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UNIT
1
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How do you do?
English for Economics Education
UNIT 1
How do you do?
Activity 1
Look at the picture below. Which country do you think they come
from?
Shaking hand What
country?
____________________
Bowing
What country?
____________________
Rubbing nose with nose What
Country?
________________
Answer these following questions
In your country, what is the first thing people do when they meet?
Can you find other unique greeting around the world?
What about England and America?
Activity 2
Take a look at this picture, discuss it with your classmate, and answer
the questions.
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English for Economics Education
1.
2.
3.
4.
5.
6.
What are they doing?
Do you think they know each other?
What do you say when you meet someone you didn't know before?
Do you ask her/his name?
How do you introduce yourself?
What do you say when you need to leave the person you're talking
to?
Here are some examples of common expressions in introducing and
starting
a conversation.
Starting a conversation with a friend:
With friends, you can use informal
English
expressions like these:
 What’s up?
 How’s it going?
One of the possible answers to “What’s up?” is “Not much.” You can then
add a detail about what’s happening in your life at the moment. If someone
says “How’s it going?” you can answer “Good” or “Not so good” and then
say why. “What you’ve been up to lately?” means that your friend is asking
you about the things that keep you busy lately.
Starting a conversation with a colleague:
In the office, you use slightly more formal English, such as these common
expressions:
- Hi, John. How are you doing?
- Hello, Luthfi. How do you do?
- How’s your day going?
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English for Economics Education
- We’re sure having a busy/slow day today.
- Have you heard the news about ______?
- (on Friday): Have you got any plans for the weekend?
- (on Monday): How was your weekend?
You can talk about projects you’re working on, or about hobbies you have
outside work. Current national and international news is also a good topic of
conversation.
Starting a conversation with a friend who you haven’t seen in a long time:
Here are some common expressions to
start a conversation with someone you
see after a long separation:
 Hi Paula! How have you been?
 Long time no see!
 So, what have you been up to lately?
 How’s your family?
 Are you still working at ABC Company?
Starting a conversation at a party or
wedding:
 I don’t think we’ve met – I’m Shayna.
 Are you from New York?
 So, how do you know Mary?
 Have you tried the chocolate cake? It’s delicious!
If you’re at a party or wedding, you can start a conversation by asking how
the person knows the host of the party (or the people getting married). You
can also comment about the food and drinks, or about the music.
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English for Economics Education
Starting a conversation with someone you have just been introduced to:
 Nice to meet you!
 How do you two know each other?So,
what
do you do for a living?
(= what is your job?
 What are you studying?
 How long have you been
(a journalist/interested in music)?
 How did you get into it?
Activity 3
Role Play
Imagine you have a friend, Nora, who introduces you to her friend Ryan.
You can ask about how they know each other, and about Ryan’s job. If
Nora says Ryan is a student, you can ask about his area of study and what
year of college he’s in. If Nora introduces Ryan as a journalist, or a
musician, you can ask about how long he has done that activity, or how he
first got interested in it. His answer will then provide material to continue
the conversation.
Starting a conversation with
someone you meet outside:



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English for Economics Education
It’s a beautiful day, isn’t it?
It looks like it’s going to rain/snow.
Can you believe all this rain/snow
we’ve


