Uzbekistan state world languages university
Third English faculty
Students’ book
Upper-intermediate
to advanced
English for
BUSINESS
studies
1
Group 406
Tashkent 2022
Introduction to the Learner
English for Business Studies is a reading, speaking, listening and writing course
book for learners with at least an intermediate level of English who need to
understand and express the key concepts of business and economics. It covers the
most important areas of management, production, marketing, finance, customer
service and others.
This course aims to:
 Present you with the language and concepts found in books, newspapers
and magazine articles and websites on business and economics;
 Develop your comprehension of business texts;
 Develop your listening skills in the fields of business and economics;
 Provide you with opportunities to express business concepts, by redefining
them in your own words while summarizing, analyzing, criticizing and
discussing ideas.
Most of the units contain:
An informative reading text giving an overview of a particular topic,
introducing key business concepts and including a large amount of relevant
vocabulary which comes with related comprehension and vocabulary exercises
and discussion activities.
Listening activities on authentic reports or interviews with people in different
occupations. These activities are always accompanied by exercises. The listening
recordings include speeches of British and American native speakers and
sometimes non-native speakers. All given recordings help you to develop
listening skills as you both practice listening and business-related topics.
Grammar references are most common as without it, you get into trouble to put
what you have learned into practice. Given grammar rules are all structured for
2
business related topics and provide following exercises to make sure that you
have learned fully.
Additional discussion topics are given in order to share your own conceptions
with others and exchange with each other.
This book can be used by an individual learner or with a group.
If
you are using this book in a class with a teacher, it gives you a lot of opportunities
to discuss ideas and issues with other learners in pairs or small groups. Moreover,
it helps you to develop and defend your own point of view.
If you are using this book on your own, you will have some difficulties while
practicing some speaking discussions, but still, you will be able to practice your
other skills as they don't require someone to work with. You will be provided
with answers to the exercises.
3
Contents
Topics
Authors
Unit 1 National and international Anvarova Nafisa
Pages
6
business
Unit 2 Management
Dehqonova Sayyora 12
Unit 3 Money
Jabborova Mohinur
Unit 4 Corporate
social Jo‘rayev Turdali
16
21
responsibility
Unit 5 Logistics
Nurxonova Dildora
26
Unit 6 Banking
Mamatkulova
31
Feruza
Unit 7 Marketing
Qulmamatova
35
Mohichehra
Unit 8 Business skills
Raxmonova
39
Dilshoda
Unit 9 Product quality
Raxmonaliyeva
43
Salima
Unit
Getting
job
10
organizations
at
business Sayitova Gulchiroy
46
Unit 11 Business related issues
Solihova Ra‘no
50
Unit
Soipova Sanobar
55
Online business
12
4
Unit
Customer service
Turg‘unboyev
13
Unit
60
Dadaxon
Production
G‘oziboyeva Xosiyat 67
Unit
Equality and diversity in
Umrzoqova Asal
15
business
14
71
Answer keys
75
Lesson plans
81
References
104
Glossary
105
Appendix 1
110
Appendix 2
114
Unit 1
International and national business
5
Vocabulary
International Business
Match new words with their
definitions.
Business transactions between parties
from more than one country.
1.Outsourcing; 2. FDI; 3.MNC;
4.Cultural Literacy;
5.Globalization; 6.International
Business; 7. Domestic business.
Domestic Business
Business transactions between parties
from within the boundaries of a single
country.
a) Investment in the territory
of one state by another
foreign state
b) Hiring cheaper foreign
countries
c) Business within one
country
d) Running a company in
several countries
e) Growth to a worldwide
f) International mutual
respect and esteem
g) Business with more than
one country.
Cultural Literacy
Understanding and appreciating the
similarities and differences of the
world's peoples.
Globalization
The increased flow of trade, people,
investment, technology, culture, and
ideas among countries.
Outsourcing
Reducing costs by locating production
facilities in other countries and hiring
cheaper foreign workers.
