1. Unit 6 Crisis Communication

2. Skills focus Reading locating key information in complex sentences Writing reporting findings from other sources: paraphrasing writing complex sentences Vocabulary focus synonyms, replacement subjects, etc. for sentence level paraphrasing

3. 6.1 Vocabulary6.2 Reading 6.3 Extending skills 6.4 Extending skills

4. A Study the words in box a. 1Copy and complete the table. Put the words in one or more boxes, in each case. 2Add affixes to make words for the empty boxes. (Some will not be possible.) 3What is the special meaning of each word in public relations? 4Find a synonym for each word. 6.1 Vocabulary

5. NounVerbAdjectivePublic relations meaningPublic relations synonym effective misconduct potential predict prepare effectiveness (adj) successful misconduct (oneself) A Study the words in box a. 6.1 Vocabulary (n) improper or unacceptable behaviour (n) mismanagement, misdemeanor, offence potential (adj) having capacity for future development (adj) having the qualities or abilities needed to develop successfully prediction predictable(v) expect (how something will turn out) (v) forecast preparationprepared(v) get ready for something that may happen in the future (v) get organized in advance (v) plan

6. NounVerbAdjectivePublic relations meaningPublic relations synonym (product) recall reputation significant strike recall (n) request to return a faulty product (v) to call back A Study the words in box a. 6.1 Vocabulary (n) how people regard a person or an organization (n) status, image significance(adj) noticeable(adj) importantsignify (v) stop work as a way of protesting (v) walk outstrike reputable

7. one syllable oO oOo oOoo ooOo strike significant recall predict, prepare effective, misconduct, potential A Study the words in box a. 6.1 Vocabulary 5 Group the words in box a according to their stress pattern. reputation

8. B Read the Hadford University handout. In your own words: 1Describe a crisis for an organization and give some examples. 2Describe how an organization should initially respond to a crisis. 6.1 Vocabulary Examples: 1986: NASA Challenger space shuttle explosion 1989: Exxon Valdez oil spill, Alaska 1995: Sarin gas attack on Tokyo subway 2004: Beslan school hostage crisis in North Ossetia, Russia 2010: BP’s Gulf of Mexico oil rig explosion, which caused a massive oil slick 2010: Icelandic volcano eruption, which disrupted airline traffic in Europe Examples: 1986: NASA Challenger space shuttle explosion 1989: Exxon Valdez oil spill, Alaska 1995: Sarin gas attack on Tokyo subway 2004: Beslan school hostage crisis in North Ossetia, Russia 2010: BP’s Gulf of Mexico oil rig explosion, which caused a massive oil slick 2010: Icelandic volcano eruption, which disrupted airline traffic in Europe

9. C Look at photographs 1-6 on the opposite page. 1What does each photograph show? Categorize them into natural disasters and man-made crises. 2Write a sentence describing each photograph using words from Exercises A and B. 6.1 Vocabulary

10. C Look at photographs 1-6 on the opposite page. 6.1 Vocabulary earthquake floods downsizing of an organization bush/forest fires epidemic technology breakdown Natural disasters Man-made crises

11. D Study the highlighted words in Types of crisis on the opposite page. 1What part of speech is each word? 2What is the meaning of each word in crisis management? 3Find a synonym for each word. 6.1 Vocabulary

12. D Study the highlighted words in Types of crisis on the opposite page. 6.1 Vocabulary WordPart of speechMeaning in crisis managementSynonym unpredictabilityn (C)unreliability of an eventchangeability actn (C)a specific thing that someone does; the phrase act of God refers to uncontrollable forces action, step preventableadjable to be kept from happening or occurring avoidable tamperingn; gerund from verb tamper changes made to something without permission or so as to cause damage interference eruptv (I)when a situation starts suddenly begin, start, happen suddenly

13. D Study the highlighted words in Types of crisis on the opposite page. 6.1 Vocabulary WordPart of speechMeaning in crisis managementSynonym abuse*n (C/U)treating someone/something wrongly or improperly misuse* malfunctionn (C)failure to work or operate correctlyfailure, breakdown defusev (T)make a difficult or dangerous situation calmer by reducing or removing its cause withdraw, remove, reduce persistentadjlasting a long time or difficult to get rid of continuing, recurring, insistent retrenchmentn (C)cutback in costs or spending (e.g., dismissing workers) reduction, cutback

14. E Study Crisis management phases on the opposite page. Choose a verb from box b below to complete the sentences. 6.1 Vocabulary Crisis management phases Issues management: (1) data and (2) communication strategies. Planning prevention: (3) the environment via warning systems, (4) information within the organization. The crisis: targeting messages, (5) negative publicity, (6) the company’s response. Post-crisis: (7) the crisis plan, continue to inform the media, monitor the issues, (8) the stakeholders. Crisis management phases Issues management: (1) data and (2) communication strategies. Planning prevention: (3) the environment via warning systems, (4) information within the organization. The crisis: targeting messages, (5) negative publicity, (6) the company’s response. Post-crisis: (7) the crisis plan, continue to inform the media, monitor the issues, (8) the stakeholders. collectdevelop monitor disseminate pre-emptcritique evaluate listen to