been having?
(This) Sure is a hot/cold one today!
If you’re in a park, on the street, etc., the most common way to start a
conversation is by talking about the weather.
Study these expressions.
Formality
Greetings
More formal
• Good morning/
afternoon/evening.
• How do you do?
• How are you?
• How're you doing?
• Hello!
Less formal
• Hi!
Formality
More formal
Less formal
Formality
More formal
Less formal
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Responses
• Good morning/
afternoon/evening.
• How nice to see you
• Fine, thanks.
• I’m good.
• Hello!
• Hi!
Partings
• Good night.
• Goodbye.
• See you later.
• Bye.
Responses
• Good night.
• Goodbye.
• See you.
• Bye.
Introducing yourself
•
Allow
me
to
introduce
my self. I’m ….
• First let me introduce
myself. My name is
….
• Excuse me my name's
...
• How do you do? My
name is ....
• Good morning. My
name's ...
• Hello! My name is ...
• My name is ....
• Hi! I'm ...
• I'm ...
Introducing someone
• I would like to
introduce you to ....
• Let me introduce you
to ...
• Allow me to
introduce ....
• I'd like you to meet ...
• Do you know ...?
• Oh look, here's Peter.
• Peter, this is Jenny.
• Peter–Jenny, Jenny–
Peter.
English for Economics Education
Activity 4
Study this dialogue of Lutfi introducing his cousin Fitri to Benny:
Lutfi
: Hello Fitri, how are you? (greeting)
Fitri
: Fine, Thank you. How are you?
Lutfi
: I am fine too. (responding to greeting) Benny, meet Fitri, my
cousin. Fitri, meet my friend, Benny.
Fitri
: How do you do? (responding to first introduction)
Benny : How do you do?
Lutfi
: Benny, yesterday I saw your brother going to St.Martha’shospital.
What’s the matter?
Benny : My father has been admitted there. He had a mild heart attack.
Lutfi
: How sad! It’s very unfortunate. (expressing sympathy)
Fitri
: Oh! How is he now?
Benny : He’s still in the ICU. But the doctor says that there is nothing to
worry.
Fitri
: Thank God! (expressing relief)
Lutfi
: I wish him a speedy recovery. Hope he’ll get well soon.
Benny : I hope so too. See you later.
Fitri
: See you. Bye!
Lutfi : See you again. Bye! (taking leave)
Activity 5
In a group of 4, compose a dialogue where one person introduces his/her
friend to another person. Each person in the dialogue must have at least five
turns of speaking. When finished, perform it in front of the class. Below are
some examples of the context of the introduction. You can choose one of
them, or create your own context.
1.
Andi is your friend. He introduces Sofyan, his brother, to you.
2.
In the classroom, Dewi, your friend, introduces you to Tini, her sister.
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English for Economics Education
Activity 6
Create a poster describing your self and present it in front of your
group!
Activity 7
Assess presentation given by your friends, and what they have
described!
1. First Presentation
Name of your friend:________________
What he/she presented:______________________________
______________________________
______________________________
______________________________
______________________________
Score
: Good/average/bad
Reason
:______________________________
______________________________
2. Second Presentation
Name of your friend:________________
What he/she presented:______________________________
______________________________
______________________________
______________________________
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English for Economics Education
Score
Reason
______________________________
: Good/average/bad
:______________________________
______________________________
3. Third Presentation
Name of your friend:________________
What he/she presented:______________________________
______________________________
______________________________
______________________________
______________________________
Score
: Good/average/bad
Reason
:______________________________
______________________________
Your Score
Average: __________
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English for Economics Education
UNIT
2
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English for Economics Education
The
Science of
Economics
The Science of
economics
UNIT 2
Discuss the following questions!

What is economics? 

Is it important in your daily life? Why? 
Activity 1
ctivity 1
Read the following text!
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English for Economics Education
Activity 2
Answer the following questions based on the text above!
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English for Economics Education
Activity 3
Activity 4
Study the following explanation!
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English for Economics Education
Activity 5
GRAMMAR
Study the following explanation!
 Simple Present Tense expresses daily habits or usual activities:
 Ratutakes a shower everyday.
 I regularly drink medicine in the morning.
 Simple Present Tense expresses general statements of fact:
 The sun raiseseveryday.
 Human die.
 Simple Present Tense is used for events or situations that exist always,
usually, or habitually in the past, present, and future:
 I speak English.

