive important argument that carries considerable influence, making it difficult to dismiss, much like a heavy object is hard to ignore;весомые аргументы
to advance a convincing rationale for;to propose a underlying set of reasons that provides a persuasive justification.;предложить основополагающие доводы, дающие убедительное обоснование.
to lobby strenuously for;to campaign vigorously and with determined effort to influence decision-makers in favour of something.;активно и решительно campaigningровать, чтобы повлиять на лиц, принимающих решения, в пользу чего-либо.

<strong>informal expressions which mean 'to provide sound arguments for'</strong>
to bang the drum for;to campaign or argue loudly and publicly in favour of a cause or idea.;активно и публично агитировать или продвигать какую-либо идею или дело.
to big up;to talk enthusiastically about the merits of something, often to promote it.;с энтузиазмом расхваливать достоинства чего-либо, часто чтобы это продвинуть.
to talk a good game;to speak convincingly about plans or intentions (sometimes with the implication the talk may exceed the action).;убедительно рассказывать о планах или намерениях (иногда с подтекстом, что слова могут быть лучше действий).
to bang on about;to talk persistently and often tediously in support of something.;настойчиво и зачастую занудно твердить о чём-либо в попытке убедить.
to wax lyrical about;to talk about something with great enthusiasm, passion, and poetic expression.;говорить о чём-либо с большим энтузиазмом, страстью и почти поэтическим выражением.
to go to bat for (someone/something);to argue in support or defence of someone or something.;вступиться, привести аргументы в поддержку или защиту кого-либо или чего-либо.
to put up a bloody good case;(very informal) to present a very strong, effective, and persuasive argument.;(очень неформально) представить очень сильный, эффективный и убедительный аргумент.

<strong>formal expressions which mean 'academic question'</strong> 
a matter of conjecture;a subject for inference or speculation based on incomplete information.;предмет для умозаключений или спекуляций, основанных на неполной информации.
a notional scenario;a situation or concept considered in theory or as a mental construct, rather than as a concrete reality.;ситуация или концепция, рассматриваемая в теории или как мысленная конструкция, а не как конкретная реальность.
a contingent consideration;a factor or issue that is dependent on the occurrence of a future uncertain event.;фактор или вопрос, зависящий от наступления будущего неопределенного события.
a counterfactual analysis;an examination of what could have happened if a past event had occurred differently.;изучение того, что могло бы произойти, если бы прошлое событие развивалось иначе.
a postulated situation;a circumstance or condition that is suggested or assumed as a basis for reasoning.;обстоятельство или условие, которые предлагаются или предполагаются в качестве основы для рассуждений.
a theoretical construct;a conceptual model or framework created to analyse and understand abstract ideas.;концептуальная модель или структура, созданная для анализа и понимания абстрактных идей.

<strong>informal expressions which mean 'hypothetical matter'</strong> 
a moot point;a point or question that is debatable or no longer of any practical importance.;спорный вопрос или вопрос, который уже не имеет практического значения.
an armchair debate;a debate about a topic that is discussed in a speculative way by people without direct experience or practical responsibility.;спор на тему, которую обсуждают умозрительно люди без прямого опыта или практической ответственности.
a point of semantics;a question or argument that focuses on the precise meaning of words rather than the substantive issue.;вопрос или спор, сосредоточенный на точном значении слов, а не на сути проблемы.
a brain teaser;a puzzling question or problem designed to be challenging to solve, often for entertainment.;замысловатый вопрос или задача, предназначенные для интеллектуального развлечения.
six of one and half a dozen of the other;a situation where the alternatives are essentially equivalent, making the choice between them a trivial or academic exercise.;ситуация, в которой альтернативы по сути эквивалентны, что делает выбор между ними несущественным или чисто теоретическим упражнением.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>102</mdlid>
<clog_expressions>
to advocate persuasively for = to argue in favour of something with well-reasoned and convincing arguments.;убедительно отстаивать что-либо с помощью хорошо обоснованных доводов.
to articulate a compelling argument for = to clearly and effectively express a set of reasons that make a strong case.;чётко и эффективно изложить систему убедительных доводов в пользу чего-либо.
to marshal arguments in favour of = to systematically gather and present reasons to support a position.;систематически собрать и представить доводы в поддержку позиции.
to present a cogent case for = to put forward an argument that is clear, logical, and convincing.;изложить ясный, логичный и убедительный аргумент.
to identify a weighty argument that sways opinions = to present a powerfully persuasive important argument that carries considerable influence, making it difficult to dismiss, much like a heavy object is hard to ignore;весомые аргументы
to advance a convincing rationale for = to propose a underlying set of reasons that provides a persuasive justification.;предложить основополагающие доводы, дающие убедительное обоснование.
to lobby strenuously for = to campaign vigorously and with determined effort to influence decision-makers in favour of something.;активно и решительно campaigningровать, чтобы повлиять на лиц, принимающих решения, в пользу чего-либо.

to bang the drum for = to campaign or argue loudly and publicly in favour of a cause or idea.;активно и публично агитировать или продвигать какую-либо идею или дело.
to big up = to talk enthusiastically about the merits of something, often to promote it.;с энтузиазмом расхваливать достоинства чего-либо, часто чтобы это продвинуть.
to talk a good game = to speak convincingly about plans or intentions (sometimes with the implication the talk may exceed the action).;убедительно рассказывать о планах или намерениях (иногда с подтекстом, что слова могут быть лучше действий).
to bang on about = to talk persistently and often tediously in support of something.;настойчиво и зачастую занудно твердить о чём-либо в попытке убедить.
to wax lyrical about = to talk about something with great enthusiasm, passion, and poetic expression.;говорить о чём-либо с большим энтузиазмом, страстью и почти поэтическим выражением.
to go to bat for (someone/something) = to argue in support or defence of someone or something.;вступиться, привести аргументы в поддержку или защиту кого-либо или чего-либо.
to put up a bloody good case = (very informal) to present a very strong, effective, and persuasive argument.;(очень неформально) представить очень сильный, эффективный и убедительный аргумент.

a matter of conjecture = a subject for inference or speculation based on incomplete information.;предмет для умозаключений или спекуляций, основанных на неполной информации.
a notional scenario = a situation or concept considered in theory or as a mental construct, rather than as a concrete reality.;ситуация или концепция, рассматриваемая в теории или как мысленная конструкция, а не как конкретная реальность.
a contingent consideration = a factor or issue that is dependent on the occurrence of a future uncertain event.;фактор или вопрос, зависящий от наступления будущего неопределенного события.
a counterfactual analysis = an examination of what could have happened if a past event had occurred differently.;изучение того, что могло бы произойти, если бы прошлое событие развивалось иначе.
a postulated situation = a circumstance or condition that is suggested or assumed as a basis for reasoning.;обстоятельство или условие, которые предлагаются или предполагаются в качестве основы для рассуждений.
a theoretical construct = a conceptual model or framework created to analyse and understand abstract ideas.;концептуальная модель или структура, созданная для анализа и понимания абстрактных идей.

a moot point = a point or question that is debatable or no longer of any practical importance.;спорный вопрос или вопрос, который уже не имеет практического значения.
an armchair debate = a debate about a topic that is discussed in a speculative way by people without direct experience or practical responsibility.;спор на тему, которую обсуждают умозрительно люди без прямого опыта или практической ответственности.
a point of semantics = a question or argument that focuses on the precise meaning of words rather than the substantive issue.;вопрос или спор, сосредоточенный на точном значении слов, а не на сути проблемы.
a brain teaser = a puzzling question or problem designed to be challenging to solve, often for entertainment.;замысловатый вопрос или задача, предназначенные для интеллектуального развлечения.
six of one and half a dozen of the other = a situation where the alternatives are essentially equivalent, making the choice between them a trivial or academic exercise.;ситуация, в которой альтернативы по сути эквивалентны, что делает выбор между ними несущественным или чисто теоретическим упражнением.

strenuously /s'trenyu:əsli:/ = needing great effort and energy; showing great energy and determination
to bat = to strike with, or as if with a baseball bat
cogent = (formal) strongly and clearly expressed in a way that influences what people believe
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>101</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260323</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 56 = 28</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Criticising arguments</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>100</mdlid>
<activity_id>1</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Criticising arguments B2</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How do you question arguments you are confronted with?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>43</column_width_percentage>
<column_height_em>18</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'arguable'
informal expressions which mean 'iffy’ (arguable)
]]></targets>
<js_droppables>
1;2;3;4;5;6
7;8;9;10;11;12
</js_droppables>
<activity_contents><![CDATA[
debatable<br /><span class="show_key">open to discussion or argument, not certain or settled</span>
open to question<br /><span class="show_key">not definitely established and therefore subject to doubt or inquiry</span>
subject to dispute<br /><span class="show_key">capable of being challenged or called into question</span>
ambiguous<br /><span class="show_key">open to more than one interpretation, not having one obvious meaning</span>
politically sensitive<br /><span class="show_key">requiring careful handling because of potential controversy, especially within a political or organisational context</span>
not beyond all doubt<br /><span class="show_key">not established with absolute certainty, still leaving room for scepticism</span>
a bit sketchy<br /><span class="show_key">uncertain, unreliable, or lacking in detail, potentially dubious</span>
not on solid ground<br /><span class="show_key">based on an uncertain or shaky foundation, not reliable or assured</span>
on shaky ground<br /><span class="show_key">in a precarious or uncertain position, especially in an argument or plan</span>
a bit hit-and-miss<br /><span class="show_key">inconsistent in quality or outcome, sometimes successful, sometimes not</span>
a bit of a gamble<br /><span class="show_key">an undertaking with an uncertain outcome, a risk</span>
a grey area<br /><span class="show_key">a situation or topic not clearly defined, where rules or morality are unclear</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'arguable'</strong>
debatable;open to discussion or argument;not certain or settled.;открытый для обсуждения или спора;не определённый или не решённый.
open to question;not definitely established and therefore subject to doubt or inquiry.;не окончательно установленный и, следовательно, подверженный сомнению или проверке.
subject to dispute;capable of being challenged or called into question.;способный быть оспоренным или поставленным под сомнение.
ambiguous;open to more than one interpretation;not having one obvious meaning.;допускающий более чем одно толкование;не имеющий одного очевидного значения.
politically sensitive;requiring careful handling because of potential controversy, especially within a political or organisational context.;требующий осторожного обращения из-за потенциальных противоречий, особенно в политическом или организационном контексте.
not beyond all doubt;not established with absolute certainty;still leaving room for scepticism.;не установленный с абсолютной уверенностью;всё ещё оставляющий место для скептицизма.

<strong>informal expressions which mean 'iffy’ (arguable)</strong>
a bit sketchy;uncertain, unreliable, or lacking in detail;potentially dubious.;неопределённый, ненадёжный или lacking in detail;потенциально сомнительный.
not on solid ground;based on an uncertain or shaky foundation;not reliable or assured.;основанный на неуверенном или шатком фундаменте;ненадёжный или не гарантированный.
on shaky ground;in a precarious or uncertain position, especially in an argument or plan.;в неустойчивом или неопределённом положении, особенно в споре или плане.
a bit hit-and-miss;inconsistent in quality or outcome;sometimes successful, sometimes not.;непоследовательный в качестве или результате;иногда успешный, иногда нет.
a bit of a gamble;an undertaking with an uncertain outcome;a risk.;затея с неопределённым исходом;риск.
a grey area;a situation or topic not clearly defined, where rules or morality are unclear.;ситуация или тема, чётко не определённые, где правила или мораль неясны.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>99</mdlid>
<activity_id>2</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Asserting obvious conclusions</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How do you convey conclusions which are obvious in an assertive way?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>43</column_width_percentage>
<column_height_em>18</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'predictable conclusion'
informal expressions which mean 'predictable result'
]]></targets>
<js_droppables>
1;2;3;4
5;6;7;8;9
</js_droppables>
<activity_contents><![CDATA[
predetermined result<br /><span class="show_key">an outcome that has been effectively decided or established in advance</span>
logical inevitability<br /><span class="show_key">a conclusion that is certain based on a sequence of reasoning or the nature of the circumstances</span>
self-evident result<br /><span class="show_key">an outcome that is obvious and requires no explanation or proof</span>
anticipated certainty<br /><span class="show_key">an event or outcome that is not only expected but regarded as sure to happen</span>
done deal<br /><span class="show_key">a result or decision that is already certain and cannot be changed</span>
sure thing<br /><span class="show_key">an outcome that is guaranteed or very likely to happen</span>
no-brainer<br /><span class="show_key">a decision or outcome that is so obvious it requires no thought</span>
It's on the cards<br /><span class="show_key">something that is very likely or destined to happen</span>
It's written in the stars<br /><span class="show_key">an outcome perceived as fated or inevitable</span>
]]></activity_contents>
<!-- 
20260325
todo script - convert csv from wordlist to activity_contents

replace the 1st occurrence only → no g - global
:'<,'>s/;/<br \/><span class="show_key">/

replace from last (and now single) occurrence till end of line
:'<,'>s/\.;.*$/<\/span>/g
-->
<key><![CDATA[
<strong>formal expressions which mean 'predictable conclusion'</strong>
a predetermined result;an outcome that has been effectively decided or established in advance.;исход, который был фактически предрешен или установлен заранее.
a logical inevitability;a conclusion that is certain based on a sequence of reasoning or the nature of the circumstances.;вывод, который неизбежен, исходя из последовательности рассуждений или природы обстоятельств.
a self-evident result;an outcome that is obvious and requires no explanation or proof.;результат, который является очевидным и не требует объяснений или доказательств.
an anticipated certainty;an event or outcome that is not only expected but regarded as sure to happen.;событие или исход, которые не только ожидаемы, но и считаются неотвратимыми.

<strong>informal expressions which mean 'predictable result'</strong>
a done deal;a result or decision that is already certain and cannot be changed.;результат или решение, которые уже предрешены и не могут быть изменены.
It's a sure thing;an outcome that is guaranteed or very likely to happen.;исход, который гарантирован или с очень высокой вероятностью произойдет.
It's a no-brainer;a decision or outcome that is so obvious it requires no thought.;решение или исход, которые настолько очевидны, что не требуют размышлений.
It's on the cards;something that is very likely or destined to happen.;то, что очень вероятно или предопределено случиться.
It's written in the stars;an outcome perceived as fated or inevitable.;исход, воспринимаемый как предопределенный судьбой или неизбежный.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>98</mdlid>
<activity_id>3</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>You are meeting to discuss the future strategy of your company.
Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task>You realise your products &amp; services are not performing well, however you are optimistic the company will survive this difficult period. Make recommendations to improve the company's results.</task>
<ans>Our future is on shaky ground.
The technologies we use are a bit of a gamble.
Our goals are a bit hit-and-miss.
We will get better one day, though, it's written in the stars!
The company will increase its turnover, it's on the cards.
Come on! Slashing jobs is just another bitter pill to swallow!
</ans>
</role_a>
<role_b>
<task>You are concerned by the obstacles to the growth of your company. You are pessimistic about the outcome of recommendations proffered by your partner.</task>
<ans>This is subject to dispute...
Deployment of AI is not beyond all doubt.
Guidelines for AI in our industry are still a bit sketchy.
Lack of best practice in this domain means usage is not predetermined.
Redundancies due to AI shouldn't be an anticipated certainty.</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>97</mdlid>
<clog_expressions>
bitter pill (to swallow a ~) = something that is very unpleasant but must be accepted
precarious = (of a situation) not safe or certain; dangerous; likely to fall or cause sb to fall
blatant /ˈbleɪtənt/ = (disapproving) (of actions that are considered bad) done in an obvious and open way without caring if people object or are shocked

debatable = open to discussion or argument;not certain or settled.;открытый для обсуждения или спора;не определённый или не решённый.
open to question = not definitely established and therefore subject to doubt or inquiry.;не окончательно установленный и, следовательно, подверженный сомнению или проверке.
subject to dispute = capable of being challenged or called into question.;способный быть оспоренным или поставленным под сомнение.
ambiguous = open to more than one interpretation;not having one obvious meaning.;допускающий более чем одно толкование;не имеющий одного очевидного значения.
politically sensitive = requiring careful handling because of potential controversy, especially within a political or organisational context.;требующий осторожного обращения из-за потенциальных противоречий, особенно в политическом или организационном контексте.
not beyond all doubt = not established with absolute certainty;still leaving room for scepticism.;не установленный с абсолютной уверенностью;всё ещё оставляющий место для скептицизма.

a bit sketchy = uncertain, unreliable, or lacking in detail;potentially dubious.;неопределённый, ненадёжный или lacking in detail;потенциально сомнительный.
not on solid ground = based on an uncertain or shaky foundation;not reliable or assured.;основанный на неуверенном или шатком фундаменте;ненадёжный или не гарантированный.
on shaky ground = in a precarious or uncertain position, especially in an argument or plan.;в неустойчивом или неопределённом положении, особенно в споре или плане.
a bit hit-and-miss = inconsistent in quality or outcome;sometimes successful, sometimes not.;непоследовательный в качестве или результате;иногда успешный, иногда нет.
a bit of a gamble = an undertaking with an uncertain outcome;a risk.;затея с неопределённым исходом;риск.
a grey area = a situation or topic not clearly defined, where rules or morality are unclear.;ситуация или тема, чётко не определённые, где правила или мораль неясны.