15. F Student A has written about crisis management on the opposite page, but here are some mistakes. Change the blue words, so the sentences are true. 6.1 Vocabulary 1An organization has to take responsibility when damage to their product is caused by an external agent. 2Sometimes equipment or technology failure can cause a product to be defective or potentially harmless. 3The circulation of true and damaging information about an organization can be detrimental. 4There is very little warning before an earthquake or a tsunami, and therefore no time for general planning. 1An organization has to take responsibility when damage to their product is caused by an external agent. 2Sometimes equipment or technology failure can cause a product to be defective or potentially harmless. 3The circulation of true and damaging information about an organization can be detrimental. 4There is very little warning before an earthquake or a tsunami, and therefore no time for general planning. does not have harmful. false only

16. G Now study Student B’s notes on the opposite page. 6.1 Vocabulary 1Complete the notes using the appropriate form of the verbs in brackets. 2Match each sentence with a corrected sentence from Exercise F.

17. G Now study Student B’s notes on the opposite page. 6.1 Vocabulary 1 An organization does not have to take responsibility when damage to their product is caused by an external agent. c Product tampering by someone outside the organization is not the fault of the organization. 2 Sometimes equipment or technology failure can cause a product to be defective or potentially harmful. d A malfunctioning piece of machinery can cause an industrial accident. 3 The circulation of false and damaging information about an organization can be detrimental. b Rumours can be harmful for an organization. 4 There is very little warning before an earthquake or a tsunami, and therefore only time for general planning. a Acts of nature are unpredictable.

18. A Discuss these questions. 1What is a crisis for an organization? 2What are the processes involved in crisis management? 6.2 Reading

19. B Study Figure 1. 1What does it show? 2Read each box. Use the information in each box to write a paragraph describing the components of the crisis management plan. 6.2 Reading

20. C Look at the title, the introduction and the first sentence of each paragraph on the opposite page. 1What will the text be about? 2Using your ideas form Exercise A, B and C1, write some research questions. 6.2 Reading

21. D Read the text. Does it answer your questions? E Study the highlighted sentences in the text. Find and underline the subject, verb and object or complement in each sentence. 6.2 Reading See Skills bank.

22. Sentences in academic and technical texts are often very long. Example: Over the duration of the strike action, the company gave each of the guards who wanted to be dismissed then re-employed three warning letters to return to work, but only nineteen did so within the time frame. You often don’t have to understand every word, but you must identify the subject, the verb and the object, if there is one. For example, in the sentence above, we find: subject = the companyobject 1 = each of the guards verb = gaveobject 2 = warning letters Finding the main information Skills bank

23. Remember! You can remove any leading prepositional phrases at this point to help you find the subject, e.g., Over the duration of the strike action, … You must then find the main words which modify the subject, the verb and the object or complement. In the sentence above we find: Which guards? = each of the guards who wanted to be dismissed then re-employed How many letters? = three Why warning letters? = to return to work Skills bank Finding the main information

24. Sometimes, if the meaning is clear, words are implied rather than actually given in the text. Examples: This was a salary for three to nine months, (the salary) depending on years of service. Ellipsis Skills bank

25. E Study the highlighted sentences in the text. Find and underline the subject, verb and object or complement in each sentence. 6.2 Reading Leading (prepositional/ adverbial) phrases SubjectVerbObject/complement 1However268 guardswantedto be dismissed, paid severance and then re-employed. 2 During this period,SI and their global headquarters were unpreparedfor media and client queries. 3Indo Pacific Edelman thoroughly examined the settlement package offered by the company. 4 Less than two monthsthe situationwas resolved.after the appointment of the PR agency,

26. F Two students paraphrased part of the text. 6.2 Reading 1Which part of the text are these paraphrases of? Paragraph 3. 2.Which paraphrase in better? Why? Student B’s paraphrase is better, because it uses fewer words from the original text and uses different sentence structures.