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English for Economics Education
THE FORMULA OF SIMPLE PRESENT TENSE
 Statement
 (I, you, we, they) eat.
 (he, she, it) eats.
 Negative
 (I, you, we, they) do not drink.
 (he, she it) does not drinks.
 Question
 Do (I, you, we, they) see?
 Does (he, she, it) see?
Notes:
There are three important exceptions:
1. For positive sentences, we do not normally use auxiliary.
Example:
I speak English (correct)
I am speak English (incorrect)
2. For the 3rd person singular (he, she, it) we add –s or –es to the main verb
or to the auxiliary.
Example:
He speaks English. (correct)
He studies English. (correct)
He speak English. (incorrect)
He study English. (incorrect)
She does the dishes. (correct)
She do the dishes. (correct)
3. For the verb with to be, we do not use an auxiliary, even for questions and
negatives.
Example:
I am an Indonesian.
I am not an Australian.
Are you a Korean?
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English for Economics Education
Activity 6
Fill in the blanks with the correct verbs to form simple presents tense.
1. Every Monday, Sally (drive)
2. Usually, I (work)
(study)
her kids to football practice.
as a secretary at ABT, but this summer I
French at a language school in Paris. That is why I am
in Paris.
3. I hate living in Seattle because it (rain, always)
4. Justin (write, currently)
.
a book about his adventures in
Tibet. I hope he can find a good publisher when he is finished.
5. Jim: Do you want to come over for dinner tonight?
Denise: Oh, I'm sorry, I can't. I (go)
to a movie tonight with
some friends.
6. The business cards (be, normally )
New York. Their prices (be)
printed by a company in
inexpensive, yet the quality of
their work is quite good.
7. Lisa
8.
The baby
9.
He
(try) to help her sister.
(cry) every night.
(miss) her a lot.
10. This delicious chocolate (be)
Zurich, Switzerland.
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English for Economics Education
made by a small chocolatier in
Activity 7
Use the following verbs to complete the sentences.
go
roar
count
translate
eat
rise
change
flow
manage
pay
believe
transfer
Example:
The earth goes around the sun.
1.
There is a thunderbolt........... in the stormy sky.
2.
A manager job is to ............... the staff for the job.
3.
The sun ............ in the east.
4.
The teller .................. the money before it is transferred.
5.
Money currency.................... everyday based on the market.
6.
The Brantas River ......... to the Java Sea.
7.
Interpreters ...................... one language into another.
8.
Customers can ...................... money through ATM.
9.
Mice ............... vegetables.
10. Credit card ................ the good by using electronic transfer.
Activity 8
Change the following sentences into negative form!
1. My father makes breakfast.
2. They plant corn in the field
3. She writes a letter.
4. I speak Italian.
5. Danny phones his father on Sundays.
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English for Economics Education
Activity 9
Change the following sentences into question form!.
1. you / to speak / English
2. when / he / to go / home
3. they / to clean / the bathroom
4. where / she / to ride / her bike
5. Billy / to work / in the supermarket
Activity 10
Complete the following sentences by using the appropriate verbs in the
bracket!
1. When my brother ________ (come back), what I have to do?
2. Sisca ________ (go, always) to school every morning.
3. My father ________ (read, usually) a newspaper while drinking coffee in
the morning.
4. She _______ (not, speak) Indonesian because she comes from England.
5. ________ (let, she) you go?
6. I hate living in your city, because it _______ (be, cold, always).
7. They _______ (come, always) late.
8. _______ (have, you) some money? I need it.
9. I ________ (not, know) who you are.
10.
The Sun ________ (arise) every morning.
11.
He ________ (never, visit) his child on Saturday.
12. ________ (like, you) pizza? If you like it, I will buy you the biggest one.
13.
he people _______ (hate) this new minister.
14. My parents _______ (jog, usually) in the morning, while I usually sleep.
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English for Economics Education
15.
Danny _______ (not, have) any idea to share with you.
16.
The tour guide _______ (not, want) to help us go around.
17.
________ (be, he) handsome?
18.
________ (Tara, read, always) my novel every night?
19.
Why _______ (walk, you) so far? You can stop a taxi.
20.
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When I meet you, Madlias _______ (look, always) at me in a long time.
English for Economics Education
UNIT
3
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Money and Banking
English for Economics Education
Money and Banking
UNIT 3
Activity 1
Read the following text!
All values in the economic system are measured in terms of money.
Our goods and services are sold for money, and that money is in return
exchanged for other goods and services. Coins are
adequate for small transactions, while paper notes
are used for general business. There is additionally
a wider sense of the word ‘money’, covering
anything which is used as a means of exchange,
whatever form it may take. Originally, a valuable
metal (gold, silver, or copper) served as a constant
store of value and even today the American dollar is
technically ‘backed’ by store of gold which the US
government maintains. Because gold has been
universally regarded as a very valuable metal, national currencies were for
many years judged in terms of the so-called ‘gold standard.’ Nowadays,
however, national economies are considered to be as strong as the national
economies which support them.
Valuable metal has generally been replaced by paper notes. These notes
are issued by governments and authorized banks, and are known as ‘legal
tender’. Other arrangements such as cheques and money orders are not legal
tender. They perform the function of substitute money and are known as
‘instrument of credit’. Credit is offered only when creditors believe that