a predetermined result = an outcome that has been effectively decided or established in advance.;исход, который был фактически предрешен или установлен заранее.
a logical inevitability = a conclusion that is certain based on a sequence of reasoning or the nature of the circumstances.;вывод, который неизбежен, исходя из последовательности рассуждений или природы обстоятельств.
a self-evident result = an outcome that is obvious and requires no explanation or proof.;результат, который является очевидным и не требует объяснений или доказательств.
an anticipated certainty = an event or outcome that is not only expected but regarded as sure to happen.;событие или исход, которые не только ожидаемы, но и считаются неотвратимыми.

a done deal = a result or decision that is already certain and cannot be changed.;результат или решение, которые уже предрешены и не могут быть изменены.
It's a sure thing = an outcome that is guaranteed or very likely to happen.;исход, который гарантирован или с очень высокой вероятностью произойдет.
It's a no-brainer = a decision or outcome that is so obvious it requires no thought.;решение или исход, которые настолько очевидны, что не требуют размышлений.
It's on the cards = something that is very likely or destined to happen.;то, что очень вероятно или предопределено случиться.
It's written in the stars = an outcome perceived as fated or inevitable.;исход, воспринимаемый как предопределенный судьбой или неизбежный.
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>96</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260320</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 84 = 56</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>History in a box | Future seen from the past</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Speak Out Advanced
Unit 8.1 History in a box
pg 92 ex 1 B 2 A reading<!-- pg 100 -->
pg 92 93 Time capsule
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Speak Out</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Unit 8.1 History in a box</clog_book_unit>

<!-- DK cont . from pg 92 ex 3 B -->
<clog_activity>
<mdlid>95</mdlid>
<activity_id></activity_id>
<activity_title>History in a box</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Would you like to keep some objects for future generations? Why / why not?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Would you like to keep some objects for future generations? Why / why not?
<span class="show_key">
✓ pass some message onto future generations
✓ leave some evidence of your values
e.g. show you did care about the environment
</span>

pg 92 ex 1 B 2 A reading<!-- pg 100 -->
pg 92 93 Time capsule

Lexical material: Time expressions

pg 92 ex 3 A B vocab<!-- pg 100 -->

pg 92 ex 3 C speaking<!-- pg 100 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>94</mdlid>
<activity_id></activity_id>
<activity_title>Future in the past</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
Grammar: Future in the past

pg 93 ex 4 A B grammar<!-- pg 101 -->

pg 142 language bank Unit 8.1 - Future in the past 
(recommended reading)<!-- pg 101 -->

pg 93 ex 5 practice<!-- pg 101 -->

Unit 8.1 - Future in the past
pg 143 ex 1 2 future in the past<!-- pg 101 -->
<!--
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf</a>
<img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise"> Check your answers with the key.
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past_key_only.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past_key_only.pdf</a>
-->
pg 93 ex 6 A B speaking<!-- pg 101 -->
]]></activity_contents>
</clog_activity>

<!-- todo some role play to practise future seen from the past -->

<clog_activity>
<mdlid>93</mdlid>
<clog_expressions>
beggar = person who lives by asking people for money or food
barbed wire = strong wire with short sharp points on it, used especially for fences
hearing aid = small device that fits inside the ear and makes sounds louder, used by people who cannot hear well
chillum = straight conical smoking pipe traditionally made of either clay or a soft stone (such as steatite or catlinite). It was used popularly in India in the eighteenth century and still often used to smoke marijuana
CCTV = closed-circuit television, also known as video surveillance, is the use of closed-circuit television cameras to transmit a signal to a specific place, on a limited set of monitors, e.g. in a bank
flip-flops = type of light sandal-like shoe, typically worn as a form of casual footwear. They consist of a flat sole held loosely on the foot by a Y-shaped strap known as a toe thong that passes between the first and second toes and around both sides of the foot. This style of footwear has been worn by people of many cultures throughout the world, originating as early as the ancient Egyptians in 1500 BC
lead /'led/ = lead is a soft, silvery white or greyish, malleable, ductile, dense metal that conducts electricity poorly (Pb)
to seal = to close a container tightly or fill a crack, etc., especially so that air, liquid, etc. cannot get in or out
to stipulate = to state clearly and firmly that sth must be done, or how it must be done
hand-cuffs = pair of lockable linked metal rings for securing a prisoner's wrists
at | from the outset (of sth) = at/from the beginning of sth
</clog_expressions>
</clog_activity>
<!--
to dodge = to cause trouble
dodge = quick movement to avoid or evade something; a clever trick or expedient
to rehearse ~ (for sth) = to practise or make people practise a play, piece of music, etc. in preparation for a public performance
social stratum = class in a society
-->

</clog_support_material>

<clog_activity>
<mdlid>92</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260316</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -112 = +84</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Relocating to Germany</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Speak Out Advanced
Unit 8.1 History in a box
pg 92 ex 1 B 2 A reading<!-- pg 100 -->
pg 92 93 Time capsule
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>91</mdlid>
<activity_id></activity_id>
<activity_title>Practical step-by-step checklist for relocating a family of 4 (children age 8 and 5) to Berlin</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
# 1) Work-related issues (visas, permits, timeline)

### 6–12 months before move

* Secure a job offer with a German employer.
* Check eligibility for the **EU Blue Card (Germany)** or another skilled-worker visa.
* Confirm salary thresholds and qualification recognition.

### 3–6 months before move

* Prepare visa documents:

  * Passports
  * Employment contract
  * University diplomas
  * Marriage and birth certificates
  * Health insurance confirmation.
* Apply for a **national work visa (Type D)** at the German embassy.
* Submit **family reunion visa applications** for spouse and children simultaneously.

### Visa processing timeline

* Fast-track skilled-worker procedure: **4–10 weeks** in some cases.
* Standard visa processing: **2–6 months** depending on embassy workload. ([Jobbatical][1])
* EU Blue Card issuance should legally be decided within **90 days**. ([Migration and Home Affairs][2])

### Immediately after arrival in Berlin

* Register address (**Anmeldung**) within **14 days** at the district office. ([Freie Universität Berlin][3])
* Apply for electronic **residence permits** at the immigration office.
* Processing for residence permit cards typically takes **~4 weeks after appointment**. ([ServicePortal Berlin][4])

### Additional administrative steps

* Open a German bank account.
* Obtain tax ID (sent automatically after registration).
* Register for public health insurance.
* Apply for child benefits (Kindergeld).

---

# 2) Finding a flat (neighbourhoods + strategy)

### When to start

* Begin housing search **2–3 months before arrival**.
* Consider **temporary furnished housing for 3–6 months** while searching for long-term housing.

### Good districts for families

These areas have good schools, parks, and many international residents:

**Steglitz-Zehlendorf**

* Quiet, green, family-oriented.
* Close to international schools and lakes. ([Expatica][5])

**Charlottenburg-Wilmersdorf**

* Popular with expats.
* Good public transport and schools. ([Expatica][5])

**Schöneberg**

* Central with parks and schools. ([Expat Exchange][6])

**Prenzlauer Berg**

* Very family-friendly.
* Many playgrounds and young families.

**Treptow-Köpenick**

* More suburban environment with forests and lakes. ([Expatica][5])

### Strategy for finding housing

* Use property portals (Immobilienscout24, Immonet, WG-Gesucht).
* Prepare application documents:

  * Employment contract
  * Salary slips
  * SCHUFA credit report
  * ID copies.
* Attend apartment viewings quickly (competition is high).
* Ensure landlord provides **Wohnungsgeberbestätigung** (required for address registration).

### Typical timeline

* Temporary housing: **1–2 weeks to secure**.
* Long-term rental search: **1–3 months**.

---

# 3) Education (registering children at school)

### Key facts

* School attendance is **mandatory in Germany**.
* Children must be registered **within six months of moving** to Germany. ([AniKA][7])

### Step-by-step process

**Step 1 – Address registration**

* Complete **Anmeldung** first (required for school assignment).

**Step 2 – Contact local school authority**

* Berlin assigns children to a **catchment-area primary school** based on address. ([Gremien und Beauftragte der HU][8])

**Step 3 – Register at the local primary school**
Documents usually required:

* Child’s birth certificate
* Passports
* Address registration certificate
* Health certificate from public health office. ([Expat Info Desk][9])

**Step 4 – Request another school (optional)**

* If you prefer a different public school or private school, submit a **transfer request**.
* Approval depends on available places. ([Gremien und Beauftragte der HU][8])

### Options for schooling

* **Public German schools** (free).
* **Bilingual public schools** (German + English).
* **International schools** (English or IB curriculum; tuition required).

### Special support

* If children do not speak German:

  * They may attend **“welcome classes”** for language support before joining regular classes. ([Gremien und Beauftragte der HU][8])

---

✅ **Typical relocation timeline (simplified)**

* **6–12 months before:** secure job, check visa.
* **3–6 months before:** apply for visas and schools.
* **1–2 months before:** secure temporary housing.
* **Arrival:** address registration, residence permits.
* **First months:** enroll children in school and finalize long-term apartment.

---

✅ If you want, I can also provide:

* **A short list of the best international schools in Berlin** (with districts to live near them).
* **A realistic relocation timeline month-by-month for the whole family.**

[1]: https://www.jobbatical.com/blog/fast-track-family-reunification-visa-skilled-workers-germany-hr?utm_source=chatgpt.com "Fast-Track Family Reunification Visa Germany 2025: HR Guide"
[2]: https://home-affairs.ec.europa.eu/policies/migration-and-asylum/eu-immigration-portal/eu-blue-card/eu-blue-card-germany_en?utm_source=chatgpt.com "EU Blue card in Germany - Migration and Home Affairs - European Commission"
[3]: https://www.fu-berlin.de/en/sites/abt-1/referate/pe/welcome-service/neu-in-deutschland/erste-schritte/index.html?utm_source=chatgpt.com "First Steps in Germany • Welcome Service • Freie Universität Berlin"
[4]: https://service.berlin.de/dienstleistung/328188/standort/327437/en/?utm_source=chatgpt.com "Residence permit for spouses and children of holders of an EU Blue Card - Services - Service Berlin - Berlin.de"
[5]: https://www.expatica.com/de/moving/location/living-in-berlin-neighbourhoods-625199/?utm_source=chatgpt.com "Where to live in Berlin: the best neighborhoods | Expatica"
[6]: https://www.expatexchange.com/ctryguide/30222/3/Germany/Living-in-Berlin-Best-Neighborhoods-for-Families-in-Berlin?utm_source=chatgpt.com "Expat Exchange - Best Neighborhoods for Families in Berlin"
[7]: https://www.anika-net.de/arriving/children-and-family/how-do-i-enroll-my-child-in-a-school/?utm_source=chatgpt.com "How do I enroll my child in a school?"
[8]: https://beauftragte.hu-berlin.de/de/en/familienbuero/childcare-school-and-free-time/the-berlin-school-system?utm_source=chatgpt.com "The Berlin School System — Family Support Office"
[9]: https://www.expatinfodesk.com/destinations/berlin/children/public-schools/?utm_source=chatgpt.com "Public Schools in Berlin | Expat Info Desk"

]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>90</mdlid>
<activity_id></activity_id>
<activity_title>Short list of well-known international schools in Berlin districts</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
# 1. Berlin International School

Berlin International School
[Web](https://www.berlin-international-school.de/?utm_source=chatgpt.com)
Address: Lentzeallee 8/14, 14195 Berlin, Germany
Phone: +493082007790

**District to live near:**

* **Dahlem**
* **Zehlendorf**
* **Steglitz**

**Why families choose it**

* One of the most established international schools in Berlin.
* English-language education with the **International Baccalaureate (IB)** curriculum. ([Expat Info Desk][1])
* Strong academic reputation and large international community.

**Neighbourhood characteristics**

* Very green and quiet residential areas.
* Close to parks and lakes (good for families).
* Many diplomats and expats live here.

---

# 2. BBIS Berlin Brandenburg International School

BBIS Berlin Brandenburg International School
[Web](http://www.bbis.de/?utm_source=chatgpt.com)
Address: Schopfheimer Allee 10, 14532 Kleinmachnow, Germany
Phone: +493320380360

**Districts to live near**

* **Zehlendorf**
* **Wannsee**
* **Potsdam**
* **Kleinmachnow**

**Why families choose it**

* Full **IB program (PYP, MYP, Diploma)** from early childhood to Grade 12. ([Expat Info Desk][1])
* Large international campus surrounded by nature.
* Very popular with corporate expats.

**Neighbourhood characteristics**

* Suburban, quiet, and very family-friendly.
* Larger houses and gardens common.

---

# 3. Berlin British School

Berlin British School
[Web](http://www.berlinbritishschool.de/?utm_source=chatgpt.com)
Address: Dickensweg 17-19, 14055 Berlin, Germany
Phone: +493035109400

**Districts to live near**

* **Charlottenburg**
* **Westend**
* **Grunewald**

**Why families choose it**

* English-language school following the **British curriculum and IB Diploma**. ([Wikipedia][2])
* Ages 3–18.

**Neighbourhood characteristics**

* Upscale residential areas.
* Good parks and transport connections.

---

# 4. Berlin Metropolitan School

Berlin Metropolitan School
[Web](http://metropolitanschool.com/?utm_source=chatgpt.com)
Address: Linienstraße 122, 10115 Berlin, Germany
Phone: +493088727390

**Districts to live near**

* **Mitte**
* **Prenzlauer Berg**
* **Friedrichshain**

**Why families choose it**

* English-language international school with IB and international curriculum. ([expatsinwonderland.com][3])
* Located in central Berlin.

**Neighbourhood characteristics**

* Urban lifestyle with cafés and culture.
* Very popular with young international families.

---

# 5. Berlin Cosmopolitan School

Berlin Cosmopolitan School
[Web](http://www.cosmopolitanschool.de/?utm_source=chatgpt.com)
Address: Rückerstraße 9, 10119 Berlin, Germany
Phone: +493068833230

**Districts to live near**

* **Mitte**
* **Prenzlauer Berg**

**Why families choose it**

* English-dominant teaching with German integration.
* IB Primary Years and Diploma programs. ([Wikipedia][4])
* Small classes and international student body.

**Neighbourhood characteristics**

* Very central location.
* Walkable and lively area with many playgrounds.

---

# 6. John F. Kennedy School

John F. Kennedy School
[Web](https://jfks.de/?utm_source=chatgpt.com)
Address: Teltower Damm 87-93, 14167 Berlin, Germany
Phone: +4930901896800

**Districts to live near**

* **Zehlendorf**
* **Dahlem**

**Why families choose it**

* Unique **German-American bilingual public school**.
* Tuition-free but competitive admission. ([berlin.jawa.media][5])

**Neighbourhood characteristics**

* Quiet, leafy areas with excellent quality of life.