27. G Work in groups. Write a paraphrase of a different part of the text. 6.2 Reading See Vocabulary bank.

28. You cannot use another writer’s words unless you directly quote. Instead, you must restate or paraphrase. There are several useful ways to do this: Reporting findings Vocabulary bank use a synonym of a word or phrasecosts ➔ expenses most employees ➔ the majority of the employees change negative to positive and vice versa the media portrayed SI negatively ➔ SI was not portrayed positively use a replacement subjectthere was monitoring of media coverage ➔ the PR agency monitored media coverage change from active to passive or vice versa the company increased security measures ➔ security precautions were enhanced by the organization change the order of informationin other countries, a government department is responsible for this ➔ a government department is in charge of this in other countries

29. When reporting findings from one source, you should use all the methods above. Example: Vocabulary bank Original textUnder Indonesian law, the workers were not entitled to anything. ReportThe company did not have to make any payments to the employees to comply with legal requirements in Indonesia. Reporting findings

30. Important When paraphrasing, you should aim to make sure that 90% of the words you use are different from the original. It is not enough to change only a few vocabulary items: this will result in plagiarism. A paraphrase should only be used in conjunction with a clear acknowledgement of the source. Example: Vocabulary bank Original textMany incidents could have been averted if the organization had responded quickly with the right message. PlagiarismMany situations could have been avoided if the company had responded rapidly with the appropriate message. Reporting findings

31. A Study the words in box a from the text in Lesson 6.2. 1What part of speech are they in the text? 2Think of a word or phrase with a similar meaning to each word. 6.3 Extending skills

32. A Study the words in box a from the text in Lesson 6.2. 6.3 Extending skills WordPart of speechSimilar meaning considered (1)v (T/I)reputed, deemed action (2)n (U)activity portrayed (2)v (T)depicted approached (3)v (T/I)contracted resolve (3)v (T)settle, find a solution to issue (3)n (C)situation, problem settlement (3)n; here part of compound settlement package, so in adjectival position compensation package outcome (4)n (C)result

33. B Complete the summary with words from Exercise A. 6.3 Extending skills

34. B Complete the summary with words from Exercise A. 6.3 Extending skills In Indonesia, the management of a security company were in dispute with 268 ex- workers involved in a strike and protest against the company. The workers were to have resigned due to absence without leave. The issue had been ongoing for a year. Media coverage was extensive, with the company negatively. The company a PR agency to the dispute and neutralize the publicity. The desired for the company was to achieve a negotiated with ex-employees and to ensure continued understanding and support from existing employees and clients. It was also to get the media to understand that the was about disciplinary action, not non-compliance by a multinational company, and was therefore not newsworthy. In Indonesia, the management of a security company were in dispute with 268 ex- workers involved in a strike and protest against the company. The workers were to have resigned due to absence without leave. The issue had been ongoing for a year. Media coverage was extensive, with the company negatively. The company a PR agency to the dispute and neutralize the publicity. The desired for the company was to achieve a negotiated with ex-employees and to ensure continued understanding and support from existing employees and clients. It was also to get the media to understand that the was about disciplinary action, not non-compliance by a multinational company, and was therefore not newsworthy. action/activity considered/reputed portrayed/depictedapproached/contracted resolve/settle/find a solution to outcome/result settlement/compensation package issue/situation/problem

35. C Study the words in box b. 1What is each base word and its meaning? 2How does the affix change the base meaning of each word? 3What is the meaning in the text in Lesson 6.2? 6.3 Extending skills

36. C Study the words in box b. 6.3 Extending skills WordBase and meaningEffect of affixMeaning in text illegallegal (adj) – allowed by lawil~ = notnot allowed by law reinstatementinstate (v, T) – set in a position, establish re~ = do something again ~ment = changes a verb to a noun giving back job/position (re-employment) unjustlyjust (adj) – fairun~ = not ~ly = changes an adjective to an adverb not treated fairly unpreparedprepare (v, T/I) – get readyun~ = not ~ed = past participle ending, makes an adjective not ready

37. C Study the words in box b. 6.3 Extending skills WordBase and meaningEffect of affixMeaning in text updateddate (n, C) – specified day or year up~ = added to verbs, meaning to a more recent time ~ed = past simple ending more recent, current internationalnation (n, C) – a country of people of common descent, culture, etc. inter~ = between ~al = adjective ending between or involving two or more countries non-compliancecompliance (n, U) – obedience non~ = notaction not taken; not complying with, or disobeying, the rules

38. D Study sentences A-D on the opposite page. 6.3 Extending skills 1Copy and complete Table 1. Put the parts of each sentence in the correct box.

39. D Study sentences A-D on the opposite page. 6.3 Extending skills Main SMain VMain O/COther V + S/O/CAdv. phrases AAirline travel in Europe was disrupted (by) ashwhich came from the volcanic eruption in 2010 in Iceland. BVarious health measures were implemented (by) government and health agencies which were introduced in response to the SARS crisis. in 2003, CJohnson and Johnson introducedtamper-resistant packaging. Having recalled and destroyed 31 million Tylenol capsules, … Dsecurity measures were increased (by) airport authorities. Following the World Trade Center attacks in New York in 2001,

40. D Study sentences A-D on the opposite page. 6.3 Extending skills 2.Rewrite the main part of each sentence, changing the verb from active to passive or vice versa. Volcanic ash disrupted European airline travel. Government and health agencies implemented various health measures.