Multinational Corporation (MNC)
6
A company that operates in two or
more countries.
Foreign Direct Investment (FDI)
Linkers are words or phrases that we use to link (i.e.
connect or join) ideas.Conjunctions are linking words
like and, or, but, then and because. The two main
types of conjunctions are coordinating (words such as
and and but) and subordinating. Subordinating
conjunctions (e.g. because, if, when, in order to) link a
subordinate clause to a main clause. Temporal
subordinating conjunctions are words such as when,
while, before, after, until, once, as soon as. Linking
words are used with comma.
Foreigners supplying and controlling
investments in a host country.
Grammar
While reading the given text below pay attention to the use of linking
words. (Linking words are in bold)
Reading comprehension
Gross Domestic Product (GDP)
Gross Domestic Product (GDP), or the measure of all the products made,
services offered, and business conducted in a country over a set period of time,
is another one of those business terms that’s frequently referenced but seldom
understood. Once again, GDP is simply a calculation of the business that’s
taken place in a country annually. The United States, for example, has the
largest GDP in the world, thanks to its free market and large population; other
nations have solid GDPs as well, and the exact number usually corresponds to
7
its country’s economic system, development, natural resources, education, and
more.
Similarly, the process of calculating GDP is simple and straightforward. GDP
is comprised of “private consumption + total investments + government
investments + government spending + the value of exports minus imports.” In
other words, gross domestic product, which is once again the measure of all the
business that’s taken place in a country over a period of time, is determined by
adding together money spent on private consumption, personal investments,
government investments, government spending, and the value of exports (minus
imports, so that the total reflects the trade agreements that give money to the
country at-hand).
Lastly, nominal GDP refers to a specific year’s gross domestic product purely
in terms of production, while real GDP accounts for inflation, and is typically
consulted by economists attempting to contrast a country’s current output with
those of the past.
1.What is gross domestic product (GDP)?
a The measure of all the products made, services offered, and business
conducted in a country over a set period of time
b All the money currently in a country
c The total value of assets currently in a country
d An indicator of inflation
2.Which country has the largest GDP in the world?
a China
b Australia
c Russia
d United States
3.How is GDP calculated?
a By counting all the money in a country’s banks
b By referencing a country’s national debt
c By adding up private and public consumption
d None of the above
4.What is the main difference between nominal and real GDP?
a Nominal calculates for inflation and real does not
b There are no differences between the GDP types
c Real GDP accounts for annual inflation
d Real GDP is accurate, while nominal GDP is not
8
5.Why is GDP important?
a It can be used by businesses to maximize profits
b It can help a country be as successful as possible, as GDP can be shown-off
on the world stage to attract investors
c It indicates the relative economic capabilities of a country
d 1 and 2
Writing
A business letter is a formal
document often sent from one
company to another or from a
company to its clients,
employees, and stakeholders,
for example. Business letters
are used for professional
correspondence between
individuals, as well.
It is important, then, for every
small business owner to know
how to construct and format a
professional-looking business
letter properly. The types of
business letter formats can
include:




Cover letters
Thank you letters
Complaint letters
Adjustment letters
 Bad news letters.
 Acknowledgment
letters.
 Memos
 Congratulatory letters
 Response letters.
 Sales letters
 Resignation letters.
While there are different business letter styles, most experts agree that a
business letter should have at least the following seven parts:
9
Sender’s address. You don’t want the
recipient to have to look up your
address in order to write a response. A
phone number and email address can
be included as well.
Date. It should be immediately
apparent when the letter was written.
That way, the recipient can more
easily be reminded of when and why
the letter was written especially if it
revolved around a particular event or
business situation.
Recipient’s address. You don’t want your
assistant to have to look up the address to
send the letter (or you don’t want to have to
look up the address again yourself).
Salutation. A “To whom it may concern” is a
surefire way to get your letter lining a
wastepaper basket. It’s important to have a
name in the recipient’s address and
salutation, even if you have to call up the
company or do some searching on LinkedIn
to find out who the letter should go to.