---

✅ **Simplified recommendation (for families with young children):**

* **Best overall family areas:**

  * Zehlendorf / Dahlem
  * Charlottenburg / Grunewald

* **Best central urban lifestyle:**

  * Mitte
  * Prenzlauer Berg

* **Best suburban environment:**

  * Potsdam / Kleinmachnow

---

✅ If you want, I can also show:

* **A map of the best neighbourhoods for expat families in Berlin**
* **Typical annual tuition fees for international schools in Berlin**
* **Which schools have the easiest admissions for new arrivals.**


[1]: https://www.expatinfodesk.com/destinations/berlin/children/education/international-schools/?utm_source=chatgpt.com "International Schools in Berlin | Expat Info Desk"
[2]: https://en.wikipedia.org/wiki/Berlin_British_School?utm_source=chatgpt.com "Berlin British School"
[3]: https://www.expatsinwonderland.com/post/the-expat-guide-to-international-schools-in-berlin?utm_source=chatgpt.com "Top International Schools in Berlin | Expats In Wonderland"
[4]: https://en.wikipedia.org/wiki/Berlin_Cosmopolitan_School?utm_source=chatgpt.com "Berlin Cosmopolitan School"
[5]: https://berlin.jawa.media/2025/07/12/top-recommended-schools-in-berlin-for-international-and-local-students/?utm_source=chatgpt.com "Top Recommended Schools in Berlin for International and Local Students - Berlin Hotel"
]]></activity_contents>
</clog_activity>
<clog_activity>
<mdlid>89</mdlid>
<clog_expressions>
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>88</mdlid>
<clog_deco><![CDATA[
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260227</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit>25400 ↔ 280.4</clog_session_credit>
<clog_session_credit_date>20260225</clog_session_credit_date>
<!-- 25400/90.5821 = 280.40860169945276163833 -->
<clog_session_balance>-28 + -140 + 280 = +112</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>History in a box</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
New Inside Out Advanced
Future seen from the past
pg 38 ex 3 4 grammar
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>


<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Speak Out Advanced
Unit 8.1 History in a box
pg 92 ex 1 B 2 A reading<!-- pg 100 -->
pg 92 93 Time capsule
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf">speak_out_advanced_students_book_pg92-3_141-2_time_capsule_future_seeen_from_the_past.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Speak Out</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Unit 8.1 History in a box</clog_book_unit>

<clog_activity>
<mdlid>87</mdlid>
<activity_id></activity_id>
<activity_title>History in a box</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Would you like to keep some objects for future generations? Why / why not?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Would you like to keep some objects for future generations? Why / why not?
<span class="show_key">
✓ pass some message onto future generations
✓ leave some evidence of your values
e.g. show you did care about the environment
</span>

pg 92 ex 1 B 2 A reading<!-- pg 100 -->
pg 92 93 Time capsule

Lexical material: Time expressions

pg 92 ex 3 A B vocab<!-- pg 100 -->

pg 92 ex 3 C speaking<!-- pg 100 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>86</mdlid>
<clog_expressions>
beggar = person who lives by asking people for money or food
barbed wire = strong wire with short sharp points on it, used especially for fences
hearing aid = small device that fits inside the ear and makes sounds louder, used by people who cannot hear well
chillum = straight conical smoking pipe traditionally made of either clay or a soft stone (such as steatite or catlinite). It was used popularly in India in the eighteenth century and still often used to smoke marijuana
CCTV = closed-circuit television, also known as video surveillance, is the use of closed-circuit television cameras to transmit a signal to a specific place, on a limited set of monitors, e.g. in a bank
flip-flops = type of light sandal-like shoe, typically worn as a form of casual footwear. They consist of a flat sole held loosely on the foot by a Y-shaped strap known as a toe thong that passes between the first and second toes and around both sides of the foot. This style of footwear has been worn by people of many cultures throughout the world, originating as early as the ancient Egyptians in 1500 BC
lead /'led/ = lead is a soft, silvery white or greyish, malleable, ductile, dense metal that conducts electricity poorly (Pb)
to seal = to close a container tightly or fill a crack, etc., especially so that air, liquid, etc. cannot get in or out
to stipulate = to state clearly and firmly that sth must be done, or how it must be done
hand-cuffs = pair of lockable linked metal rings for securing a prisoner's wrists
at | from the outset (of sth) = at/from the beginning of sth
</clog_expressions>
</clog_activity>
<!--
to dodge = to cause trouble
dodge = quick movement to avoid or evade something; a clever trick or expedient
to rehearse ~ (for sth) = to practise or make people practise a play, piece of music, etc. in preparation for a public performance
social stratum = class in a society
-->

</clog_support_material>

<clog_activity>
<mdlid>85</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260223</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -112 = -140</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Michael Jackson | Future seen from the past (2/2)</clog_session_title>
<clog_session_title>Future seen from the past</clog_session_title>
<clog_session_title>Criticising arguments</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
New Inside Out Advanced
Future seen from the past
pg 37 reading for gist<!-- pg 36 -->
Michael Jackson
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>New Inside Out</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>84</mdlid>
<activity_id></activity_id>
<activity_title>Michael Jackson</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Do you know anyone who was very unlikely to become famous, but finally became a household name?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl 
Do you know anyone who was very unlikely to become famous, but finally became a household name?
<span class="show_key">
✓ some people such as Richard Branson or James Dyson were not expected to make successful careers in business
</span>
<!-- ask questions from pg 36 ex 2 reading -->

pg 37 reading for gist<!-- pg 36 -->
Michael Jackson

pg 36 ex 1 2 3 4 reading<!-- pg 35 -->   

Lexical material: Fame &amp; its disadvantages

pg 37 glossary <!-- pg 36 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>83</mdlid>
<clog_expressions>
to live up to = meet the requirements or expectations of
to dog = to cause trouble over a long period
sheer = used to emphasize the size, degree or amount of sth; complete and without restriction or qualification
magnum opus = work of art, music or literature that people think is the best that the artist, etc. has ever produced
staggering /'stægə:iŋ/ = extremely surprising
mainstream = considered normal and accepted by most
slick = impressive and seemingly without effort
to transcend = to be or go beyond the usual limits of sth
stringent = very strict and that must be obeyed
relentless = not stopping or getting less strong
prurient = having an unhealthy obsession with sexual matters
Ferris wheel = fairground ride consisting of a tall revolving vertical wheel with passenger cars suspended on its outer edge
merry-go-round = revolving machine with wooden horses or cars for riding on at a fair etc
lurid = ghastly, very frightening and unpleasant, because it involves pain, death; very pale
secretive /sɪˈkri:tɪv/ (about sth) = tending or liking to hide your thoughts, feelings, ideas, etc. from other people
reclusive = living alone and avoiding other people
to ward off = to avert, turn away, repel
germ = very small living thing that can cause infection and disease
allegation (of sth) (against sb) | ~ (that ...) | ~ (about sb/sth) a public statement that is made without giving proof, accusing sb of doing sth that is wrong or illegal
contorted = twisted (especially as in pain or struggle)
ominously /'ɔmənəsli:/ = suggesting that sth bad is going to happen in the future
frail = physically weak and unhealthy
erratic = (often disapproving) not happening at regular times; not following any plan or regular pattern; that you cannot rely on; unpredictable
pallor /ˈpælə/ = pale colouring of the face, especially because of illness or fear
hype = extravagant or intensive publicity promotion; cheating; trick
</clog_expressions>
</clog_activity>
</clog_support_material>

<clog_support_material>
<clog_book_title>New Inside Out</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>82</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: Future seen from the past</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>When did you know you were to become who you are?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
When did you know you were to become who you are?
<span class="show_key">
✓ were you to follow the steps of your parents?
→ run a family business
✓ would you take on the position of your father?
</span>

Grammar: Future seen from the past

pg 38 ex 1 grammar<!-- pg 36 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>81</mdlid>
<activity_id>20240913-1053</activity_id>
<activity_title>Future seen from the past (to be going to - to be about to - was|were|would + infinitive) B2</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
You say on Tuesday: I'm meeting an important client tomorrow

What do you say on Wednesday?
I [was meeting | I was going to meet | I was (supposed) to meet | I would meet] an important client this morning
✓ was going to meet 
✓ was supposed to meet
✓ was to meet (more formal)
✓ would meet 
= future seen from the past
Did it happen?
✓ yes (but we don't always know exactly when)
e.g. I was going to meet my client when the telephone rang → so we met later
e.g. I was supposed to meet my client at 10am → but we met at 11am
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>80</mdlid>
<activity_id>20240913-1052</activity_id>
<activity_title>Future seen from the past (to be going to - to be about to - was|were|would + infinitive - would + have + past participle) B2/C1</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
You have a job interview in another town tomorrow but you have a tight budget.
[I'm going to | I will] get up at 6am to catch the cheapest train
✓ I'm going to
= plan

On the following day, what do you tell your friend to say you missed your train?
I [ ] get up at 6am to catch the cheapest train
✓ was going to 
= intention, plan
→ future from the past

On the following day, what do you tell the head hunter to explain you missed your train?
I [was going to leave | would leave | would have left | was to have left] at 6am to catch the express train
✓ would have left
✓ was to have left
→ future from the past
Why do you use the perfect aspect?
= event that didn't happen
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>79</mdlid>
<activity_id>20240913-1051</activity_id>
<activity_title>Expressing broken plans (with register and completion) C1</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
It was agreed he was to ♠ have received ♣ the answer by midday [neutral | formal]?
✓ formal
♠ to be (due) to + infinitive ← is expected
= future from the past with formal register
Did he receive the answer?
♣ to have received ← perfect participle (not completed action)
= future from the past with formal register that didn't happen

What is a more neutral (unmarked) way of saying the same?
It was agreed he would ♣ have received the answer by midday
♣ would ← will in the past
= future from the past with unmarked register that didn't happen

What is a more neutral (unmarked) way of saying we don't know if it happened?
It was agreed he would receive ♣ the answer by midday
♣ would receive ← no perfect aspect 
= future from the past with unmarked register that happened
]]></activity_contents>
</clog_activity>

<!-- for dk only -->
<clog_activity>
<mdlid>78</mdlid>
<activity_id>20200914-1759</activity_id>
<activity_title>Regrets, speculations and habits</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
I didn't buy this car although it was a good deal
I [should buy | should have buy | should have bought] this car because it was a good deal
✓ should have bought
modal verb + have + past participle
= past modal form
→ regret
]]></activity_contents>
</clog_activity>

<!-- keep for B2? -->
<clog_activity>
<mdlid>77</mdlid>
<activity_id>20240913-1049</activity_id>
<activity_title>Future seen from the past that didn't happen - was|were + perfect infinitive - would + have + past participle)</activity_title>
<activity_status>wip</activity_status>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
The meeting is supposed to start at 10am [situation happening now | expectation]
✓ expectation
to be supposed + to + infinitive
→ neutral
= it should start (we are still waiting for confirmation...)

The meeting is to start at 10am [situation happening now | expectation]
✓ expectation 
to be + to + infinitive
→ formal
= it should start (unless something unexpected happens...)

The meeting was to start at 10am [situation happened | situation didn't happen]
〆we don't know if it happened - it was just expected
was/were + to + infinitive
→ formal
= perhaps it started at 11am, or didn't happen at all...

We were going to discuss the new contract during the meeting [plan which happened | plan which didn't happen]
〆we don't know if it happened - it was just expected
was / were going to + infinitive
→ informal
= perhaps it happened later...

We would discuss the new contract during the meeting [conditional | plan in the past]
✓ plan in the past  
(= also habits &amp; repeated, dynamic actions in the past)
Did we discuss the new contract during the meeting?
〆we don't know if it happened - it was just expected
would + infinitive
→ rather formal
= perhaps it happened later...

We were supposed to discuss the new contract when the phone rang [plan which happened | plan which didn't happen]
〆didn't happen (because the meeting was interrupted by a phone call)  
was / were supposed + to + infinitive
→ neutral
= didn't happen later

We were about to discuss the new contract when the phone rang [plan which happened | plan which didn't happen]
〆didn't happen (because the meeting was interrupted by a phone call)  
was/were about to + infinitive
→ rather informal
= that happened soon afterwards

We were to have discussed the new contract (but the phone rang) [plan which happened | plan which didn't happen]
〆didn't happen (because the meeting was interrupted by a phone call)  
was/were + to have + past participle (perfect aspect!)
→ formal
= didn't happen later

We would have discussed the new contract (but the phone rang) [plan which happened | plan which didn't happen]
〆didn't happen (because the meeting was interrupted by a phone call)  
would have + past participle
→ neutral
= didn't happen later
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>76</mdlid>
<activity_id>20200311-1724</activity_id>
<activity_title>Future forms</activity_title>
<display>3</display>
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_future_in_the_past.csv</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>75</mdlid>
<activity_id>1</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>You are attending a meeting to review a strategy that failed.
You need to look at what was scheduled, what was expected, and why it would fail.

→ recycle new expressions and language</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task>You are the team lead. You had agreed your team would implement a more costly solution if they couldn't deploy the cheaper, but more technologically complicated, solution.</task>
<ans>The more advanced solution was going to be cheaper to deploy.
The team were to simplify the technological stack ← future seen from the past
Our company would become more competitive ← future seen from the past
Nobody thought it would prove to be too challenging.
</ans>
</role_a>
<role_b>
<task>You are a C level manager. You are disappointed by decisions made by the former manager &amp; express criticism. You must be diplomatic because you need your team lead to push your strategy from top to bottom.
</task>
<ans>You were supposed to have implemented the more advanced solution long ago.
You were to have cut costs! ← future seen from the past that didn't happen
The company was to have become more competitive.
The team should have tested the more advanced solution first.
Couldn't you have carried thorough testing before going to production?
We would have had a more reliable stack by now.
</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>74</mdlid>
<activity_id></activity_id>
<activity_title>Practice with key: Future seen from the past</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 38 ex 2 grammar<!-- pg 36 -->

<img src="pix/icons8-key-50.png" width="35em" border="0" alt="key to exercise">  Mouse-over to view key:
pg 38 ex 3 grammar
<span class="show_key">
a) to get 
b) to see
c) to study
d) of going
e) of winning
f) to buy
g) of giving up
h) to move house
</span>

pg 38 ex 4 grammar
<span class="show_key">
(possible answers)
a) I was planning to go to the concert...
b) I was on the verge of buying a new laptop...
c) I had been hoping to go to medical school...
d) I was think of going to the party...
e) I was just about to have supper...
f) I was going to have my nose pierced...
g) I was on the point of accepting the job...
</span>

<!-- New Inside Out Adv student's book pg 38 review B pg 67 / Speak Out SS book pg 142 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>73</mdlid>
<clog_expressions>
to be on the verge of = to be about to + infinitive
to trip over = to catch your foot on sth and fall or almost fall
to fall through = not happen or be done; to flop, to fall flat
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>72</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260220</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -84 = -112</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Michael Jackson | Future seen from the past (1/2)</clog_session_title>
<clog_session_title>Future seen from the past</clog_session_title>
<clog_session_title>Criticising arguments</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
New Inside Out Advanced
Future seen from the past
pg 37 reading for gist<!-- pg 36 -->
Michael Jackson
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf">new_inside_out_advanced_students_book_pg37-38_future_seen_from_the_past.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>New Inside Out</clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>71</mdlid>
<activity_id></activity_id>
<activity_title>Michael Jackson</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Do you know anyone who was very unlikely to become famous, but finally became a household name?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl 
Do you know anyone who was very unlikely to become famous, but finally became a household name?
<span class="show_key">
✓ some people such as Richard Branson or James Dyson were not expected to make successful careers in business
</span>
<!-- ask questions from pg 36 ex 2 reading -->

pg 37 reading for gist<!-- pg 36 -->
Michael Jackson

pg 36 ex 1 2 3 4 reading<!-- pg 35 -->   

Lexical material: Fame &amp; its disadvantages

pg 37 glossary <!-- pg 36 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>70</mdlid>
<clog_expressions>
to live up to = meet the requirements or expectations of
to dog = to cause trouble over a long period
sheer = used to emphasize the size, degree or amount of sth; complete and without restriction or qualification
magnum opus = work of art, music or literature that people think is the best that the artist, etc. has ever produced
staggering /'stægə:iŋ/ = extremely surprising
mainstream = considered normal and accepted by most
slick = impressive and seemingly without effort
to transcend = to be or go beyond the usual limits of sth
stringent = very strict and that must be obeyed
relentless = not stopping or getting less strong
prurient = having an unhealthy obsession with sexual matters
Ferris wheel = fairground ride consisting of a tall revolving vertical wheel with passenger cars suspended on its outer edge
merry-go-round = revolving machine with wooden horses or cars for riding on at a fair etc
lurid = ghastly, very frightening and unpleasant, because it involves pain, death; very pale
secretive /sɪˈkri:tɪv/ (about sth) = tending or liking to hide your thoughts, feelings, ideas, etc. from other people
reclusive = living alone and avoiding other people
to ward off = to avert, turn away, repel
germ = very small living thing that can cause infection and disease
allegation (of sth) (against sb) | ~ (that ...) | ~ (about sb/sth) a public statement that is made without giving proof, accusing sb of doing sth that is wrong or illegal
contorted = twisted (especially as in pain or struggle)
ominously /'ɔmənəsli:/ = suggesting that sth bad is going to happen in the future
frail = physically weak and unhealthy
erratic = (often disapproving) not happening at regular times; not following any plan or regular pattern; that you cannot rely on; unpredictable
pallor /ˈpælə/ = pale colouring of the face, especially because of illness or fear
hype = extravagant or intensive publicity promotion; cheating; trick
</clog_expressions>
</clog_activity>
</clog_support_material>

<clog_activity>
<mdlid>69</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260216</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -56 = -84</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Dilemma: Striking a balance (Camisea)</clog_session_title>
<clog_session_title>Criticising arguments</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
Dilemma: Striking a balance (Camisea)
pg 48 reading<!-- pg 42 -->
Brief
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Intelligent Business</clog_book_title>
<clog_book_level>B1</clog_book_level>
<clog_book_unit>Unit 5 Development</clog_book_unit>

<clog_activity>
<mdlid>68</mdlid>
<activity_id></activity_id>
<activity_title>Dilemma: Striking a balance (Camisea)</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
Dilemma: Striking a balance (Camisea)

pg 48 reading<!-- pg 42 -->
Brief

pg 48 task 1 2<!-- pg 42 -->
pg 144 group A - consortium representatives
pg 142 group B - Peruvian government representatives
pg 138 group C - Amazon Watch

pg 48 task 3 4<!-- pg 42 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>67</mdlid>
<activity_id>3</activity_id>
<activity_title>SWOT analysis</activity_title>
<functional_language>Preparing &amp; delivering a SWOT analysis</functional_language>
<activity_icon>pix/icons8-lecturer-100_white.png</activity_icon>
<activity_status>active</activity_status>
<activity_type>prep_2columns_2qa</activity_type> 
<activity_type>edit_2columns_2qa</activity_type> 
<instructions><![CDATA[You need to analyse the Camisea project from your perspective.
<em>How will you conduct construction works for a pipeline across the Amazon Forest with endangering this unique eco-system?
What guarantees can the consortium provide to ensure future FDI won't bring about social changes to the detriment of the local community?</em>

→ use a SWOT analysis
→ add arguments under each category
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>
<instructions_demo><![CDATA[]]></instructions_demo>  -->
<qa>
  <qs><![CDATA[
<strong>Strengths</strong>
<div contenteditable="true" style="background-color: #cdcdcd; border: dotted 1px; width: 80%; padding-left: 0.5em; font-size: 110%;">