they have a good chance of obtaining legal tender when they present such
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English for Economics Education
instruments at a bank or other authorized institution. If a man’s assets are
known to be considerable, then his credit will be good. If his assets are in
doubts then it may be difficult for him to obtain large sums of credit or even
to pay for goods with a cheque.
The value of money is basically its value as a
medium of exchange, or, as economists put it, its
‘purchasing power’. This money is reckonable as
the quantity needed to effect business transactions.
An increase in business requires an increase in the
amount of money coming into general circulation.
But, the demand for money is related not only to the quantity of business
but also to the rapidity with which business is done. The supply of money,
on the other hand, is the actual amount in notes and coins available for
business purpose. If too much money
is available, its
value decreases, and it does not buy as
much as it did,
say five years earlier. This condition is
known
as
the
of
‘inflation’.
Banks are closely concerned with
flow
money into and out of the economy.
They often co-
operate with governments in efforts to
stabilize
economies and to prevent inflation. They are specialists in the business of
providing capital, and in allocating funds on credit. Banks originated as
places to which people took their valuables for safe-keeping, but today the
great banks of the world have many functions in addition to acting as
guardians of valuable private possessions.
Banks normally receive money from their customers in two distinct
forms: on current account, and on deposit
account. With a current account, a customer can
issue personal cheques. No interest is paid by
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English for Economics Education
the bank on this type of account. With a deposit account, however, the
customer undertakes to leave his money in the bank for a minimum
specified period of time. Interest is paid on his money.
The bank in turn lends the deposited money to customers who need
capital. This activity earns interest for the bank, and this interest is almost
always at a higher rate than any interset which the bank pays to its
depositors. In this way, the bank makes its main profits.
We can say that the primary function of a bank today is to act as an
intermediary between depositors who wish to make interest on their
savings, and borrowers who wish to obtain capital. The bank is a reservoir
of loanable money, with streams of money flowing in and out. For this
reason, economists and financiers often talk of money being ‘liquid’ or of
the ‘liquidity’ of money. Many small sums which might not otherwise be
used as capital are rendered useful simply because the bank acts as a
reservoir.
The system of banking rests upon a basis of trust. Innumerable acts of
trust build up the system of which banker, depositors, and borrowers are
part. They all agree to behave in certain predictable ways in relation to each
other, and in relation to the repaid fluctuations of credit and debit.
Consequently, business can be done and cheques can be written without any
legal tender visibly changing hands.
Vocabulary
Goods
:
Currency
:
Capital
:
Account
:
Tender
:
Undertake :
Valuable
:
Decrease
:
Interest
:
Exchange :
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English for Economics Education
Activity 2
Answer the following questions from the text above.
1. How are all values in the economic system measured?
2. What kind of money is used for general business?
3. What is the wider sense of the word ‘money’?
4. What originally served as a store of value?
5. What backs are US dollar?
6. What national currencies judged today?
7. Who can issue paper notes?
8. What name is given to arrangements like cheques?
9. When is credit offered?
10. When is a man’s credit good?
11. What phrase do economists use for the value of money?
12. How do we reckon the demand for money?
13. What word is used to describe the flow of money round the
economic system?
14. What is inflation?
15. In what ways do banks co-operate with governments?
16. What was the original function of a bank?
17. In what two ways do banks receive money from their customers?
18. What does the customer agree to do when he opens a deposit
account?
19. How does the bank make its main profit?
20. Between whom does the bank act as an intermediary?
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English for Economics Education
Activity 3
Match column A with the appropriate word in column B
A
1. small
2. an income
3. donate
4. high
5. make
6. pay by
7. pay in
8. winners and
B
a. a profit
b. amount of money
c. cash
d. cost of living
e. credit card
f. losers
g. money to charity
h. of £25,000 a year
Activity 4
HOW TO MAKE BUSINESS PROPOSAL
Writing good business proposals is key to expanding Your
business with quality relationships. However, writing a business
proposal can be tricky. You need to promote your business, yet keep the
details honest and straightforward. In this guide, we explain how to write a
business proposal in 5 easy steps.
Step 1: Gather the Facts
When a hot business opportunity becomes available, you may feel pressure
to get your proposal sent over as soon as possible. While you certainly want
to send it sooner than later, taking some time to learn about the client and
project first will help you craft a proposal that’s more likely to be accepted.
Step 2: Outline the Scope of the Project
Before you start typing out the proposal itself, take a moment to reflect on
the project. Answer the “who, what, where, how, when, and why.”
 Who: who will do the work, who will manage the work, who does
the customer call if there is a problem?
 What: what needs to be done/delivered, what will be required to do
it, what can the customer expect, what will it cost?
 Where: where will the work be done, where will it be delivered?
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English for Economics Education