41. D Study sentences A-D on the opposite page. 6.3 Extending skills Tamper-resistant packing was introduced by Johnson and Johnson. 2.Rewrite the main part of each sentence, changing the verb from active to passive or vice versa. Airport authorities increased their security measures.

42. E Look at the “Other verbs” column in Table 1 6.3 Extending skills 1How are the clauses linked to the main part of the sentence? Sentences A and B use relative clauses. C and D use participle clauses (Having recalled, Following). 2.In sentences A and B, what does each relative pronoun refer to? A which = ash B which = various health measures 3.Make the clauses into complete sentences. A Ash came from the volcanic eruption. B Various health measures were introduced in response to the SARS crisis. C Johnson and Johnson recalled and destroyed 31 million Tylenol capsules. D The World Trade Center attacks prompted increased security measures.

43. A Make one sentence for each box on the right, using the method given in bold. Include the words in grey. Write all the sentences as one paragraph. 6.4 Extending skills

44. A Make one sentence for each box on the right, using the method given in bold. Include the words in grey. Write all the sentences as one paragraph. 6.4 Extending skills The first step of a communication strategy, when planning to deal with a crisis, is for a communications team to be formed, which should include spokespersons with skills in a variety of media. In addition, a database of stakeholders, of which employees are the most important, should be created which includes their current contact details. Finally, modern technology and multiple messaging systems such as e-mail should be used, with stakeholders receiving no more than three main messages. Crisis-specific messages should be prepared, which can be used in the event of a crisis, and as a result, a quick response based on the facts at hand is possible.

45. 6.4 Extending skills B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A. 1Divide the notes into sections to make suitable paragraphs. 2Decide which ideas are suitable topic sentences for the paragraphs. 3Make full sentences from the notes, joining ideas where possible to make one continuous text.

46. 6.4 Extending skills B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A.

47. 6.4 Extending skills B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A.

48. 6.4 Extending skills How can a company prepare a communication strategy for a crisis situation? The first step is to identify the communications team. The team may include the CEO, the PR executive and personnel, as well as operations executives and legal counsel. While the CEO seems to be the obvious spokesperson, because of the variety of media involved, spokespersons with skills in the various forms of media (e.g., on-camera, employee meetings and external communications) should be prepared in order to optimize the best response. Notification systems should take advantage of modern technology. Use should be made of a variety of methods available, e.g., e-mail, etc. A database of stakeholders should be created, including their preferred and most efficient method of communication. Ensure all stakeholders’ contact details are up to date. Employees are the most important. B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A.

49. 6.4 Extending skills A vulnerability audit may help identify and anticipate a crisis. Holding statements could then be prepared based on the risks identified in the vulnerability audit, to be issued as soon as a crisis breaks. In the event of a crisis, the crisis team assesses the crisis situation and develops a quick and accurate response based on the facts at hand. It is the responsibility of the crisis management team to develop all the crisis- specific messages. There should be no more than three main messages for all stakeholders. Some individual groups of stakeholders may require specific messages addressed to them. B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A.

50. 6.4 Extending skills No matter how prepared they are, the crisis management team should be ready for the fact that there are always some stakeholders who do not react as expected. In this situation, the crisis management team needs to analyze the reactions of these stakeholders objectively. Does the problem lie with the stakeholders’ interpretation of events and communication? Alternatively, does it lie with the crisis management team? If it is the latter, the crisis management team needs to determine whether additional communication will assist in resolving the situation. Without adequate communications, the operational response can break down. If stakeholders become confused, then the organization can be perceived as inept or even criminally negligent. B Study the notes on the opposite page which a student made about a crisis situation. Write up the communication strategy. Include the ideas from Exercise A.

51. Tips for Reference 6.1 Vocabulary 部分，学生课前完成 A 项练习，并利用网络资源对 “crisis” 、 “natural disasters” 、 “man-made crisis” 等概念进行了解，然后在课堂内容 讨论完成 B-F 项练习 。 6.2 Reading 部分，让学生讨论完成 A-D 项练习；教师课堂讲解 Skills bank 中的 “Finding the main information” 技能，学习如何分析长句，完成 E 项 练习。 教师课堂讲解 Vocabulary bank 中的 “Reporting findings” 和 “Ellipsis” 技能，学习如何转述句子，完成 F 、 G 项练习。 6.3 Extending skills 部分，让学生课前完成 A 、 B 项练习；课堂教师讲解 C 、 D 、 E 项练习，巩固分析词缀及长句的技能。 6.4 Extending skills 部分，让学生课后完成 A 、 B 项练习，练习写复合句 以及将主题句扩展成段落。

52. 谢谢欣赏！