&bull; 
&bull; 
&bull; 
</div>

<strong>Weaknesses</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">

&bull; 
&bull; 
&bull; 
</div>

<strong>Opportunities</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">

&bull; 
&bull; 
&bull; 
</div>

<strong>Threats</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">

&bull; 
&bull; 
&bull; 
</div>
]]>
</qs>
<ans><![CDATA[]]></ans>
<hint></hint>
</qa>
<qa>
<qs><![CDATA[ ]]></qs>
<ans><![CDATA[<strong>Strengths</strong>
<div contenteditable="true" style="background-color: #cdcdcd; border: dotted 1px; width: 80%; padding-left: 0.5em; font-size: 110%;">Consortium representatives &amp; Peruvian governments
&bull; creation of new jobs 
&bull; further economic development 
&bull; tax income 
&bull; international teams defending banks' investments would guarantee compliance and minimise bribery
&bull; 
</div>

<strong>Weaknesses</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">Amazon Watch
&bull; social change with communities being replaced by outside workers
&bull; long term disruption of the region by other new industries (logging &amp; agriculture)
&bull; little provision yet for monitoring how money is allocated on the ground
&bull; no credible exit strategy once the project has reached the end of its life cycle
&bull; hefty investment in natural gas has limited viability given today's green transition 
</div>

<strong>Opportunities</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">Consortium representatives &amp; Peruvian governments
&bull; improved standard of living for the local people (incl. health care)
&bull; transfer of technology &amp; know-how
&bull; cheaper electricity supply
&bull; 
</div>

<strong>Threats</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">Amazon Watch
&bull; local tribes might catch diseases brought in by outsiders
&bull; local fishing industry may be endangered by possible pollution
&bull; no guarantee loans granted will indeed be spent on infrastructure for the population
&bull; project could benefit only 1-2 generations but have a much longer-lasting impact on the environment
&bull; 
</div>

<strong>Recommendations</strong>
<div contenteditable="true" style="background-color: #cdcdcd; width: 80%; padding-left: 0.5em; font-size: 110%;">Amazon Watch
&bull; include a strategy &amp; financial provision for replanting trees into the compliance act
&bull; enhance the local population's working skills to be able to find jobs rather than recruit migrant labour
&bull; demand government intervention to regulate the share of logging and agriculture
&bull; conduct close scrutiny of all stakeholders to discourage embezzlement
&bull; 
</div>
]]></ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>66</mdlid>
<activity_id></activity_id>
<activity_title>Case study - Feedback</activity_title>
<activity_status>active</activity_status>
<activity_lead_in>What mistakes might have been made?</activity_lead_in>
<activity_type>textbook</activity_type>
<!--<pdf_file>tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</pdf_file> -->
<activity_contents><![CDATA[
T / Cl
What mistakes might have been made?
<span class="show_key">
〆poor quality control of work on the ground
</span>

pg 48 decision<!-- pg 42 -->

pg 48 listening<!-- pg 42 -->
intelligent_business_the_economist_longman/intelligent_business_intermediate/intelligent_business_intermediate_audio_cd01/intelligent_business_intermediate_cd01_15.ogg

T / Cl
Feedback

What mistakes have actually been made?
<span class="show_key">
〆insufficient guidelines on construction procedures
〆lack of communication with local people
〆no evaluation of the impact on the local communities &amp; environment
</span>

What lessons are to be learnt?
<span class="show_key">
Amazon Rainforest
= sensitive area
✓ not possible to proceed with such projects without respecting international guidelines
✓ ought to observe accepted international standards for construction &amp development in sensitive areas
</span>

Who can be blamed for such mismanagement? What should be done about it?
<span class="show_key">
✓ no single organisation can be held accountable
→ should take into account precise guidelines laid down by the World Bank 
</span>

(optional homework)
pg 48 writing<!-- pg 42 -->
Write a report
→ outline key issues
→ recap stakeholders' views
→ make recommendations
Paste your assignment in a Googledoc.
<a class="clog" target="about_blank" href="">(send the link to your google doc (in edit mode!)</a>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>65</mdlid>
<clog_expressions>
consortium = group of people, countries, companies, etc. who are working together on a particular project
GDP = gross domestic product
foreign direct investment (FDI) = refers to purchase of an asset in another country, such that it gives direct control to the purchaser over the asset (e.g. purchase of land and building). In other words, it is an investment in the form of a controlling ownership in a business, in real estate or in productive assets such as factories in one country by an entity based in another country.[1] It is thus distinguished from a foreign portfolio investment or foreign indirect investment by a notion of direct control
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>64</mdlid>
<clog_deco><![CDATA[
It would create a <strike>big</strike> <strong>huge | significant</strong> amount of jobs
Even if the project <strike>will exist</strike> <strong>exists | lasts (only)</strong> 20 years, it will benefit the country
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260213</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -28 = -56</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Showing cause &amp; effect</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
Dilemma: Striking a balance (Camisea)
pg 48 reading<!-- pg 42 -->
Brief
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<!-- cont. from penultimate lesson  -->
<clog_support_material>
<clog_book_title>Intelligent Business</clog_book_title>
<clog_book_level>B1</clog_book_level>
<clog_book_unit>Unit 5 Development</clog_book_unit>

<clog_activity>
<mdlid>63</mdlid>
<activity_id></activity_id>
<activity_title>Showing cause &amp; effect</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Would past technological revolutions always end in job losses? How differently will AI impact the labour market?</activity_lead_in>
<activity_lead_in>Would past political decisions always have a long lasting impact on society?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Would past technological revolutions always end in job losses? How differently will AI impact the labour market?
<span class="show_key">
✓ new jobs would be created in new domains
〆AI will replace humans in potential new work opportunities rather than sunset industries
</span>

Functional language: Showing cause &amp; effect

pg 47 career skills<!-- pg 41 -->

pg 47 ex 2 listening<!-- pg 42 -->
intelligent_business_the_economist_longman/intelligent_business_intermediate/intelligent_business_intermediate_audio_cd01/intelligent_business_intermediate_cd01_14.ogg

T / Cl
It has always been expected developing countries would pay back their debt. If their debt were cancelled wouldn't it set a dangerous precedent?
<span class="show_key">
<strong>future seen from the past</strong>
✓ loans granted in dollars for investment would be a form of colonisation
→ aid given would be a tool to grow developed countries' sphere of influence

<strong>2nd conditional</strong>
〆cancelling debt could curb investment
</span>

pg 47 speaking
→ practise modals of likelihood from pg 45

Functional language: Dealing with unclear situations

pg 47 Culture at work
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>62</mdlid>
<activity_id>1</activity_id>
<activity_title>Dealing with unclear situations</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>How do you deal with unclear situations? Have you got fixed rules or do you tolerate unclear answers?</activity_lead_in>
<instructions><![CDATA[What does ambiguity depend on?
<span class="show_key">
✓ avoid unclear situations when much is at stake
✓ tolerate vague solutions when more time available 
</span>

→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>How do you identify your interlocutor's expectations?
</qs>
<ans>✓ ask targeted questions to agree on well-defined objectives
〆avoid vague, though possibly promising, topics when brainstorming
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>What kind of questions (open or do you build to understand requests better?</qs>
<ans><![CDATA[✓ closed
〆open questions needed only for brainstorming
]]></ans>
<hint>
</hint>
</qa>
<qa>
<qs>[Can | Could] you prepare a presentation for Monday 8am?
Is this a polite request or a question?
</qs>
<ans><![CDATA[✓ can 
= question

✓ could 
= polite request

→ also depends on intonation!
<!-- see R.Lewis What the British say | think vs foreigners understand -->
]]></ans>
<hint>
</hint>
</qa>
<qa>
<qs>[Do you want to | Would you like to] intervene now?
Is this a question or an invitation?</qs>
<ans>✓ Do you want to
= question
Would you like to
= invitation (polite question)
→ also depends on intonation!
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>What precautions can you take to avoid unclear situations?</qs>
<ans>→ use fixed expressions to explain your point of view
✓ Let's call a spade a spade
✓ Let's apply the KISS principle (keep it short &amp; simple)
✓ Let's be a bit cunning / smarter
✓ Let's try to achieve a win-win outcome
✓ Let's just agree to disagree
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>61</mdlid>
<clog_expressions>
to hold out = wait uncompromisingly for something desirable
to call a spade a spade = call a person or thing a name that is true but not polite; speak bluntly; use the plainest language
KISS principle = keep it short &amp; simple
cunning = marked by skill in deception, showing inventiveness and skill
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>60</mdlid>
<clog_deco><![CDATA[
It's <strong>(about)</strong> how <strike>many</strike> <strong>much</strong> money <strike>do</strike> you have
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260209</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 0 = -28</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Describing past &amp; present habits</clog_session_title>
<clog_session_title>Understanding rituals</clog_session_title>
<clog_session_title>Rituals</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
New Inside Out Upper Intermediate 
Unit 6 Rituals - present &amp; past habits
pg 46 ex 2 reading <!-- pg 45 --> 
pg 47 Mind games 
pg 46 ex 2 vocab<!-- pg 45 -->
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/new_inside_out_upper_intermediate_students_book_pg46-49-137_rituals_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf">new_inside_out_upper_intermediate_students_book_pg46-49-137_rituals_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf</a>


(postponed to next lesson)
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
Dilemma: Striking a balance (Camisea)
pg 48 reading<!-- pg 42 -->
Brief
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>New Inside Out</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>Unit 6 Rituals</clog_book_unit>

<clog_activity>
<mdlid>59</mdlid>
<activity_id>1</activity_id>
<activity_title>Lead in</activity_title>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>How effective are rituals at boosting your self-confidence?</activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo> -->
<qas>
</qas>
<key>
</key>
<qa>
<qs>Have you got any particular habits or rituals?
</qs>
<ans>✓ wearing your favourite shirt before a job interview
✓ double checking if the iron is unplugged is quite rife
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>Do rituals derive from a lack of confidence?
</qs>
<ans>✓ superstition
✓ self-confidence can be an upper hand 
✓ just a means to remain calm
</ans>
<hint>to derive = to come from
upper hand (to have the ~) = advantage
</hint>
</qa>
<qa>
<qs>Have you ever felt cursed at work?
</qs>
<ans>〆noticed some particular omen
e.g. deadlines postponed for the 3rd consecutive time
〆failed all KPIs
〆all your projects were cancelled
〆deadlines were impossible to meet
≠ just bad luck?...
</ans>
<hint>cursed = suffering from a bad magic spell
omen = occurrence or object regarded as portending good or evil
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>58</mdlid>
<activity_id></activity_id>
<activity_title>Mind games</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Have you got any habit or ritual before giving a presentation or taking an exam?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Have you got any habit or ritual before giving a presentation or taking an exam?
<span class="show_key">
✓ rehearse over and again the day before
✓ put a charm in a pocket
(...)
</span>

pg 46 ex 1 2 reading <!-- pg 45 -->
pg 47 Mind games

Lexical material: Rituals

pg 46 ex 1 2 vocab<!-- pg 47 -->

pg 48 ex 1 2 speaking<!-- pg 47 -->
→ describe present habits
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>57</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: 'Used to' vs 'Would' to describe expected actions &amp; habits in the past</activity_title>
<activity_status>active</activity_status>
<activity_lead_in>What did you in the past that you don't do now?</activity_lead_in>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
T / Cl
What did you in the past that you don't do now?
<span class="show_key">
✓ I used to go the gym everyday
✓ I would go in the morning
(...)
</span>

Grammar: 'Used to' vs 'Would' to describe expected actions &amp; habits in the past
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>56</mdlid>
<activity_id>20260209-0944</activity_id>
<activity_id>20210519-0926</activity_id>
<activity_title>Be / Get used to</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
I used to work till 10pm on Thursdays
habit [in the past / in the present]
✓  in the past
I [am used to work | work | will work] till 10pm on Thursdays
✓  work
✓  will work
= present habit
〆 am used to work
→  am used to working

Watch out!
I didn't [use to / used to] like vodka
✓ use to /ˈju:zdˈtu/
= infinitive
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>55</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: Would to describe expected actions &amp; habits in the past, will to describe habits &amp; predictions in the present
</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>What will you do now that you didn't in the past?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
What will you do now that you didn't in the past?
<span class="show_key">
✓ I used to go the gym everyday
✓ I would go in the morning
✓ nowadays I'll go only at weekends
(...)
</span>
]]></activity_contents>
</clog_activity>

<!-- B2/C1 -->
<clog_activity>
<mdlid>54</mdlid>
<activity_id></activity_id>
<activity_title>Personal rituals</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<!-- <pdf_file>tmp_pdf/new_inside_out_upper_intermediate_students_book_pg46-49-137_rituals_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf</pdf_file> -->
<activity_lead_in>Do you know anyone who has particular habits? Where do they come from?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Do you know anyone who has particular habits? Where do they come from?
<span class="show_key">
✓ elder people often have their own rituals
✓ housewives often still wash eggs or oranges before consumption
</span>
  
pg 48 ex 1 2 listening &amp; vocab<!-- pg 47 -->
inside_out/new_inside_out_upper_intermediate/new_inside_out_upper_intermediate_audio_cd02/new_inside_out_upper_intermediate_audio_cd02_01.ogg

Lexical material: Expressions with 'go'<!-- pg 48 -->

pg 48 ex 1 2 vocab<!-- pg 47 -->

set for homework
pg 49 ex 1 2 Grammar - present &amp; past habits<!-- pg 49 pdf 50 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>53</mdlid>
<activity_id>20200522-1227</activity_id>
<activity_title>Past habits (used to vs would)</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
He will drive his car at weekends♣ [habit | state]?
♣ at weekends
= time marker 
→ repeated action
= dynamic meaning
✓ habit
He will drive his car at weekends [past | present | future]?
✓ present
∑ will + infinitive to talk about a present habit

He would drive his car at weekends♣ [past | present | future]?
♣ at weekends
= time marker
→ repeated action
= dynamic meaning
✓ past
∑ would + infinitive to talk about a past habit 

He [would | used to drive] his car carefully♠ [dynamic | stative meaning]?
♠ carefully
= adverb of manner
✓ would
= dynamic
∑ emphasis on repeated actions
✓ used to
= stative
∑ emphasis on 'how'

I [would | used to] have long hair
✓ used to
→ only stative meaning possible (unless you occasionally wore a wig!)
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>52</mdlid>
<activity_id></activity_id>
<activity_title>Mindmap: Used to - would - will</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
<div align="center"><img src="mindmaps/used_to_would_will_mindmap.png" width="90%" border="1" alt="used to - would - will mindmap"></div> 
 
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print & illustrate the following mindmap in your own way (use colours, symbols, etc)
<a class="clog" target="about_blank" href="http://www.ictnle.com/mindmaps/used_to_would_will_mindmap.pdf">http://www.ictnle.com/mindmaps/used_to_would_will_mindmap.pdf</a>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>51</mdlid>
<activity_id>20210520-1357</activity_id>
<activity_title>Practice: Used to, would, will for past and present habits</activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents>grammar_used_to_would_will_past_and_present_habits_b2_03.csv</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>50</mdlid>
<clog_expressions>
obsessive compulsive = who feels compelled to do certain things; anxiety disorder characterized by recurrent and persistent thoughts and feelings and repetitive, ritualized behaviours
to stride = to walk with confidence
to derive = to come from
to thrash = to beat v easily
relentless = not stopping or getting less strong; refusing to give up or be less strict or severe
upper hand (to have the ~) = advantage
loopy = crazy, mad, foolish
curse = bad magic spell
jinx = force that brings bad luck
rife = common, widespread
omen = occurrence or object regarded as portending good or evil

urge = strong desire
to slam = to close violently
cosy = enjoying or affording comforting warmth and shelter especially in a small space
to indulge (oneself) into = take pleasure freely; побаловать себя
to be fond of = to like very much, to be keen on 
repulsive = causing a feeling of strong dislike; very unpleasant
attached ~ (to sb/sth) = full of affection for sb/sth

to have a go at sth = to give sth a try
to have a go on sth = to have a ride on sth
to give sth a go = to try sth for the first time
to make a go of sth = to succeed in doing sth; to turn into a success
on the go = very busy or active

to set out = to leave, depart
</clog_expressions>
</clog_activity>
</clog_support_material>

<clog_activity>
<mdlid>49</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260205</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 28 = 0</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Soviet vs European strategies of investment in colonies</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
New Inside Out Upper Intermediate 
Unit 6 Rituals - present &amp; past habits
pg 46 ex 2 reading <!-- pg 45 --> 
pg 47 Mind games 
pg 46 ex 2 vocab<!-- pg 45 -->
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/new_inside_out_upper_intermediate_students_book_pg46-49-137_rituals_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf">new_inside_out_upper_intermediate_students_book_pg46-49-137_rituals_will_would_used_to_habits_in_the_present_and_past_pg48_audioscript.pdf</a>


(postponed to next lesson)
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
Dilemma: Striking a balance (Camisea)
pg 48 reading<!-- pg 42 -->
Brief
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>48</mdlid>
<activity_id></activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
### European Colonization Strategies

**Advantages:**

* **Economic Exploitation:**

  * European powers extracted raw materials (minerals, crops, etc.) from colonies, which fuelled their own industrial growth.
  * Increased wealth from trade monopolies (e.g., spice, sugar, cotton, and slave trade).