When: when will you start, when will key milestones be scheduled,
when will the project be complete, when is payment due?
How: how will be work be done, how will it be deployed, how will
it be managed, how will you achieve quality assurance and customer
satisfaction, how will risks be mitigated, how long will it take, how
will the work benefit the customer?
Why: why have you chosen the approaches and alternatives you
have selected, why should the customer select you?
Step 3: Write the 6 Key Sections of a Business Proposal
Now it’s time to dive into the actual proposal document. Proposals tend to
follow a loose formula: They start with an intro that summarizes your
business and the project, followed by a body that fleshes out all the detail
(including a pricing table), and a conclusion that tells the customer how to
proceed.
1.Introduction
Start by introducing your company and mission in a way that relates to your
potential client’s needs. You can include a brief story that gives your client
a feel for you brand’s character and helps build trust. Highlight what
distinguishes your company, your accomplishments, credentials, and any
awards
2. Excecutive Summary
The executive summary is one of the most important sections in your
proposal. This is where you should present the case for why you are the
right company for the job, and give the reader the takeaway message of the
proposal. You should not try to summarize every aspect of the proposal, but
rather focus on the conclusions you want the reader to reach after reading it.
3. Table of Content (Optional)
4. Body
This is where you can answer the “who, what, when, where, how, and why”
questions that you identified in step 2. Include information on scheduling,
logistics, and pricing. You can also include testimonials from past clients
and a link to your website.
5. Conclusion
6. Appendix
Step 4: Edit Your Proposal
First and foremost: proofread. Whenever possible, send it to somebody else
to read over. A second set of eyes can catch errors you may not notice
Step 5: Send Your Proposal & Follow Up
If you’ve written a proposal before, you know the work is hardly over after
you click “send.” Following up with a client to give them a reminder and to
answer questions is a key part of the proposal process.
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English for Economics Education
Example
of
proposal
can
be
reached
in
http://windajullianesath.blogspot.co.id/2015/11/contoh-proposaldalam-bahasa-inggris.html,
or
http://dhinnaliezanticaam.blogspot.co.id/2014/03/example-businessproject-contoh.html
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English for Economics Education
Opening Account
UNIT
4
4
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English for Economics Education
Opening Account
UNIT 4
Activity 1
Choose the appropriate words!
� Grimleys Bank
Open an account today!
Open an account with Grimleys Bank, and start benefiting from our
great rates/levelsof interest and small / low charges. With over 3,000
branches/ outlets,you'll never be far from us, and unlike many other high
street / town centrebanks, we're open all day on Saturdays.
Grimleys customers can take money / make withdrawalsfrom more
than amillion cash dispensers / money machinesworldwide, and of course
you'llreceive a cheque book / book of chequesand a payingcard / debit
card within a few days of opening your account.Computer-users may be
interested in our e-account - all thebenefits of a regular Grimley'scurrent/
day-to-dayaccount,with the added convenience of being able to view your
lists /statementsand make / dopayments online.Whether you're opening
your first current account, switching / changingfrom another bank or
simply want to takeadvantage of our range/ variety of savings accounts,
you'llbe glad you chose Grimleys – the bank that always makes /putsthe
customer first.
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English for Economics Education
Activity 2
Match the method of payment with the definition.
1. Credit card
2. Debit card
3. Charge card
4. Cheque
5. Traveller'scheque
6. Charge account
a. A piece of paper which transfers money
from your account to somebody else's
account.
b. Similar to a credit card, but usually
operated by a chain of shops or
c. other retailer.
d. The money is deducted from your bank
account almost immediately.
e. These can be exchanged for foreign
currency, or in some cases
f. used instead of cash.
g. e. You owe the card provider money. You
can pay it back in one
h. instalment, or over a longer period if you
wish.
i. f. You owe the retailer money.
Activity 3
Match the formal phrases on the left with the informal phrases on
the right.
1. I deposited some money.
2. I withdrew some money.
3. The funds have been transferred.
4. My account is overdrawn.
5. It's paid by standing order.
6. My account was debited.
7. My account was credited.
8. I used an ATM.
9. I made a balance enquiry.
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English for Economics Education
a. The money's been sent.
b. I paid in some money.
c. It goes out of my account every
month.
d. I went to a cashpoint.
e. I took out some money.
f. I'm in the red.
g. I checked my balance.
h. It went into my account.
i. It went out of my account.
Activity 4
Study the following explanation!
Most people, at one time
or another, have dealings with
banks. Individuals may have
savings or checking accounts,
need loans for the purchase of
autos or homes, or seek
advice and assistance with
investment
options.
Companies and entrepreneurs
need banking services to
conduct their businesses. Tourist may need banks to cash travelers checks or get
cash against credit cards. Below are some common expressions heard at a bank.
Expression
Response
I want to (... cash a check)?
Certainly, do you have an ID.
I would like to (... make a
deposit into my checking
account).
I need to withdrawal $500
from my savings account.
I would like to apply for ( ...a
bank guarantee
card).
Who would I talk to (
... about a car loan)?
Please complete this deposit slip.
Of course. Do you have your passbook?
Please see the woman at the new accounts desk
over there.
You will have to see Mr. Ellison in the loan
department.
English Dialogue
Students should work together in pairs and read the following dialogue, one
student reading one part, the other student reading the other. Note the expressions
used in the dialogue and the progression of the conversation. The dialogue can be
used as a model to have similar conversations.
Teller
Customer
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: Next please. How may I help you?
: Yes, I’d like to make a withdrawal from my saving account
and cash a check.
English for Economics Education
Teller
Customer
Teller
Customer
Teller
Customer
Teller
Customer
Teller
: Certainly sir. Please complete this withdrawal slip, with your
name, account number and amount of withdrawal.
: There you go
: Thank you. How would you like that?
: Could I have two hundreds, two fifties, and the rest in
: twenties.
Here you are. I need you to endorse the back of the check
: you want to cash and I’ll need to see an ID.
: No problem.
: Here you are. Will that be all today?
: Yes, that will do it. Thanks.
Thank you. Have a pleasant day.
Activity 5
Conversation Activities
1. Pair Work- discussion
Do you have an account at a bank? Tell your partner about it using some of the
ideas for discussion below.
Your partner should ask questions to get more information.