Body. It’s generally wise to stay professional
and get to the point. As with any
communications, being clear and concise
tends to reflect best on the writer.
Closing/signature. The signature gives a
personal touch to the letter, shows exactly
who it’s from and that you approve the
contents of the letter.
Enclosures. It’s important to have a list of any additional items enclosed with
the business letter, in case the recipient misplaces them.
Task
Write a "sales letter" according to the given sample above
10
All sentences in a paragraph need to relate to the main idea in the topic
sentence. The reader should be able to see how each sentence flows from the
previous one and how each is connected to the topic sentence. Linking words
and phrases weave sentences together to create a cohesive paragraph .
Speaking
Answer the following questions
1)
Are you interested in the world of business?
(2)
Do you think you have a good head for business?
(3)
What kind of business would you like to start?
(4)
Do you think anyone can start their own business?
(5)
What are the dangers of having your own business?
(6)
Would you include your own name in your business name?
(7)
Do you read any business magazines?
(8)
Do men or women make more successful business people?
(9)
Do you think you’d be a tough person to work for?
(10) What advice would you give to people starting in business?
Listening
Listen to the business news to practise and improve your listening skills.
Do the preparation task first. Then listen to the audio and do the exercises.
http://learnenglish.britishcouncil.org/skills/listening/b2-listening/business-news
11
UNIT 2. MANAGEMENT
b. Brainstorm about difficulties at
your work and how you usually
solve them? What qualities help
you in these situations?
Get ready!
Speaking
Vocabulary &
Listening
Activity 1
a. Work with a partner and discuss
the questions.
Activity 2
What is your leadership style? ...
Can you share an example of
effective teamwork that you've
experienced? ...
3. How do you display quality
customer service? ...
4. Can you tell me about a time when
you managed an important project?
...
5. What qualities does your ideal boss
possess?
1.
2.
a. 🎧 Complete the phrases in the
text with the verbs in the box in the
correct form. Then listen and check
your answers.
avoid be deal give make (x2) prefer
resist rise succeed in wait
12
Grammar &
Speaking (ability)
Activity 3
Read the information in the Grammar
focus box. Match sentences a-e to 1-5 in
the box.
In the Marshmallow Test, researchers left
four-year-old children alone in a room with a
marshmallow. If the children managed to
a. Some ate it straightaway, some
managed to wait a while before
giving in.
b. Only 30% of the kids were able to
wait the full fifteen minutes.
c. The kids who couldn’t resist
temptation were generally less
successful,
d. When he taught the children some
simple techniques
…nearly all the children succeeded
in waiting the full fifteen minutes,
e. ... you will be able to make better
decisions about your future.
1
resist temptation and not eat the
marshmallow, the researcher promised
them a reward of two marshmallows.
However, most of the children found it
difficult to 2______ patient and
3______in before the time was up. They 4
______ to have something immediately
rather than 5______for what they really
wanted. The researchers found that, as
adults, those children who could
6_______to the challenge were generally
much more successful than the others.
The best technique was to 7_______
thinking about the marshmallow at all.
The successful children 8______ with the
problem by looking away or covering
their eyes. If they didn't think about the
marshmallow, they didn't have to
9_______ an effort not to eat.
Grammar (ability)
When Mischel taught a different set of
children this technique, nearly all the
children 10 ______ waiting the full time.
Learning these techniques can help in
adult life because being able to wait helps
us to 11________ the right choices.
b.
Listen to the audio again and
write and learn phrases given in
bold.
13
b. Which skill(s) is/are
about..
Activity 4
Work with a partner. Complete the tips
in the blog using can/can't,
could/couldn’t, (not) manage to, (not)
succeed in, and (not) be able to in the
correct form.





working with other people
managing limited time
using your intelligence
being a good boss
being a good worker
Some skills can be in more than one
category.
Activity 6
a. Work with a partner. Look at the two
jobs in the photos and decide what
skills, apart from cooking skills, are
needed for each job.