* **Cultural Exchange (Indirect):**

  * Introduction of European education, languages, and legal systems, which influenced global culture and governance.
  * Spread of Christianity and European ideologies, such as democracy, to parts of the world.

* **Infrastructure Development:**

  * European colonizers often built infrastructure (roads, railways, ports) to extract resources, which sometimes benefited local populations in the long term.
  * Introduction of modern agriculture and new technologies.

* **Military & Strategic Control:**

  * European powers used colonies as military bases for projecting power (naval stations, army garrisons).

**Disadvantages:**

* **Exploitation & Oppression:**

  * Colonial powers often exploited native populations through forced labour (e.g., plantations, mines) and harsh working conditions.
  * Cultural suppression and imposition of European values and norms led to the loss of indigenous traditions.

* **Resource Extraction:**

  * European powers took vast wealth from colonies without reinvesting much back into local economies, leading to long-term economic disparities.

* **Social Disintegration:**

  * Colonization created social divisions (e.g., caste systems, racial hierarchies) that continued even after independence.
  * The introduction of new diseases devastated indigenous populations with little to no immunity.

* **Artificial Boundaries:**

  * The carving up of Africa, Asia, and the Americas without regard to ethnic, linguistic, or cultural divisions led to political instability and conflict post-independence.

---

### Soviet Colonization Strategies (Soviet Expansion)

**Advantages:**

* **Ideological Export (Communism):**

  * Soviet influence spread communism and socialism, attempting to create a classless society and redistribute wealth.
  * The Soviet Union provided support to countries undergoing socialist revolutions or fighting imperialism (e.g., Cuba, Vietnam).

* **Centralized Economic Control:**

  * The Soviet Union used planned economies to industrialize regions quickly (e.g., in Eastern Europe).
  * Investments in education, healthcare, and social infrastructure led to improvements in literacy rates and life expectancy in some satellite states.

* **Military Alliances and Security:**

  * The Soviet Union established a network of allies through organizations like the Warsaw Pact, ensuring military influence over Eastern Europe.
  * Helped certain countries develop independent military capabilities to defend against Western capitalist powers.

**Disadvantages:**

* **Authoritarian Rule:**

  * Soviet-controlled countries were often governed by authoritarian regimes that limited personal freedoms and political expression (e.g., lack of free elections, censorship, political repression).
  * State control of the economy and resources stifled innovation and created inefficiencies.

* **Economic Strain:**

  * Forced collectivization and centralization often led to economic problems, such as food shortages and underdeveloped industries.
  * The Soviet Union's economic system was less adaptable, which contributed to its eventual collapse.

* **Cultural Suppression:**

  * Soviet colonization included the imposition of Russian culture, language, and values on diverse ethnic groups, leading to tensions and resentment.
  * Suppression of local languages, religions, and traditions in favour of a unifying Soviet identity.

* **Conflict and Repression:**

  * The Soviet Union used military force to suppress uprisings (e.g., Hungary 1956, Prague Spring 1968) and maintain control over satellite states.
  * The invasion of Afghanistan (1979) resulted in widespread resistance, contributing to the USSR's loss of influence in the region.

In summary, European colonization was often economically driven with a focus on resource extraction and territorial expansion, while Soviet colonization was more ideologically motivated, focusing on the spread of communism and control through military and economic alliances. Both strategies led to long-lasting impacts, including exploitation, cultural suppression, and political instability in the regions they controlled.
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>47</mdlid>
<activity_id>1</activity_id>
<activity_title>Lead in</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in></activity_lead_in>
<instructions><![CDATA[Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>
</qs>
<ans>
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>46</mdlid>
<clog_expressions>
</clog_expressions>
</clog_activity>
</clog_support_material>

<clog_activity>
<mdlid>45</mdlid>
<clog_deco><![CDATA[
At the same time we trying to <strike>reduct</strike> <strong>lay off</strong> some people in Germany
I think I <strike>get</strike> <strong>am getting</strong> used to conversations in English
I see it <strike>by</strike> <strong>in | through</strong> my colleagues
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>



<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260202</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 56 = 28</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Future for assumptions</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
pg 45 ex 1 practice<!-- pg 41 -->
pg 46 ex 2 grammar<!-- pg 41 -->
The future of the world's natural energy resources
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Intelligent Business</clog_book_title>
<clog_book_level>B1</clog_book_level>
<clog_book_unit>Unit 5 Development</clog_book_unit>

<clog_activity>
<mdlid>44</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: Modal verbs of likelihood</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 45 language check<!--pg 41 -->

pg 45 ex 1 practice<!-- pg 41 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>43</mdlid>
<activity_id>20210403-1917</activity_id>
<activity_title>Future simple vs future perfect for assumption of a past event</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
You [will never win | will never have won] a competition if you don't train more
✓ will never win
= prediction, promise
→ focus on situation around now
✓ will never have won
= completion (or lack of) by a certain time in the past (perfect aspect)
↔ You will never have won a competition by the age of 30♣ if you don't train more
♣ by the age of 30
= time marker justifying the perfect aspect
→ focus on situation in the future (perhaps at the end of your career)

You [have never won | will never have won] a competition so far (because you don't train enough)
✓ have never won
✓ will have never won
= future for assumption of a past event
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>42</mdlid>
<activity_id>20260202-0943</activity_id>
<activity_id>20200403-1247</activity_id>
<activity_title>'Will' for predictions &amp; assumptions</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
Since this workaholic business lady has got such a successful career she [ ]  Mr Right on the internet for some time now (to hunt)
(Hint: since = because)
✓ has been hunting
= unmarked
✓ must have been hunting 
= deduction, certainty
✓ will (most probably) have been hunting
= future perfect for assumption of a past event

Given her suntan your colleague [ ] already on holiday (to be)
✓ has already been
✓ must have already been
✓ will have already been 
= future for assumption of a past event
She probably [ ] again soon (not to go)
✓ won't go
✓ won't be going 
= future continuous for a future event (emphasis)
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>41</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: future for assumption of a past event</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_contents><![CDATA[
pg 46 ex 2 grammar<!-- pg 41 -->
The future of the world's natural energy resources

pg 46 ex 1 2 speaking<!-- pg 41 -->
→ practise modals of likelihood from pg 45
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>40</mdlid>
<clog_expressions>
to hold out = wait uncompromisingly for something desirable
to call a spade a spade = call a person or thing a name that is true but not polite; speak bluntly; use the plainest language
KISS principle = keep it short &amp; simple
cunning = marked by skill in deception, showing inventiveness and skill

consortium = group of people, countries, companies, etc. who are working together on a particular project
GDP = gross domestic product
foreign direct investment (FDI) = refers to purchase of an asset in another country, such that it gives direct control to the purchaser over the asset (e.g. purchase of land and building). In other words, it is an investment in the form of a controlling ownership in a business, in real estate or in productive assets such as factories in one country by an entity based in another country.[1] It is thus distinguished from a foreign portfolio investment or foreign indirect investment by a notion of direct control
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>39</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260130</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>09:00-10:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 84 = 56</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Verbs of likelihood</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
<!-- pg 44 ex 1 2 vocab 1--><!-- pg 40 -->
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Intelligent Business</clog_book_title>
<clog_book_level>B1</clog_book_level>
<clog_book_unit>Unit 5 Development</clog_book_unit>

<clog_activity>
<mdlid>38</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: Word form</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>What fuels poverty?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
What fuels poverty?
<span class="show_key">
✓ unemployment
✓ lack of education
✓ war
</span>

pg 44 ex 1 2 vocab 1<!-- pg 40 -->

<!-- set for homework - no! do now as controlled practice -->
pg 44 ex 3 vocab<!-- pg 40 -->

Lexical material: Development &amp; the environment

pg 44 ex 1 vocab 2<!-- pg 40 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>37</mdlid>
<activity_id>20230919-1138</activity_id>
<activity_title>Modal verbs of likelihood</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
This case is going♣ to be challenging [probability | certainty]
♣ going to be
= present continuous to describe events based on visible evidence
✓ certainty

Is there an event before which explains the result in the sentence below?
Another crisis like the pandemic♠ would cause problems to the company.
♠ like the pandemic
✓ yes
Is it a certainty, a probability or a possibility?
↔ If there was another crisis it would cause problems
= 2nd conditional
→ if the condition is met, it will happen
✓ a certainty
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>36</mdlid>
<activity_id>1</activity_id>
<activity_title>Modal verbs</activity_title>
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_modal_verbs_b202.csv</activity_contents>
<!--<activity_contents>deck_of_phrases_modal_verbs_a202.csv</activity_contents> -->
</clog_activity>

<clog_activity>
<mdlid>35</mdlid>
<activity_id>20230130-1907</activity_id>
<activity_title>Practice: Modal verbs (B2 - 02)</activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_modal_verbs_selection_b2_02.csv]]></activity_contents>
</clog_activity>

<!-- skip if only B1+
<clog_activity>
<mdlid>34</mdlid>
<activity_id>20230130-1914</activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_past_modals_selection_b2_04.csv]]></activity_contents>
</clog_activity>
-->

<clog_activity>
<mdlid>33</mdlid>
<clog_expressions>
deforestation = act of cutting down or burning the trees in an area
MEDC = more economically developed country
LEDC = less economically developed country
p.a = per annum, per year
GDP = gross domestic product
disastrous = catastrophic
to halve = divide into two halves or parts
to argue = to exchange views or opinions, especially heatedly or contentiously
sustainable = which can be maintained without endangering future generations
to deplete = to reduce in numbers or quantity, to empty
to endanger = to threaten
facilities = equipment, or the resources for doing something
to oppose = to set oneself against, resist, argue against
species /'spi:ʃi:z/ = (n - pl the same) class of things having some common characteristics
logging /ˈlɔɡɪŋ/ = work of cutting down trees for timber
watchdog = person or group of people whose job is to check that companies are not doing anything illegal or ignoring people's rights
precaution (against sth) = something that is done in advance in order to prevent problems or to avoid danger

upstream = supply of items for production
downstream = supply of finished products to consumers
to campaign = an organized course of action for a particular purpose, esp. to arouse public interest
to fuel = to increase sth; to make sth stronger; to make a bad situation worse
to loan = to lend sth to sb, especially money
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>32</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260126</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>08:30-09:30 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 112 = 84</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Prosperity or preservation</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
Intelligent Business Intermediate
Unit 5 Development
pg 42 ex 1 2 reading<!-- pg 40 -->
pg 43 Gas for Peru vs green imperialism
<a class="clog" target="about_blank" href="https://www.ictnle.com/sdata/tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf">intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</a>


grammar review - tbc
✓ conditionals
✓ negative adverbials
✓ subjunctive

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title>Intelligent Business</clog_book_title>
<clog_book_level>B1</clog_book_level>
<clog_book_unit>Unit 5 Development</clog_book_unit>

<clog_activity>
<mdlid>31</mdlid>
<activity_id></activity_id>
<activity_title>Prosperity or preservation?</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>Do you believe what you do on a daily basis can change the environment?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Do you believe what you do on a daily basis can change the environment?
<span class="show_key">
✓ contribute to reducing carbon footprint perhaps only on a small scale
✓ have a rather questionable impact on climate change
→ are your efforts worthwhile?
→ try at least to set a good example, especially for developing economies
= not to repeat mistakes made by developed economies since the industrial revolution
</span>

Does prosperity take place at the cost of preservation?
<span class="show_key">
e.g. deforestation
✓ industrial revolution
✓ boom of consumer society
〆plans taking into account sustainability are relatively recent
→ expect nowadays to make leaps to skip some stages
e.g. early adoption of electric vehicles instead of purchasing traditional combustion engine cars for only 10-15 years
</span>

pg 41 keynotes<!-- pg 39 -->
Prosperity or preservation?

T / Cl
Will standards of living change as a result of people's endangered health &amp; depletion of natural resources?
<span class="show_key">
✓ standards will change, though not necessarily to the worse
→ NGOs &amp; government should support &amp; invest in alternative economic development projects
</span>

Lexical material: Economic development

pg 42 preview<!-- pg 39 -->
→ discuss
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>30</mdlid>
<activity_id></activity_id>
<activity_title>Gas for Peru vs green imperialism</activity_title>
<activity_status>active</activity_status>
<activity_lead_in>Is sustainable economic development the result of government intervention in market regulation, or does it also depend on compliance with international agreements?</activity_lead_in>
<activity_type>textbook</activity_type>
<!--<pdf_file>tmp_pdf/intelligent_business_intermediate_students_book_pg41-48_142_138_144_unit5_development_prosperity_or_preservation_gas_for_peru_dilemma_camisea.pdf</pdf_file> -->
<activity_contents><![CDATA[
T / Cl
Is sustainable economic development the result of government intervention in market regulation, or does it also depend on compliance with international agreements?
<span class="show_key">
→ depends on 
✓ international pressure
✓ watchdogs
e.g. Amazon Watch
✓ role on the international, political scene
✓ political will
✓ GDP
✓ poverty reduction
✓ preservation of the environment
(...)
</span>

pg 42 ex 1 listening<!-- pg 39 -->
intelligent_business_the_economist_longman/intelligent_business_intermediate/intelligent_business_intermediate_audio_cd01/intelligent_business_intermediate_cd01_13.ogg

T / Cl
What stakeholders are more likely to be in favour of and against a development project in the rainforest?
<span class="show_key">
✓ government of a LEDC (less economically developed country) could be teased by development projects
✓ international banks may expect substantial return on investment 
</span>

pg 42 ex 1 reading for gist<!-- pg 40 -->
pg 43 Gas for Peru vs green imperialism  
  
pg 42 ex 2 3 reading for detail<!-- pg 40 -->

T / Cl
If the project could go ahead without loans, why are they so important?
<span class="show_key">
✓ banks granting loans will demand compliance with international laws
→ minimise risks of bribes or embezzlement by local government players
= ensure local population receive their share per terms agreed upon in loan contracts
</span>

pg 42 speaking
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>29</mdlid>
<activity_id>20230914-1102</activity_id>
<activity_title>Pronunciation of verb &amp; noun</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
Which syllable do you stress in the verb form 'to contract'?
<span class="show_key">
✓ 2nd syllable
= verb
</span>
Which syllable do you stress in the noun form 'a contract'?
<span class="show_key">
✓ 1st syllable
= noun
</span>

Which syllable do you stress in the verb form 'to process'?
<span class="show_key">
✓ 1st syllable
</span>
Which syllable do you stress in the noun form 'a process'?
<span class="show_key">
✓ 1st syllable
→ to process / a process (both have a stress on 1st syllable)
= exception
</span>

Which is a verb, which is a noun: /'ɛstɪmɛɪt/ and /ˈestɪmɪt/?
<span class="show_key">
✓ to estimate /'ɛstɪmɛɪt/
✓ an estimate /ˈestɪmɪt/
= exception
</span>

What syllable is stressed if there are 3 syllables?
<span class="show_key">
✓ 1st syllable
e.g. government /'gəvə:mənt/ /'gəvə:nmənt/
✓ 2nd syllable
e.g. pollution /pə'lu:ʃən/ 
</span>

What syllable is stressed in the noun 'component'?
<span class="show_key">
✓ 2nd syllable
/kəmˈpəunənt/
= exception
</span>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>28</mdlid>
<activity_id></activity_id>
<activity_title>Grammar: Word form</activity_title>
<activity_status>active</activity_status>
<activity_type>textbook</activity_type>
<activity_lead_in>What fuels poverty?</activity_lead_in>
<activity_contents><![CDATA[
T / Cl
What fuels poverty?
<span class="show_key">
✓ unemployment
✓ lack of education
✓ war
</span>

pg 44 ex 1 2 vocab 1<!-- pg 40 -->

<!-- set for homework - no! do now as controlled practice -->
pg 44 ex 3 vocab<!-- pg 40 -->

Lexical material: Development &amp; the environment

pg 44 ex 1 vocab 2<!-- pg 40 -->
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>27</mdlid>
<activity_id>20230919-1138</activity_id>
<activity_title>Modal verbs of likelihood</activity_title>
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_contents><![CDATA[
This case is going♣ to be challenging [probability | certainty]
♣ going to be
= present continuous to describe events based on visible evidence
✓ certainty

Is there an event before which explains the result in the sentence below?
Another crisis like the pandemic♠ would cause problems to the company.
♠ like the pandemic
✓ yes
Is it a certainty, a probability or a possibility?
↔ If there was another crisis it would cause problems
= 2nd conditional
→ if the condition is met, it will happen
✓ a certainty
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>26</mdlid>
<activity_id>1</activity_id>
<activity_title>Modal verbs</activity_title>
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_modal_verbs_b202.csv</activity_contents>
<!--<activity_contents>deck_of_phrases_modal_verbs_a202.csv</activity_contents> -->
</clog_activity>

<!-- cont. to next lesson -->
<clog_activity>
<mdlid>25</mdlid>
<activity_id>20230130-1907</activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_modal_verbs_selection_b2_02.csv]]></activity_contents>
</clog_activity>