what is the name of the bank?

how often do you go?

what kind of account do you have?

what do you like or dislike about dealing with the bank?

do you have any problems with banks (other than not enough money)?

do you do a lot of transactions at the ATM ?

have you ever taken out a loan from the bank- what for?
2. Pair work- role play
The situation: At a bank making the transactions below
Working with a partner, role play the situation, using the information below
The roles: A bank teller, a customer
A. Deposit money into a savings account.
Teller should fill in the deposit slip.
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Customer should supply the following information:
1. name
• account number
• amount to deposit.
B. Cash a personal check
Teller should ask for an ID card and a bank guarantee card
Customer should tell the clerk how he wants the money
C. Withdraw money from a savings account
Teller should fill in the withdrawal slip
Customer should supply the following information:
• name
• account number
• amount to withdraw
D. Open a savings account
Teller should inform the customer of the minimum amount for an initial deposit,
complete the paperwork and ask the customer for the following information:
• name
• an ID
• address
• place of employment
• amount of initial deposit.
Customer should supply the requested information.
Activity 6
Study the following explanation!
JOB APPLICATION LETTER
When sending a company your resume for a job or internship, always include a
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letter of application. Your application letter should contain information on the
position you are applying for and your qualifications for the job. It should be
properly organized, formatted and spaced so it's readable and makes the best
impression on the hiring manager.
LETTER OF APPLICATION GUIDELINES
Length: A letter of application should be no more than one page long.
Format: A letter of application should be single-spaced with a spacebetween each
paragraph. Use about 1" margins and align your text to the left, which is the
standard alignment for most documents.
Font: Use a traditional font such as Times New Roman, Arial, or Calibri.The font
size should be between 10 and 12 points.
HOW TO ORGANIZE A LETTER OF APPLICATION
1.
2.
Header: A letter of application should begin with both you and
theemployer's contact information (name, address, phone number, email)
followed by the date. If this is an email rather than an actual letter, include
your contact information at the end of the letter, after your signature.
Salutation: Begin your letter with "Dear Mr./Ms. Last Name." If you donot
know the employer's last name, simply write, "Dear Hiring Manager."
Example:





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Dear Hiring Manager 
To Whom It May Concern 
Dear Human Resources Manager 
Dear Sir or Madam 
Dear Company Name Recruiter 
English for Economics Education

3.
Introduction: Begin by stating what job you are applying for. Explainwhere
you heard about the job, particularly if you heard about it from a contact
associated with the company.
Briefly mention how your skills and experience match the company and/or
position; this will give the employer a preview of the rest of your letter.
4.
Body: In a paragraph or two, explain why you are interested in the joband
why you make an excellent candidate for the position. Mention specific
qualifications listed in the job posting, and explain how you meet those
qualifications. Do not simply restate your resume, but provide specific
examples that demonstrate your abilities. You can either write about these
specific examples in complete sentences or in a bulleted format.
5.
Closing: Restate how your skills make you a strong fit for the
companyand/or position. State that you would like to interview and/or discuss
employment opportunities. Explain what you will do to follow up, and when
you will do it. Thank the employer for his/her consideration.
Sincerely 
Sincerely yours 
Regards 
Best regards 
Kind regards 
Yours truly 
Most sincerely 
Respectfully 
Respectfully yours 
Thank you 
Thank you for your consideration 