Vocabulary &
Reading
Activity 5
a. Look at the list of skills
below (1-13).
14
1 being a good leader
2 being confident in yourself
3 making decisions
4 managing (tight) schedules
5 persuading people to do things
6 taking responsibility
7 working well under pressure
8 solving problems
9 being reliable
10 managing a team
11 multitasking
12 setting goals
13 working hard
Quote:
Writing
Work hard, have fun,
make history.
Homework Try to write your own CV
according to what personal skills you
have to work for an organization
Jeff Bezos.
Vocabulary &
Speaking
b. Work in small groups. Decide
together which skills Ed needed for
both jobs. Give reasons for your
choices.
Activity 7
Activity 8
a. Look at these com pound adjectives
from the article. Which nouns do they
describe?
a. Add a word from the box to make a
compound adjective.
a. stress-producing
b. five-minute
going hand known made page priced
speaking star
1.
2.
3.
4.
5.
6.
7.
8.
Activity 9.
b. Can you think of compound adjectives
which match definitions 1-6?
Easy __________
Home _________
Five___________
Over___________
500____________
Second__________
English__________
Well_____________
b. Complete the questions with the compound
adjectives in exercise 8. Sometimes more than
one answer is possible. Homework
c. Read the information in the
Vocabulary focus box about compound
adjectives and check your answers.
Vocabulary focus, compound
adjectives
Compound adjectives are generally made up of
two words, usually either becoming a single word
or joined by a hyphen. Here are some of the
most common forms they can take.
15
1. ending in a past participle: left-handed,
short-sleeved
2. ending in -ing: good-looking, hardworking
3. ending in a noun: two-hour, full-time
Unit 3
Money
GET READY!
 Speaking!
i.
ii.
iii.
iv.
How important is money to you ?
What would life be like without money ?
Can money buy happiness?
Have you ever raised money for charity ?
READING
Read the following passage carefully and answer the questions that
follow –
Nine thousand years ago, people did not have money. They traded animals
for things they wanted. They traded crops for what they wanted In China, in
about 1200 B.C., people traded shells for the things they wanted. Chinese
people also traded metal tools for the things they wanted. For example, they
16
traded metal knives and shovels for the things they wanted. Later in China,
people made metal money. In about 100 B.C., the Chinese made money of
animal skin. The first paper money was made from white-coloured deerskin.
It came from China about 900 years later. In about 700 B.C., people made
the first round metal coins. The coins were made of gold and silver. They
looked very similar to the coins we use today. These coins came from Lydia.
Lydia was located where the country called Turkey is located today. After
people made coins in Lydia, people in Rome, Iran, and Greece also began
making coins. Coins were very durable – they were strong and could last a
long time without becoming damaged. Wampum is necklaces made from
beads and seashells. The beads had holes in them. People put beads on
strings. American Indians used wampum for money in the 1500’s. Money
changes with time. No matter what it looks like, money is an idea. It is the
thought that people can trade something they have for something they want.
Money makes trading easier.
1. Before people had money, they traded…
A .crops for what they wanted.
C. metal tools for what they wanted.
2. The first paper money was made in…
A. the year 1200 B.C. in China.
C. the year 800 A.D. in China.
3) What was the first paper money made of?
A. Metal
B. Tree leaves
White shells
4) The first metal coins came from…
A.Iran
B.Lydia
5) All money is based on the idea that…
A 5.gold and silver are good money.
have for what they want.
C. people can trade things for animals.
money.
17
B. animals for what they wanted.
D. All of the above
B. the year 700 B.C. in Lydia.
D. the 1500’s in North America.
C. Animal skin
C. Rome
D.
D. Greece
B. people can trade what they
D. coins are the best kind of
Listening
Listen and complete the sentence .
“Money makes __________________.” I wonder if this famous
English expression is very true. If you have money, the world goes
__________________ and you are happy. If you don’t have
money, the world might not go __________________. They also
say that “money is __________________”. I think this is so true.