<!-- skip if only B1+
<clog_activity>
<mdlid>24</mdlid>
<activity_id>20230130-1914</activity_id>
<activity_title></activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_past_modals_selection_b2_04.csv]]></activity_contents>
</clog_activity>
-->

<clog_activity>
<mdlid>23</mdlid>
<clog_expressions>
deforestation = act of cutting down or burning the trees in an area
MEDC = more economically developed country
LEDC = less economically developed country
p.a = per annum, per year
GDP = gross domestic product
disastrous = catastrophic
to halve = divide into two halves or parts
to argue = to exchange views or opinions, especially heatedly or contentiously
sustainable = which can be maintained without endangering future generations
to deplete = to reduce in numbers or quantity, to empty
to endanger = to threaten
facilities = equipment, or the resources for doing something
to oppose = to set oneself against, resist, argue against
species /'spi:ʃi:z/ = (n - pl the same) class of things having some common characteristics
logging /ˈlɔɡɪŋ/ = work of cutting down trees for timber
watchdog = person or group of people whose job is to check that companies are not doing anything illegal or ignoring people's rights
precaution (against sth) = something that is done in advance in order to prevent problems or to avoid danger

upstream = supply of items for production
downstream = supply of finished products to consumers
to campaign = an organized course of action for a particular purpose, esp. to arouse public interest
to fuel = to increase sth; to make sth stronger; to make a bad situation worse
to loan = to lend sth to sb, especially money
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>22</mdlid>
<clog_deco><![CDATA[
(...) instead of <strike>digging</strike> <strong>exploiting</strong> natural resources
I even <strike>don't</strike> <strong>hadn't</strong> thought of that
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>





<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260123</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>18:15-19:15 MSK</clog_session_time>
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<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 168 = 112</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>US-led world order is breaking</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
US-led world order is breaking
Carney, Canada's prime minister
Davos
<a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=dTvFnC-oFGw"> https://www.youtube.com/watch?v=dTvFnC-oFGw</a>


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>21</mdlid>
<activity_id></activity_id>
<activity_title>US-led world order is breaking</activity_title>
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
<display>3</display>
<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
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<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
US-led world order is breaking
Mark Carney, prime minister, Canada
Davos
<a class="clog" target="about_blank" href="https://www.youtube.com/watch?v=dTvFnC-oFGw"> https://www.youtube.com/watch?v=dTvFnC-oFGw</a>

Middle Powers Can Lead: Mark Carney’s Bold Davos Vision After US Decline

DRM News provides live coverage from Davos as Canadian Prime Minister Mark Carney delivers a special address at the World Economic Forum Annual Meeting 2026. The speech outlines Canada's strategy for navigating the emerging world order, attracting investment, diversifying trade, and fostering pragmatic international partnerships amid current geopolitical and economic pressures. Join for real-time delivery, key messages, and analysis of implications for global cooperation and Canada's role  


(...)is submitted to no limits, no
constraints.
On the other hand, I would like to uh
tell you that the other countries,
especially intermediate powers like
Canada, are not powerless.
They have the capacity to build a new
order that encompasses our values
such as respect for human rights,
sustainable development, solidarity,
sovereignty,
and territorial integrity of the various
states.
The power of the less power
starts with honesty.
It seems that every day we're reminded
that we live in an era of great power
rivalry, that the rules-based order is
fading, that the strong can do what they
can and the weak must suffer what they
must. And this apherism of Thusidities
is presented as inevitable, as the
natural logic of international relations
reasserting itself.
And faced with this logic,
there is a strong tendency for countries
to go along to get along, to
accommodate,
to avoid trouble, to hope that
compliance will buy safety.
Well, it won't.
So, what are our options?
In 1978, the Czech dissident Vaslav
Havl, later president,
wrote an essay called the power of the
powerless. And in it, he asked a simple
question. How did the communist system
sustain itself?
And his answer began with a green
grosser. Every morning, this shopkeeper
places a sign in his window, workers of
the world unite.
He doesn't believe it. No one does. But
he places the sign anyway to avoid
trouble, to signal compliance, to get
along. And because every shopkeeper on
every street does the same, the system
persists,
not through violence alone, but through
the participation of ordinary people in
rituals they privately know to be false.
Havl called this living within a lie.
The system's power comes not from its
truth, but from everyone's willingness
to perform as if it were true.
And its fragility comes from the same
source. When even one person stops
performing, when the green grosser
removes his sign, the illusion begins to
crack.
Friends, it is time for companies and
countries to take their signs down.
For decades,
for decades, countries like Canada
prospered under what we called the
rules-based international order. We
joined its institutions. We praised its
principles. We benefited from its
predictability.
And because of that, we could pursue
values-based foreign policies under its
protection.
We knew the story of the international
rulesbased order was partially false.
That the strongest would exempt
themselves when convenient. That trade
rules were enforced s asymmetrically.
And we knew that international law
applied with varying rigor depending on
the identity of the accused or the
victim.
This fiction was useful and American
hegemony in particular helped provide
public goods, open sea lanes, a stable
financial system, collective security
and support for frameworks for resolving
disputes.
So we placed the sign in the window. We
participated in the rituals and we
largely avoided calling out the gaps
between rhetoric and reality.
This bargain no longer works. Let me be
direct. We are in the midst of a
rupture, not a transition.
Over the past two decades, a series of
crises in finance, health, energy, and
geopolitics have laid bare the risks of
extreme global integration. But more
recently, great powers have begun using
economic integration as weapons. Tariffs
as leverage, financial infrastructure as
coercion, supply chains as
vulnerabilities to be exploited.
You cannot live within the lie of mutual
benefit through integration. When
integration becomes the source of your
subordination,
the multilateral institutions on which
the middle powers have relied, the WTO,
the UN, the COP, the architecture, the
very architecture of collective problem
solving are under threat.
And as a result, many countries are
drawing the same conclusions that they
must develop greater strategic autonomy
in energy, food, critical minerals, in
finance and supply chains. And this
impulse is understandable. A country
that can't feed itself, fuel itself, or
defend itself has few options. When the
rules no longer protect you, you must
protect yourself.
But let's be cleareyed about where this
leads.
A world of fortresses will be poorer,
more fragile, and less sustainable.
And there's another truth. If great
powers abandon even the pretense of
rules and values for the unhindered
pursuit of their power and interests,
the gains from transactionalism
will become harder to replicate.
Hegeons cannot continually monetize
their relationships.
Allies will diversify to hedge against
uncertainty.
They'll buy insurance, increase options
in order to rebuild sovereignty.
Sovereignty that was once grounded in
rules, but will increasingly be anchored
in the ability to withstand pressure.
This room knows this is classic risk
management. Risk management comes at a
price.
But that cost of strategic autonomy of
sovereignty can also be shared.
Collective investments in resilience are
cheaper than everyone building their own
fortresses.
Shared standards reduce fragmentations.
Complimentarities are positive sum. And
the question for middle powers like
Canada is not whether to adapt to the
new reality. We must. The question is
whether we adapt by simply building
higher walls or whether we can do
something more ambitious.
Now Canada was amongst the first to hear
the wakeup call leading us to
fundamentally shift our strategic
posture.
Canadians know that our old comfortable
assumptions that our geography and
alliance memberships automatically
conferred prosperity and security.
That assumption is no longer valid.
And our new approach rests on what
Alexander Stub, the president of
Finland, has termed valuebased realism.
Or to put another way, we aim to be both
principled and pragmatic.
Principled in our commitment to
fundamental values, sovereignty,
territorial integrity, the prohibition
of the use of force except when
consistent with the UN charter and
respect for human rights. and pragmatic
in recognizing that progress is often
incremental, that interests diverge,
that not every partner will share all of
our values. So, we're engaging broadly,
strategically with open eyes. We
actively take on the world as it is, not
wait around for a world we wish to be.
We are calibrating our relationships so
their depth reflects our values. And
we're prioritizing broad engagement to
maximize our influence given and given
the fluidity of the world at the moment,
the risks that this poses and the stakes
for what comes next.
And we are no longer just relying on the
strength of our values, but also the
value of our strength.
We are building that strength at home.
Since my government took office, we have
cut taxes on incomes, on capital gains
and business investment. We have removed
all federal barriers to interprovincial
trade. We are fast-tracking a trillion
dollars of investments in energy, AI,
critical minerals, new trade corridors,
and beyond. We're doubling our defense
spending by the end of this decade, and
we're doing so in ways that build our
domestic industries.
And we are rapidly diversifying abroad.
We've agreed a comprehensive strategic
partnership with the EU, including
joining SAFE, the European defense
procurement arrangements. We have signed
12 other trade and security deals on
four continents in six months. In the
past few days, we've concluded new
strategic partnerships with China and
Qatar. We're negotiating free trade
packs with India, ASEAN, Thailand,
Philippines, and Merkasur.
We're doing something else. To help
solve global problems, we're pursuing
variable geometry. In other words,
different coalitions for different
issues based on common values and
interests. So on Ukraine, we're a core
member of the coalition of the willing
and one of the largest per capita
contributors to its defense and
security.
on Arctic's sovereignty. We stand firmly
with Greenland and Denmark and fully
support their unique right to determine
Greenland's future.
Our commitment to NATO's Article 5 is
unwavering.
So, we're working with our NATO allies,
including the Nordic Baltic Gate, to
further secure the alliance's northern
and western flanks, including through
Canada's unprecedented investments in
over the horizon radar, in submarines,
in aircraft, and boots on the ground,
boots on the ice.
Canada strongly opposes tariffs over
Greenland and calls for focused talks to
achieve our shared objectives of
security and prosperity in the Arctic.
On plurilateral trade, we're championing
efforts to build a bridge between the
Trans-Pacific Partnership in the
European Union, which would create a new
trading block of 1.5 billion people. On
critical minerals, we're forming buyers
clubs anchored in the G7 so that the
world can diversify away from
concentrated supply. And on AI, we're
cooperating with like-minded democracies
to ensure that we won't ultimately be
forced to choose between hegeimons and
hyperscalers.
This is not naive multilateralism,
nor is it relying on
their institutions. It's building
coalitions that work issues by issue
with partners who share enough common
ground to act together.
In some cases, this will be the vast
majority of nations. What it's doing is
creating a dense web of connections
across trade investment culture on which
we can draw for future challenges and
opportunities.
argue that middle powers must act
together because if we're not at the
table, we're on the menu.
But I'd also say that great powers great
powers can afford for now to go it
alone. They have the market size, the
military capacity, and the leverage to
dictate terms. Middle powers do not. But
when we only negotiate bilaterally with
a hedgeimon, we negotiate from weakness.
We accept what's offered. We compete
with each other to be the most
accommodating.
This is not sovereignty. It's the
performance of sovereignty while
accepting subordination.
In a world of great power rivalry, the
countries in between have a choice.
Compete with each other for favor or to
combine to create a third path with
impact.
We shouldn't allow the rise of hard
power to blind us to the fact that the
power of legitimacy, integrity, and
rules will remain strong if we choose to
wield them together,
which brings me back to Hav.
What does it mean for middle powers to
live the truth? Well, first, it means
naming reality. Stop invoking
rules-based international order as
though it still functions as advertised.
Call it what it is, a system of
intensifying great power rivalry where
the most powerful pursue their interests
using economic integration as coercion.
It means acting consistently, applying
the same standards to allies and rivals.
When middle powers criticize economic
intimidation from one direction but stay
silent when it comes from another, we
are keeping the sign in the window.
It means building what we claim to
believe in rather than waiting for the
old order to be restored. It means
creating institutions and agreements
that function as described.
And it means reducing the leverage that
enables coercion. That's building a
strong domestic economy. should be every
government's immediate priority.
And diversification internationally is
not just economic prudence. It's a
material foundation for honest foreign
policy because countries earn the right
to principled stands by reducing their
vulnerability to retaliation.
So Canada
has what the world wants. We are an
energy superpower. We hold vast reserves
of critical minerals. We have the most
educated population in the world. Our
pension funds are amongst the world's
largest and most sophisticated
investors. In other words, we have
capital, talent. We also have a
government with immense fiscal capacity
to act decisively.
And we have the values to which many
others aspire.
Canada is a pluralistic society that
works. Our public square is loud,
diverse, and free. Canadians remain
committed to sustainability.
We are a stable and reliable partner in
a world that is anything but. A partner
that builds and values relationships for
the long term.
And we have something else. We have a
recognition of what's happening and a
determination to act accordingly. We
understand that this rupture calls for
more than adaptation. It calls for
honesty about the world as it is. We are
taking the sign out of the window. We
know the old order is not coming back.
We shouldn't mourn it. Nostalgia is not
a strategy.
But we believe that from the fracture,
we can build something bigger, better,
stronger, more just. This is the task of
the middle powers, the countries that
have the most to lose from a world of
fortresses and a most to gain from
genuine cooperation.
The powerful have their power,
but we have something too. The capacity
to stop pretending, to name reality, to
build our strength at home, and to act
together.
That is Canada's path. We choose it
openly and confidently, and it is a path
wide open to any country willing to take
it with us. Thank you very much.
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>20</mdlid>
<clog_expressions>

</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>19</mdlid>
<clog_deco><![CDATA[
The less a company deals with <strong>bricks and mortar</strong>, the more profitable it is
Until <strike>some time ago</strike> <strong>recently</strong> they were <strong>completely</strong> unprofitable <strike>at all</strike>
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260119</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>10:00-11:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 168 = 140</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Shift from globalisation to regional self-sufficiency, impact of islamification</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<strong>Possible individual practice</strong>
Goals: improve active listening, note-taking, oral delivery

Stages:
✓ watch a YouTube video
→ focus on 10-12min max at a time (e.g. per day)
✓ take notes
→ look up new expressions
✓ summarise orally the contents
→ record yourself on video (max 3-4min long)
✓ analyse your performance
→ rehearse areas which could be improved
e.g. try adding a touch of humour or sarcasm to the original meaning

Repeat the process trying different registers (e.g. informal, neutral, professorial...)
→ if possible, share a link to some of your video recordings


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>18</mdlid>
<activity_id></activity_id>
<activity_title>Regional self-sufficiency, global village, islamification</activity_title>
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
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<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
-->
<activity_type>textbook</activity_type>
<activity_lead_in></activity_lead_in>
<activity_contents><![CDATA[
T / Cl
Regional self-sufficiency - Key Aspects

Core Principle: Producing essential goods and services within a defined region.

Focus Areas: Food, energy, water, healthcare, and other critical supplies.

Goals: Increase resilience, reduce vulnerability to global shocks, enhance local economy, and promote sustainability.

Methods: Sustainable agriculture, renewable energy, circular economy practices, and community-supported initiatives. 

Benefits
Enhanced Resilience: Less dependence on complex, long-distance supply chains, especially important during crises like pandemics or conflicts.
Economic Stability: Keeps money circulating locally, supporting regional jobs and businesses.
Environmental Benefits: Reduces transportation emissions, promotes local biodiversity, and supports sustainable land use.
Community Empowerment: Fosters stronger community ties and a greater sense of agency over essential resources. 

Challenges &amp; Considerations
Not Absolute: Complete self-sufficiency is often unrealistic; it's about finding a balance between local production and strategic imports.
Efficiency vs. Security: Overemphasis on self-sufficiency can sometimes hinder efficiency gains from global trade, though security is a major concern.
Policy &amp; Planning: Requires innovative urban and regional planning, investment in local infrastructure, and smart policies. 


T / Cl
Global village - McLuhan's Concept

Definition: The world becomes a single community where everyone is interconnected by media, allowing instant sharing of information and experiences.

Origin: Coined by media theorist Marshall McLuhan in his book The Gutenberg Galaxy.

Impact: It describes how electronic technology (like TV, internet) makes distance irrelevant, fostering global awareness and interaction.   


T / Cl
Islamification - Key Meanings &amp; Contexts

Conversion/Adoption: Individuals converting to Islam or societies adopting Islamic practices and beliefs.
Societal Change: A broader shift where Islamic principles become integrated into a society's social, political, or cultural fabric, historically seen in regions like North Africa, Central Asia, and Southeast Asia.