6. Signature: End with your signature, handwritten, followed by your
typedname. If this is an email, simply include your typed name, followed
by your contact information.
7. Proof and Edit Your Letter
Remember to proof and edit your letter before sending it. It may sound silly,
but also be sure to include the correct employer and company names
when you write many letters of application at once, it is easy to
make a mistake.
If you are applying to a job in advertising or another field that emphasizes
creativity, you might be able to be more flexible with these guidelines.
However, think closely about the position and the company before deviating
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drastically from this format
Here is the example of application letter:
Dear Mr Chan
I am writing to apply for the post of Management Trainee, which was advertised
on the Student Affairs Office notice board of the Hong Kong Polytechnic
University on 21 September 2014.
My working experience at Lucky Star Garment Manufactory Limited improved
my leadership skills, communication skills and ability to work in a team
environment. I have fluent spoken and written English. I also have fluent
spoken and written Mandarin, and can therefore work in mainland China.
Currently I am studying a B.A. in Management at the Hong Kong Polytechnic
University, graduating in 2015. Subjects which I am studying that are relevant
to the post of Management Trainee include Operations Management, Human
Resources Management, Accounting, Marketing and Strategic Management.
My final year project is entitled Knowledge Management Practices in HK.
Carrying out this project has improved my communication skills, my leadership
skills and my ability to lead and supervise subordinates effectively. I have also
learned how to run a project from the planning stage to its completion.
During my studies I have held the post of Executive in the Management
Society. While leading and organising Management Society activities I have
improved my ability to lead and supervise subordinates effectively, ability to
work under pressure and ability to work in a team environment.
Working for Wong And Lim Consulting appeals to me because it has a good
reputation and it provides excellent training. Your organisation produces a highquality service, and I can contribute to this with my leadership skills and my
ability to work under pressure.
I am available for interview at any time. I can be contacted most easily on the
mobile phone number given above. I look forward to meeting you).
Yours sincerely
Wong Wai Man Wilfred
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Activity 7
In a group of two, find a job advertisement from the newspaper, magazine or
internet. Write an application letter for the vacancy.
Activity 8
Study this text on creating a good resume or Curriculum Vitae (CV)!
CREATING THE EFFECTIVE RESUME
What is a Resume?
A resume is a short summary of your skills, education, and experience. A solid
resume is the key that will open the door to good jobs. Don’t cheat yourself...work
hard on it.
What is the different between a ‘Resumé’ and a ‘CV’?
Resumé is French meaning 'summary'. Curriculum Vitae (CV) is Latin meaning
'course of life'. For general job seekers, a CV and resume are the same thing.
However, what you call the document changes depending on the country. Resume
is the common name in the US and English-speaking Canada. CV is used in the
United Kingdom. Both resume and CV can be used in North America and
Australia. However, if you are looking for an academic, education, scientific or
research job, you use the term CV.
How long do employers typically look at a resume?
A. Less than 30 seconds
B. 3 Minutes
C. 1 Minute
If you answered “A”, you are correct. Employers often receive hundreds of
resumes for a single position. They do not have time to look carefully at all
resumes they receive, that is why it is very important to make your resume stand
out among the others.
What should be included in a resume?
Heading - Your heading should include the essential personal information. Your
formal name (not nickname) should appear at the top and it should stand out
above all else on the paper. Also include your address (both permanent and
temporary) and phone number. If you use email, include your email address.
Objective - (Also called “Career Objective”) - It is generally a one sentence
explanation of the type of job you are seeking. Your objective should be fairly
specific. If you are applying for different types of jobs, change your objective to
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English for Economics Education
match each type of job. If you are uncertain about the specific positions available,
note your areas of interest.
Education - You should specify the dates of attendance or graduation (or
expected graduation). As a college student, include your major and the degree you
expect to receive. Some people include education-related honors in this section. If
your education is particularly relevant to a job, you may want to include a section
titled “Relevant Courses.” In this category, you can list classes that might
contribute to your employability.
Experience - (Also called “Work Experience” or “Employment Experience”) In
this section, you should include previous employers, their locations, your dates of
employment, and your job title.
Summary of Skills - Some people use this section to include special skills or
talents that are not included elsewhere on the resume, but would be relevant to the
employer. Some possibilities are:
• Type 60 words per minute
• Fluent in French
References – Make sure you have asked their permission to include them as
references. Only ask people who will speak well of you. Create a separate list of
references including their names, addresses, employers, job titles, and phone
numbers. It is best to list work numbers since some people don’t appreciate calls
at home. You know an employer is interested when they request a list of
references.
TIPS FOR MAKING A GOOD CV
1. Show what makes you unique
For every job you apply for you could be up against hundreds of other candidates
so you need to make sure you stand out. Employers don't just buy skills, they buy
solutions, so show how can you make the company money and how can you
resolve the problems that they have.
2. Choose a clear layout
Employers spend around 20 to 30 seconds scanning your CV so it needs to remain
clutter-free and easy to read. The last thing a recruiter wants to do is to go hunting
for the information that they are looking for so don't hide it amongst an array of
elaborate graphics.
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English for Economics Education
3. Tailor your CV to your audience
It may sound like a time consuming process, but making the effort to tailor your
CV to suit the requirements of each particular job that you are applying for can
greatly increase your chances of securing an interview.
4. Keep it error free
It's deceptively easy to make mistakes on your CV and exceptionally difficult to
repair the damage once an employer gets it. As well as checking your spelling and
grammar, make sure your employment dates match up and that you've provided