Political Connotation: In contemporary discourse, especially in non-Muslim majority countries, it's often used critically to describe perceived efforts to impose Islamic social/political systems, sometimes linked to conspiracy theories about Muslim takeover or threats to secularism, notes Wikipedia and Oreate AI. 
Usage Considerations

Avoid in News: The Centre For Media Monitoring suggests avoiding the term in news due to its frequent use in racist discourse, recommending highlighting its negative connotations if used.
Complex Debate: The term sparks debate, representing both organic cultural evolution and political anxieties about identity and secularism, according to Oreate AI
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>17</mdlid>
<clog_expressions>
regional self-sufficiency = ability of a specific geographic area to meet its fundamental needs, like food, energy, and water, using mainly its own internal resources, reducing reliance on distant supply chains for greater resilience, economic stability, and community involvement. It's about shortening the distance between production and consumption, making communities more capable of adapting to disruptions, and fostering local economic and ecological health, often involving local food systems, renewable energy, and circular economies 
global village = idea that electronic media and technology connect people worldwide, shrinking the world into a single community, coined by Marshall McLuhan; it also describes the popular Dubai attraction, a massive cultural park showcasing world cultures through pavilions, shopping, dining, and entertainment. The concept highlights instant communication and shared experiences, while the Dubai venue embodies this through diverse country representations 
islamification = process of making something or someone Islamic, involving the adoption of Islamic faith, culture, values, or institutions, often resulting in a society becoming more Muslim or adopting Islamic laws/practices, but the term carries complex connotations, sometimes seen as a natural cultural shift and other times as a negative, imposed political agenda 
global village =
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>16</mdlid>
<clog_deco><![CDATA[
Nobody <strike>matters</strike> <strong>cares</strong> about that
... that's sth I'm familiar <strike>of</strike> <strong>with</strong>
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>






<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260117</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>10:00-11:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 196 = 168</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>What is a civilised society? (2/2)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<strong>Possible individual practice</strong>
Goals: improve active listening, note-taking, oral delivery

Stages:
✓ watch a YouTube video
→ focus on 10-12min max at a time (e.g. per day)
✓ take notes
→ look up new expressions
✓ summarise orally the contents
→ record yourself on video (max 3-4min long)
✓ analyse your performance
→ rehearse areas which could be improved
e.g. try adding a touch of humour or sarcasm to the original meaning

Repeat the process trying different registers (e.g. informal, neutral, professorial...)
→ if possible, share a link to some of your video recordings


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>15</mdlid>
<activity_id>1</activity_id>
<activity_title>What is a civilised country?</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Should we achieve welfare and social equality by taxing the wealthiest, or guarantee security &amp; consumerism at the cost of soft authoritarianism?
</activity_lead_in>
<instructions><![CDATA[
<em>In many countries, business and investment income are taxed at lower rates than labour income. As investment income constitutes a larger share of household income at the higher end of the income and wealth distribution, a progressive labour income tax schedule does not necessarily translate to a progressive tax system overall.</em>
(...)
<em>Many opponents of taxing the rich more also support the view that, as their tax burden is lowered, the rich will work harder, invest more, create more jobs, and generate wealth for the greater good of the society: that their wealth will ‘trickle down’.</em>
<span class="show_key">
〆false - no evidence
</span>

Taxing the rich (more) Open Access
İrem Güçeri , Joel Slemrod
Oxford Review of Economic Policy, Volume 39, Issue 3, Autumn 2023, Pages 399–405, https://doi.org/10.1093/oxrep/grad033
Published: 18 August 2023
<a class="clog" target="about_blank" href="https://academic.oup.com/oxrep/article/39/3/399/7245707?login=false">Taxing the rich (more)</a>

Answer the questions.]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
<![CDATA[
]]>
</key>
<!-- 
what is civilisation?
what is a civilised country?
stages - like Maslov's pyramid
from basic needs, through terror to freedom
e.g. similar evolution in the arts, dancing, painting

How is a progressive taxation rate politically motivated?
Are taxes in Europe effective enough to maintain some social contentment?
Is there a societal trend in global shopping but not global sharing?
Are current generations keen on a more hedonistic lifestyle than their elders (e.g. kidult)?

Should we achieve welfare and social equality by taxing the wealthiest, or guarantee security &amp; consumerism at the cost of soft authoritarianism?

-->
<qa>
<qs>What is a civilised society?
</qs>
<ans>
✓ values respect for individual rights and freedoms  
✓ promotes equality and justice for all  
✓ prioritises education and healthcare access for everyone
✓ celebrates and embraces cultural diversity
✓ sustainable practices ensure environmental responsibility  
✓ open dialogue and civic engagement encourage participation  
✓ global cooperation and understanding strengthen relations  
</ans>
<hint>civilised society = community promoting human rights, equality, and respect to maintain order
</hint>
</qa>
<qa>
<qs>How is a progressive taxation rate politically motivated?
</qs>
<ans>
✓ imposes higher rates on the wealthy  
✓ aims to reduce income inequality and fund public services  
✓ political ideologies influence tax policies based on social justice  
✓ voter demographics shape taxation preferences and decisions  
✓ political parties advocate for tax changes to gain support  
✓ public opinion can affect the implementation of tax reforms  
</ans>
<hint>progressive taxation = tax system where higher income levels incur higher tax rates
</hint>
</qa>
<qa>
<qs>Are taxes in Europe effective enough to maintain some social contentment?
</qs>
<ans>✓ taxes fund essential services like healthcare and education  
✓ high taxation rates can lead to public discontent if mismanaged  
✓ social welfare programmes aim to reduce poverty and inequality  
✓ balancing tax burdens ensures fair contribution from all citizens  
✓ citizens generally expect quality services in return for taxes  
✓ effective allocation of funds is crucial for social satisfaction  
</ans>
<hint>social contentment = sense of satisfaction and happiness within a community regarding welfare
</hint>
</qa>
<qa>
<qs>Is there a societal trend in global shopping but not global sharing?
</qs>
<ans>✓ global shopping culture emphasises consumerism and brand loyalty  
✓ online shopping offers convenience and access to diverse products  
✓ financial capabilities drive purchasing behaviours and trends  
✓ social media promotes individualism over collective resource sharing  
✓ community-based sharing initiatives often receive less attention  
✓ economic disparities can hinder sharing economy growth  
</ans>
<hint>global sharing = cooperative distribution and use of resources among communities worldwide
</hint>
</qa>
<qa>
<qs>Are current generations keen on a more hedonistic lifestyle than their elders (e.g. kidult)?
</qs>
<ans>✓ current generations often prioritise personal pleasure and experiences  
✓ kidult culture reflects a desire to blend adolescence with adulthood  
✓ social media influences lifestyles and expectations around enjoyment  
✓ economic growth allows for more disposable income and leisure activities  
✓ previous generations tended to focus on stability and responsibility  
✓ trends indicate a shift towards valuing fun over material success  
</ans>
<hint>hedonistic lifestyle = way of living that seeks pleasure and enjoyment as primary goals
</hint>
</qa>
<qa>
<qs>Should we achieve welfare and social equality by taxing the wealthiest, or guarantee security &amp; consumerism at the cost of soft authoritarianism?</qs>
<ans>✓ taxing the wealthiest can promote welfare and social programmes  
✓ inequality can reduce democratic participation and social mobility  
✓ security and consumerism may lead to loss of personal freedoms  
✓ balancing individual rights with societal needs remains complex  
✓ soft authoritarianism often justifies control for perceived stability  
✓ a fair taxation system can enhance social cohesion and trust  
</ans>
<hint>social equality = state of equal access to resources and opportunities among all societal members
</hint>
</qa>
<qa>
<qs>What is arguably safer: invest in a stronger police &amp; secure infrastructure or help people out of poverty?</qs>
<ans>✓ help people out of poverty
! migrants who are not included into the local community won't endorse a social obligation
→ provide education to understand the expectations of a societal contract

✓ all layers of society should appreciate their moral role to add value to society in general
→ invest in inclusive education to promote divergent opinions &amp; tolerance
✓ rethink how much immigration local populations may absorb
→ ensure hosting populations remain tolerant despite migrants' frequent unwillingness to make concessions with their deprived origins
→ encourage a mutual exchange doesn't occur at the cost anyone's cultural integrity
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>14</mdlid>
<clog_expressions>
progressive taxation = tax system where higher income levels incur higher tax rates
social contentment = sense of satisfaction and happiness within a community regarding welfare
hedonistic lifestyle = way of living that seeks pleasure and enjoyment as primary goals

grey collars = roles that blend elements of both blue-collar (manual labour) and white-collar (office/professional) work, requiring specialized technical skills, practical experience, and often certifications or vocational training rather than just a four-year degree, with examples including nurses, IT technicians, firefighters, and skilled tradespeople like electricians. These "middle-skilled" jobs involve a mix of physical and intellectual tasks and bridge the gap between manual trades and traditional office roles, often offering high value and security. 
</clog_expressions>
</clog_activity>

<!-- 
Why the Russian offensive Failed... | Global Macro Update
https://www.youtube.com/watch?v=66N19PyqTtY
-->

<!-- 
todo
George Friedman Unpacks Xi's Coalition of Anti-Western Powers
https://www.youtube.com/watch?v=8Xa1iZGnLG0

What does a desperate Putin do? George Friedman on Russia, Trump and Peace
23 Jul 2025
Before he was elected for his second presidential term, Donald Trump promised to end the Ukraine war in one day. Last week, Trump gave Vladimir Putin a 50-day deadline to come to a peace deal on Ukraine before more sanctions will kick in on Russia and anyone who trades with Russia. In a recent live discussion with our Charter ClubGPF members, GPF Chairman George Friedman broke down what 'winning' actually means in the context of the war, Putin's threat of tactical nuclear weapons, and how Europe is preparing for the worst.
https://www.youtube.com/watch?v=EUlsy11Mp9Q

George Friedman on the Real Stakes of the Trump-Putin Alaska Summit
https://www.youtube.com/watch?v=4PkJpb9WGg0

Friedman Reacts to Your Comments: Putin's Weakness, Trump's Strategy, and NATO's Future
https://www.youtube.com/watch?v=N6XttbqpM_M

Should Europe Fear Russia? George Friedman and Antonia Colibasanu from Romania
https://www.youtube.com/watch?v=dDva9kG7HCQ
-->
</clog_support_material>

<clog_activity>
<mdlid>13</mdlid>
<clog_deco><![CDATA[

]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260115</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>08:30-09:30 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit>280</clog_session_credit>
<clog_session_credit_date>20260113</clog_session_credit_date>
<clog_session_balance>-28 + -56 +280 = 196</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Describing side effects</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<strong>Possible individual practice</strong>
Goals: improve active listening, note-taking, oral delivery

Stages:
✓ watch a YouTube video
→ focus on 10-12min max at a time (e.g. per day)
✓ take notes
→ look up new expressions
✓ summarise orally the contents
→ record yourself on video (max 3-4min long)
✓ analyse your performance
→ rehearse areas which could be improved
e.g. try adding a touch of humour or sarcasm to the original meaning

Repeat the process trying different registers (e.g. informal, neutral, professorial...)
→ if possible, share a link to some of your video recordings


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>12</mdlid>
<activity_id>1</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Describing side effects</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>Are you able to embrace all side effects of your decision-making?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>40</column_width_percentage>
<column_height_em>18</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'side effect'
informal expressions which mean 'ripple effect'
]]></targets>
<js_droppables>
1;2;3
4;5;6;7;8
</js_droppables>
<activity_contents><![CDATA[
cascading effect<br /><span class="show_key">a cumulative series of consequences where each event triggers the next, often with increasing impact</span>
multiplier effect<br /><span class="show_key">an effect where an initial change leads to a disproportionately larger final impact on a system</span>
systemic repercussions<br /><span class="show_key">effects that reverberate throughout an entire system, altering its overall state or function</span>
knock-on effect<br /><span class="show_key">the indirect and cumulative result of an initial event, where one thing leads to another</span>
domino effect<br /><span class="show_key">a situation where one event sets off a chain of similar events, like a line of falling dominoes</span>
snowball effect<br /><span class="show_key">a process that starts slowly but grows in size, speed, or importance as it continues</span>
wave of<br /><span class="show_key">a sudden, widespread occurrence of a particular phenomenon or reaction</span>
aftershocks of<br /><span class="show_key">the continuing, less powerful consequences felt after a major event</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'side effect'</strong>
a cascading effect;a cumulative series of consequences where each event triggers the next, often with increasing impact.;кумулятивная серия последствий, где каждое событие запускает следующее, часто с возрастающим воздействием.
a multiplier effect;an effect where an initial change leads to a disproportionately larger final impact on a system.;эффект, при котором первоначальное изменение приводит к непропорционально большему конечному воздействию на систему.
systemic repercussions;effects that reverberate throughout an entire system, altering its overall state or function.;эффекты, которые отражаются на всей системе, изменяя её общее состояние или функцию.

<strong>informal expressions which mean 'ripple effect'</strong>
knock-on effect;the indirect and cumulative result of an initial event, where one thing leads to another.;косвенный и накапливающийся результат первоначального события, когда одно ведёт к другому.
domino effect;a situation where one event sets off a chain of similar events, like a line of falling dominoes.;ситуация, в которой одно событие запускает цепь подобных событий, как падающие костяшки домино.
a snowball effect;a process that starts slowly but grows in size, speed, or importance as it continues.;процесс, который начинается медленно, но нарастает в размере, скорости или важности по мере развития.
a wave of;a sudden, widespread occurrence of a particular phenomenon or reaction.;внезапное, широкое распространение определенного явления или реакции.
the aftershocks;the continuing, less powerful consequences felt after a major event.;продолжающиеся, менее мощные последствия, ощущаемые после крупного события.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>11</mdlid>
<activity_id>2</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions>You are struggling to deploy a controversial operation plan.
Convince a key business partner that your solution won't have negative effects on their services.

Recycle new expressions and language.</instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task>You are confident your solution will have limited systemic repercussions.</task>
<ans>Don't worry! We aren't expecting anything but some ripple effects since... (robust defence)
The aftershocks won't impact our stakeholders downstream because... (irrefutable evidence)
You're making a big play of this when really it's just... (scale)
</ans>
</role_a>
<role_b>
<task>You believe such solution will have a multiplier effect.</task>
<ans>I'm afraid I must disagree: this would have a significant snowball effect on...
This is not an academic question!
The domino effect will last for...</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>10</mdlid>
<clog_expressions>
a cascading effect = a cumulative series of consequences where each event triggers the next, often with increasing impact.;кумулятивная серия последствий, где каждое событие запускает следующее, часто с возрастающим воздействием.
a multiplier effect = an effect where an initial change leads to a disproportionately larger final impact on a system.;эффект, при котором первоначальное изменение приводит к непропорционально большему конечному воздействию на систему.
systemic repercussions = effects that reverberate throughout an entire system, altering its overall state or function.;эффекты, которые отражаются на всей системе, изменяя её общее состояние или функцию.
knock-on effect = the indirect and cumulative result of an initial event, where one thing leads to another.;косвенный и накапливающийся результат первоначального события, когда одно ведёт к другому.
domino effect = a situation where one event sets off a chain of similar events, like a line of falling dominoes.;ситуация, в которой одно событие запускает цепь подобных событий, как падающие костяшки домино.
a snowball effect = a process that starts slowly but grows in size, speed, or importance as it continues.;процесс, который начинается медленно, но нарастает в размере, скорости или важности по мере развития.
a wave of = a sudden, widespread occurrence of a particular phenomenon or reaction.;внезапное, широкое распространение определенного явления или реакции.
the aftershocks = the continuing, less powerful consequences felt after a major event.;продолжающиеся, менее мощные последствия, ощущаемые после крупного события.

ripple = small wave on the surface of a liquid, especially water in a lake, etc; thing that looks or moves like a small wave; sound that gradually becomes louder and then quieter again; feeling that gradually spreads through a person or group of people
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>9</mdlid>
<clog_deco><![CDATA[
Because most of the topics I'm familiar <strike>of</strike> <strong>with</strong>
<strike>That times</strike> <strong>In those days</strong> we didn't have Google translator
]]></clog_deco>
<clog_pig>
eloquence /ˈeləukwəns/
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260112</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>08:30-09:30 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + -28 = -56</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Making a compelling case</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<strong>Possible individual practice</strong>
Goals: improve active listening, note-taking, oral delivery

Stages:
✓ watch a YouTube video
→ focus on 10-12min max at a time (e.g. per day)
✓ take notes
→ look up new expressions
✓ summarise orally the contents
→ record yourself on video (max 3-4min long)
✓ analyse your performance
→ rehearse areas which could be improved
e.g. try adding a touch of humour or sarcasm to the original meaning

Repeat the process trying different registers (e.g. informal, neutral, professorial...)
→ if possible, share a link to some of your video recordings


<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level>C1</clog_book_level>
<clog_book_unit>Pitches &amp; negotiations</clog_book_unit>

<clog_activity>
<mdlid>8</mdlid>
<activity_id>1</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Expressions making a compelling case for sth</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>Are you able to articulate your narrative in a convincing way?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the register (formal vs informal)
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>40</column_width_percentage>
<column_height_em>18</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
formal expressions which mean 'to make a compelling case for'
informal expressions which mean 'to provide sound arguments for'
]]></targets>
<js_droppables>
1;2;3;4;5
6;7;8
</js_droppables>
<!-- 
todo script - convert csv from wordlist to activity_contents
:'<,'>s/;/<br \/><span class="show_key">/g
:'<,'>s/$/<\/span>/g
-->
<activity_contents><![CDATA[
to make a persuasive submission for<br /><span class="show_key">to formally and convincingly propose or recommend a course of action</span>
to provide irrefutable evidence<br /><span class="show_key">to give proof which is impossible to deny or disprove</span>
to set out a powerful justification for<br /><span class="show_key">to explain the reasons for something in a way that definitively shows it to be right or reasonable</span>
to furnish a robust defence of<br /><span class="show_key">to provide a strong and resilient set of arguments in support of something, often against criticism</span>
to build a formidable case for<br /><span class="show_key">to construct an argument of such strength and quality that it is impressive and difficult to oppose</span>
to sell (someone) on (something)<br /><span class="show_key">to convince someone of the value or appeal of an idea or plan</span>
to make a big play of<br /><span class="show_key">to emphasise something strongly as a central and important part of an argument</span>
to do a hard sell<br /><span class="show_key">to use forceful, direct, and persistent techniques to advocate for something</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'to make a compelling case for'</strong>
to make a persuasive submission for;to formally and convincingly propose or recommend a course of action.;формально и убедительно предложить или рекомендовать курс действий.
to provide irrefutable evidence;to give proof which is impossible to deny or disprove;неопровержимый
to set out a powerful justification for;to explain the reasons for something in a way that definitively shows it to be right or reasonable.;объяснить причины чего-либо таким образом, чтобы окончательно показать его правильность или обоснованность.
to furnish a robust defence of;to provide a strong and resilient set of arguments in support of something, often against criticism.;представить сильную и устойчивую систему аргументов в защиту чего-либо, часто от критики.
to build a formidable case for;to construct an argument of such strength and quality that it is impressive and difficult to oppose.;построить настолько сильный и качественный аргумент, что он производит впечатление и его трудно оспорить.