the right phone number and email address.
5. Keep your CV up-to-date
When you put together a CV it's often difficult remembering the projects you have
been involved with and the achievements you have made. To avoid missing
important pieces of information out, revisit your CV every month adding anything
of importance, and cutting any information that is no longer required.
Activity 9
Create your own CV based on the text above. You can also download CV
templates from the internet and use them as guidelines.
Activity 10
In pairs, conduct a job interview role-play. One of you act as the interviewer
and the other as the applicant. You can use the following questions as a
guideline and add some of your own.
 Tell me about yourself.
 What are your strengths? Best skills?
 What is your major weakness?
 What are your career goals? Future plans?
 What things are most important to you in a work situation?
 If you had a choice, would you prefer to work alone or as part of a team?
Why?
 What are your hobbies?
 What salary are you expecting?
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English for Economics Education
UNIT
5
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English for Economics Education
InternetBanking
UNIT 5
Internet Banking
Activity 1
Write the words into the spaces below!
applications _ authentication _ encrypted _ facilities passwords _ PINs _
protected _ transactions _ victims
a. Customers with facilities for Internetbanking (also known as online
banking) canuse their bank’s or building society’s websiteto carry out
payments and other _______________ over the Internet. This formof
banking can be done outside business hoursand from anywhere with
Internet access.Features of Internet banking include paymentof bills,
funds transfers between a customer’sown accounts, transfers to a third
party’saccount, loan _______________ and viewingbank statements.
b. In addition to the Internet banking _______________ offered by highstreetbanks, a new generation of banks operateexclusively online. These
banks tend to offerhigh interest rates on savings accounts and lowrates
on loans because their overheads aremuch lower than those of traditional
banks.
c. Security has become a key issue in Internetbanking. For most secure
Internet sites,such as Internet shopping sites, singlepassword
_______________ is consideredsufficient. In an increasing number
ofcountries, this is no longer considered adequatefor Internet banking. In
these cases, entry to thesite requires the input of one of a selection
ofpasswords and multiple
_______________.All information is
_______________,making it almost impossible for a third party(i.e. a
hacker) to access the information.
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English for Economics Education
d. However, hackers can gain access toinadequately_______________
home PCs,and can record the password as it is typed in(keylogging).
Spyware and other maliciousprograms can record private banking
details,and send them to a third party. A morecommonplace danger is
written passwords andPINs falling into the wrong hands.
Activity 2
Study the following expressions!
At the drugstore
Jerry
: I want some toothpaste,
Clerk : please.
Jerry
: A large tube or a small
Clerk : one?
Jerry
: How much is the large
Clerk : one?
Jerry
: Three dollars.
And what does a small
tube cost?
A dollar seventy-five.
I’ll have a large one,
please.
At the post office
Anne : I want to send this letter to Taiwan, please.
Clerk : That’ll be forty-four cents. Anything else?
Anne : Yes, three aerogrammes, what do they cost?
Clerk : Forty cents each.
Anne : So, how much is that altogether?
Clerk : A dollar sixty-four, please.
Anne : Thank you.
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English for Economics Education
Asking about prices
Expressions
Responses
A :What does a tube of toothpaste
B: A dollar seventy-five.
cost?
How much is a small tube of
toothpaste?
B: They’re twenty dollars
A: What do these shoes cost?
How much do these shoes cost?
Twenty dollars.
How much are these ones?
B: It’sten dollars
A: What does this book cost?
How much is this envelop?
That one’s six dollars.
How much is this one?
A: How much is that altogether?
How much will be that
B: That’ll be thirty dollars
Thirty dollars, please.
altogether?
Bargaining
A: That’s too expensive. B: I’ll let you have it for $
How about $150?
160
I’ll offer you $150
I can let you have it for $
Will you take $
160
150?
That’s too low. How
abaout $160
My lowest price is $ 160
My last price is $ 160.
PAIR UP AND PRACTICE
1. Practice saying these prices
$ 150
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$17.75
$ 365
English for Economics Education
$ 36
95 C
$12.50
$175
$ 2.000
$ 1.500
$ 50.75
75 C
$ 25.75
2. Work with your partner. Student A wants to buy the items below .
Students B names a price. A thinks the price is too high. Use this model:
Student A: How much is this .........?
How much are these......?
Student B: Oh, that’s ...................
Oh, those are ...........
Student A: Oh, that’s rather expensive. How about.........?
Student B: I can let you have it for.........................
I can let you have them for ...................
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English for Economics Education
BIBLIOGRAPHY
Azar, Betty Schrampfer. (1999). Understanding and Using English
GrammarThird Edition. 10 Bank Street, Whilte Plains, NY 10606.
Pearson Education.
Azar, Betty Scrampfer and Stacy Hagen. (2003). Fundamentals of
EnglishGrammar, Third Edition Workbook. 10 Bank Street, Whilte
Plains, NY 10606.Pearson Education.
Clark, Raymond C. (1989). Money Exploring The Ways We Use
It:Vocabureader Workbook 4.15 Elm Street Brattleboro, Vermont
05301: ProLingua Associates.
Cooton, David. (1984). World of Business: An Intermediate Course in
Business English. London: Bell and Hyman Limited
Dowling, Barbara and Marianne Mc Dougal. (1982). Business Concept for
English Practice. New York: New Bury House Publisher, Inc.
Primary, Metty Agustine. (2007). Be Smart on English Grammar: A
handbook for Structure 1. Siliwangi University, Tasikmalaya:
Unpublished.
Richards, Jack C. And Mike N. Long. (1989). American Breakthrough.
Oxford: Oxford University Press.
______________
et.
al.(2005).
Interchange:
English
for
InternationalCommunication 1Third Edition Workbook. Cambridge:
Cambridge UniversityPress.
______________ et. al.(
). Interchange: English for
International
Communication 2 Student’s book. Cambridge: Cambridge University Press.
______________ and Chuck Sandy. (2000). An Upper-Level
Multiskills
Course Passages Teacher’s
UniversityPress.
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English for Economics Education
Manual
2.
Cambridge:
Cambridge
APPENDIX 2
WEEKLY PROGRESS
Name
: ____________________________________________
Class
:_____________________________________________
NPM
:_____________________________________________
Meeting
1
2
3
4
9
10
11
5
6
7
13
14
15
Score
Page
Sign
Meeting
12
Score
Page
Sign
Total Score
Average
Weekly Progress
x 30 %
Attendance
x 10 %
Assignment
x 20 %
Mid Test
x 20 %
Final Test
x 20 %
Total
Grade
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English for Economics Education
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