<strong>informal expressions which mean 'to provide sound arguments for'</strong>
to sell (someone) on (something);to convince someone of the value or appeal of an idea or plan.;убедить кого-либо в ценности или привлекательности идеи или плана.
to make a big play of;to emphasise something strongly as a central and important part of an argument.;сильно акцентировать что-либо как центральную и важную часть аргумента.
to do a hard sell;to use forceful, direct, and persistent techniques to advocate for something.;использовать напористые, прямые и настойчивые методы, чтобы что-либо продвинуть.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>7</mdlid>
<activity_id>2</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon>
<activity_title>Expressions questioning the practical value of an argument</activity_title>
<functional_language></functional_language>
<session_date></session_date>
<hw_anchor></hw_anchor> 
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<display>3</display>
<activity_type>xml_multi_dd_row</activity_type>
<activity_lead_in>How often do find reasons supporting a decision are just too theoretical to be worth taking into account?</activity_lead_in>
<instructions><![CDATA[
→ match the expressions with the definitions
→ assess whether they are formal or informal
→ describe a real-life or fictional situation with each expression 
]]></instructions>
<!--<instructions_demo><![CDATA[
]]></instructions_demo>  -->
<!--<instructions02><![CDATA[
]]></instructions02> -->
<column_background_color></column_background_color>
<column_font_color></column_font_color>
<column_font_size_percentage></column_font_size_percentage>
<column_width_percentage>17</column_width_percentage>
<column_height_em>10</column_height_em>
<column_float>left</column_float>
<targets><![CDATA[
speculative proposition
abstract question
conceptual exercise
theoretical point 
thought experiment 
a bit of a grey area 
"what-if" scenario
]]></targets>
<js_droppables>
1
2
3
4
5
6
7
</js_droppables>
<!-- 
todo script - convert csv from wordlist to activity_contents
:'<,'>s/$/<br \/><span class="show_key">formal expression which means 'academic question'<\/span>/g
:'<,'>s/$/<br \/><span class="show_key">informal expression which means 'hypothetical matter'<\/span>/g
-->
<activity_contents><![CDATA[
statement or theory put forward for consideration that is based on conjecture rather than firm evidence<br /><span class="show_key">formal expression which means 'academic question'</span>
issue considered in a theoretical way, divorced from specific instances or practical application<br /><span class="show_key">formal expression which means 'academic question'</span>
task or discussion undertaken to explore an idea or theory, rather than to achieve a practical outcome<br /><span class="show_key">formal expression which means 'academic question'</span>
point or question considered in abstract terms, separate from practical considerations<br /><span class="show_key">formal expression which means 'academic question'</span><br /><span class="show_key">informal expression which means 'hypothetical matter'</span>
hypothetical scenario considered to explore the logical consequences of a principle or idea, not a real situation<br />
topic or question that is not clearly defined, where rules or answers are uncertain or open to interpretation<br /><span class="show_key">informal expression which means 'hypothetical matter'</span>
speculative consideration of what might happen if a certain condition were met<br /><span class="show_key">informal expression which means 'hypothetical matter'</span>
]]></activity_contents>
<key><![CDATA[
<strong>formal expressions which mean 'academic question'</strong>
a speculative proposition;a statement or theory put forward for consideration that is based on conjecture rather than firm evidence.;утверждение или теория, выдвинутые на рассмотрение, основанные на предположениях, а не на твердых доказательствах.
an abstract question;an issue considered in a theoretical way, divorced from specific instances or practical application.;вопрос, рассматриваемый теоретически, в отрыве от конкретных случаев или практического применения.
a conceptual exercise;a task or discussion undertaken to explore an idea or theory, rather than to achieve a practical outcome.;задача или обсуждение, предпринятые для исследования идеи или теории, а не для достижения практического результата.

<strong>informal expressions which mean 'hypothetical matter'</strong>
a theoretical point;a point or question considered in abstract terms, separate from practical considerations.;вопрос, рассматриваемый в абстрактных терминах, в отрыве от практических соображений.
a thought experiment;a hypothetical scenario considered to explore the logical consequences of a principle or idea, not a real situation.;гипотетический сценарий, рассматриваемый для изучения логических следствий принципа или идеи, а не реальная ситуация.
a bit of a grey area;a topic or question that is not clearly defined, where rules or answers are uncertain or open to interpretation.;тема или вопрос, которые чётко не определены, где правила или ответы неясны или открыты для толкования.
a "what-if" scenario;a speculative consideration of what might happen if a certain condition were met.;умозрительное рассмотрение того, что могло бы произойти, если бы было выполнено определённое условие.
]]></key>
</clog_activity>

<clog_activity>
<mdlid>6</mdlid>
<activity_id>3</activity_id>
<activity_title>Role play</activity_title>
<activity_status>active</activity_status>
<activity_type>role_play</activity_type>
<activity_icon>pix/icons8-theatre-mask-100_white.png</activity_icon>
<instructions><![CDATA[You are attending a meeting to decide which solution to a problem is more appropriate.
<strong>The legacy architecture of your service is monolith, the current trend is to migrate to micro services and frameworks.</strong>
You disagree with your partner. Try to make a compelling case in favour of your approach.
Recycle new expressions and language.]]></instructions>
<!--<instructions02></instructions02>
<instructions_demo></instructions_demo> -->
<role_a>
<task>You are a senior manager and confident in your skills. You believe the reasons supporting the proposal by your new team member are just too theoretical to be worth taking into account. Use more informal language.</task>
<ans>I'm afraid this is a bit of a grey area
I can't buy that! You really need to do a better hard sell...
Aren't you making a big play of the advantages of your solution?
Come on! We're not here to consider some thought experiment! Be more practical... 
</ans>
</role_a>
<role_b>
<task>You are a new recruit keen on making a good, first impression. Be polite, use more formal language.</task>
<ans>I'd like to furnish a robust defence of...
I may provide irrefutable evidence that this is more than just an academic question.
In this what-if scenario, you must acknowledge that...
Of course, this isn't a silver bullet but...
</ans>
</role_b>
</clog_activity>

<clog_activity>
<mdlid>5</mdlid>
<clog_expressions>
to make a persuasive submission for = to formally and convincingly propose or recommend a course of action.;формально и убедительно предложить или рекомендовать курс действий.
to provide irrefutable evidence = to give proof which is impossible to deny or disprove;неопровержимый
to set out a powerful justification for = to explain the reasons for something in a way that definitively shows it to be right or reasonable.;объяснить причины чего-либо таким образом, чтобы окончательно показать его правильность или обоснованность.
to furnish a robust defence of = to provide a strong and resilient set of arguments in support of something, often against criticism.;представить сильную и устойчивую систему аргументов в защиту чего-либо, часто от критики.
to build a formidable case for = to construct an argument of such strength and quality that it is impressive and difficult to oppose.;построить настолько сильный и качественный аргумент, что он производит впечатление и его трудно оспорить.
to sell (someone) on (something) = to convince someone of the value or appeal of an idea or plan.;убедить кого-либо в ценности или привлекательности идеи или плана.
to make a big play of = to emphasise something strongly as a central and important part of an argument.;сильно акцентировать что-либо как центральную и важную часть аргумента.
to do a hard sell = to use forceful, direct, and persistent techniques to advocate for something.;использовать напористые, прямые и настойчивые методы, чтобы что-либо продвинуть.

formidable /ˈfɔ:mɪdəbl/ = inspiring fear or dread. 2 inspiring respect or awe. 3 likely to be hard to overcome, resist, or deal with
to furnish = to put furniture in a house, room, etc; ~ sb/sth with sth | ~ sth (formal) to supply or provide sb/sth with sth; to supply sth to sb
robust /rəuˈbʌst/ = strong; able to survive being used a lot and not likely to break; sturdy; (of a system or an organization) strong and not likely to fail or become weak; strong and full of determination; showing that you are sure about what you are doing or saying
irrefutable = (formal) that cannot be proved wrong and that must therefore be accepted
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>4</mdlid>
<clog_deco><![CDATA[
<strike>During that time</strike> <strong>In those days</strong> I used to live next to <strike>the</strike> Moscow
Everybody want<strong>s</strong> to have nuclear power <strike>in</strike> nowadays
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>




<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260110</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>10:00-11:00 MSK</clog_session_time>
<clog_session_ach>1.5</clog_session_ach>
<clog_session_rate>28</clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>-28 + 0 = -28</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>European leaders appear torn in face of new world order after Venezuela attack</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<strong>Possible individual practice</strong>
Goals: improve active listening, note-taking, oral delivery

Stages:
✓ watch a YouTube video
→ focus on 10-12min max at a time (e.g. per day)
✓ take notes
→ look up new expressions
✓ summarise orally the contents
→ record yourself on video (max 3-4min long)
✓ analyse your performance
→ rehearse areas which could be improved
e.g. try adding a touch of humour or sarcasm to the original meaning

Repeat the process trying different registers (e.g. informal, neutral, professorial...)
→ if possible, share a link to some of your video recordings


European leaders appear torn in face of new world order after Venezuela attack
Patrick Wintour, Diplomatic editor
The Guardian
<a class="clog" target="about_blank" href="https://www.theguardian.com/world/2026/jan/04/venezuela-european-leaders-divided-and-torn-in-response-to-us-ousting-of-maduro">https://www.theguardian.com/world/2026/jan/04/venezuela-european-leaders-divided-and-torn-in-response-to-us-ousting-of-maduro</a>

Read the article.
→ answer the questions

<img src="pix/zoom_meeting.png" width="35em" border="0" alt="zoom_meeting.png"> Zoom meeting details
Meeting ID: <strong>736 3734 5149</strong>
<strong>Passcode: VhP32d</strong>  
<a class="clog" target="about_blank" href="https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1">https://us04web.zoom.us/j/73637345149?pwd=9XbxDC1Zm8liOLa6Q1HQRtaqnUaYQS.1</a>
]]></clog_session_hw>
<clog_session_hw_url>
<text></text>
<url></url>
</clog_session_hw_url>

<clog_support_material>
<clog_book_title></clog_book_title>
<clog_book_level></clog_book_level>
<clog_book_unit></clog_book_unit>

<clog_activity>
<mdlid>3</mdlid>
<activity_id>1</activity_id>
<activity_title>European leaders appear torn in face of new world order after Venezuela attack</activity_title>
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Does Trump's operation to capture Maduro violate the principle of non-use of force that underpins international law?</activity_lead_in>
<instructions><![CDATA[
European leaders appear torn in face of new world order after Venezuela attack
Patrick Wintour, Diplomatic editor
The Guardian
<em>European leaders emerged divided and torn as they tried to welcome the ejection of Venezuela’s authoritarian president, but still uphold the principles of international law that did not appear to allow Donald Trump to seize Nicolás Maduro, let alone declare that the US will run Venezuela and control its oil industry</em>.
<a class="clog" target="about_blank" href="https://www.theguardian.com/world/2026/jan/04/venezuela-european-leaders-divided-and-torn-in-response-to-us-ousting-of-maduro">https://www.theguardian.com/world/2026/jan/04/venezuela-european-leaders-divided-and-torn-in-response-to-us-ousting-of-maduro</a>

Read the article.
→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs><![CDATA[Can drug trafficking justify military intervention?
<em>Operation against Venezuela was justified on the grounds of self-defence (...) the government was involved in drug-trafficking.</em>
US officials
]]></qs>
<ans><![CDATA[<em>The idea that because drugs are coming from a country justifies an invasion and a change of administration in that country gets rid of any kind of limits on the use of force. The US action was a breach of international law unlike any before.</em>
Oona Hathaway, professor of international law, Yale

→ no plausible justification under the UN charter for the US use of force
]]></ans>
<hint>
</hint>
</qa>
<qa>
<qs>Do you agree that the end of Maduro's regime offers new hope for Venezuela, regardless of the cost?</qs>
<ans><![CDATA[<em>Nicolás Maduro presided over a brutal and repressive dictatorship that brought about unimaginable suffering on the Venezuelan people. The end of his regime offers new hope for the country. (...) this is not the time to comment on the legality of the recent actions.</em>
Kyriakos Mitsotakis, prime minister of Greece
one of the 10 non-permanent countries on the UN security council
]]></ans>
<hint>
</hint>
</qa>
<qa>
<qs><![CDATA[What kind of stance does the following statement suggest?
<em>The EU has repeatedly stated that Maduro lacks legitimacy, and has defended a peaceful transition. Under all circumstances, the principles of international law and the UN charter must be respected. We call for restraint</em>
Kaja Kallas,
EU foreign affairs chief
]]></qs>
<ans>〆had not recognised Maduro as the legitimate leader of Venezuela since what were widely regarded as fraudulent elections in June 2024
→ does not enjoy sovereign immunity as a head of state
〆condemned American ways &amp; and means of kidnapping Maduro
✓ acknowledged results
= muffled criticism
</ans>
<hint>to muffle = to make a sound quieter or less clear; ~ sb/sth (up) (in sth) to wrap or cover sb/sth in order to keep them/it warm
</hint>
</qa>
<qa>
<qs>Why would criticism from European leaders be muffled?</qs>
<ans>✓ muffled for fear of attracting Trump’s displeasure 
→ his support for Ukraine is still considered vital</ans>
<hint></hint>
</qa>
<qa>
<qs><![CDATA[Would you share Macron's opinion?
<em>The end of the “Maduro dictatorship” was something the Venezuelan people could only rejoice in.</em>
]]></qs>
<ans>✓ most likely true
= circumspect reaction
</ans>
<hint>to rejoice (at / in / over sth) = (formal) to express great happiness about sth; to celebrate
circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious
</hint>
</qa>
<qa>
<qs>What could be the consequences of such deeds on world equilibrium?</qs>
<ans><![CDATA[<em>repeated violations of this principle by nations entrusted with the primary responsibility as permanent members of the United Nations security council will have heavy consequences for world security, sparing no one</em>
Jean-Noël Barrot,
French foreign minister

<em>Those who advocate for international law may now find themselves appealing to a vanishing world order in which Venezuela is the latest burial in an already crowded graveyard</em>
Patrick Wintour
Diplomatic editor, The Guardian
]]></ans>
<hint>equilibrium = state of balance, especially between opposing forces or influences
</hint>
</qa>
<qa>
<qs>How is the world order likely to change?</qs>
<ans><![CDATA[<em>Trump’s actions cement a new system in which the naked self-interest of two or three “great powers” dominates. In this world order, Washington and Beijing will decide on the basis that might is right</em>
Patrick Wintour
Diplomatic editor, The Guardian
]]></ans>
<hint>
</hint>
</qa>
<qa>
<qs><![CDATA[Why <em>advocates of multilateralism and international courts may also need to reflect on their own failures<em>, according to Nizar El Fakih , a non-resident senior fellow at the Atlantic Council?]]></qs>
<ans><![CDATA[
<em>Multilateralism did not deliver a single effective negotiation process leading to an orderly, peaceful and negotiated transition, despite years of appeals by millions of Venezuelans who voted, protested and exhausted every available civic mechanism at enormous personal cost.

The international criminal court, with an investigation open since 2021, has yet to issue a single indictment, despite extensive documentation of crimes against humanity by the United Nations fact-finding mission on Venezuela, Human Rights Watch, Amnesty International and hundreds of victims</em>
Nizar El Fakih , a non-resident senior fellow at the Atlantic Council
]]></ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>2</mdlid>
<clog_expressions>
to muffle = to make a sound quieter or less clear; ~ sb/sth (up) (in sth) to wrap or cover sb/sth in order to keep them/it warm
to rejoice (at / in / over sth) = (formal) to express great happiness about sth; to celebrate
circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious
equilibrium = state of balance, especially between opposing forces or influences
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>1</mdlid>
<clog_deco><![CDATA[
<strike>Despite of</strike> <strong>Unlike</strong> in Moscow, nobody cleans the snow here
There are <strike>3-bounded country teams</strike> <strong>3 countries and one team per country</strong>
I will have <strike>less</strike> <strong>fewer</strong> cancellations
]]></clog_deco>
<clog_pig>
</clog_pig>
</clog_activity>
</clog_session>

</root>