Money makes people kill and steal. Greed means there are things in
the world like blackmail, corruption, slave labour
__________________ terrible things. Another common saying in
English is “money can’t buy happiness”. I’m __________________
this one. I know if I had loads of money I’d be pretty happy. I think
if all the world’s money __________________, the world would go
round more happily, and there would __________________
happiness.
money.mp3
Writing
18
 Do you agree or disagree with the following statement? Only people who
earn a lot of money are successful ?
Grammar
Fill in the gaps with the comparative or the superlative form of the adjectives
given.
1. This armchair is
than the old
one. (comfortable)
2. Trains are
than aeroplanes. (slow)
3. I bought the
souvenir I could
afford. (expensive)
4. In this classroom there are
girls than boys. (many)
5. Ann is the
child in the family. (young)
6. That TV set is the
of all. (cheap)
7. You are
here than there. (safe)
8. Fifi is
than Kate. (pretty)
Vocabulary
19
1.A form of money that is made out of paper.
___________________
2.The paper form you complete and sign when you want to pay for something but you don't have any
cash. __________________
3.The person who works in a bank and helps you open an account.______________
4.The large building that keeps your money safe.________________________
5.A form of money that is made out of small metal circles. ________________
6.The thing that women use to keep cash and cards.
7.The thing that men use to keep cash and cards.
8.The place in a shop where you have to pay for things you want to buy.________________
Cheque, clerk ,note, coins, purse, bank, checkout, wallet.
Unit 4. Corporate social responsibilty
20
Grammar:
Fill in the gaps with a future form and
the verbs in brackets.
Teacher:What 1___________(you\do)
this time next year?
Student 1: Well,that’s difficult to say but
I hope that l 2___________(travel)
round the world. Before then I
3_______(hopefully\save up) enough
money for the ticket.l plan to end up in
Australia and when I 4 ______(get) there
l’ll get a job and earn some money.So,in
a year’s time l 5_____(probably\travel)
for a few month already.l hope that l
6______(visit) quite a lot of different
countries by then too.
Teacher: What do you plan to do when
you graduate?
21
Student 2: Well, my plans have changed
a bit.l 7______(do) a journalism
course,but l didn’t get eccepted.So,l’ve
sorted something else out and l
8______(start) a hospitality course
tomorrow,actually.It’s for six months,so
l 9_______(not\finish) in time to go
travelling next spring, unfortunately.
However,as soon as l 10_______(find
out) if l’ve passed the course,l can apply
for a job in a hotel in Australia
Complete the sentences with
expressions from above.
1 His lawyers have argued that the
transactions were completely above
___________________ and approved by
the other directors.
Vocabulary:
Accountability and transparency
2 The code of professional conduct
requires directors to act
with____________ and
Individuals and organizations should be
accountable -.completely open about
what they do and able to explain their
actions. Dealings - business transactions
- should be transparent - not hidden or
secret - and explainable in a way that can
be understood by outsiders. Companies
may say that
______________and to accept that
failure to comply carries the threat of
fines,
3 It faces the most serious charges of
_________yet brought against a big
their managers and employees should act
with integrity and, more formally,
probity – complete honesty- and that
they do not tolerate any form of
professional misconduct. People expect
the behavior of organizations to be
above board - completely open and
honest.
accountancy firm, with claims that it
deliberately concealed evidence of fraud.
4 We are totally ______________about
the methods that we use, so it would be
hard for
22
negatively to them. Some examples
of companies that strive to be
leaders in CSR include Starbucks
and Ben & Jerry's. As important as
CSR is for the community, it is
equally valuable for a company. CSR
activities can help forge a stronger
bond between employees and
corporations, boost morale, and aid
both employees and employers in
feeling more connected to the world
around them. For a company to be
socially responsible, it first needs to
be accountable to itself and its
shareholders. Companies that adopt
CSR programs have often grown
their business to the point where
they can give back to society. Thus,
CSR is typically a strategy that's
implemented by large corporations.
After all, the more visible and
successful a corporation is, the more
responsibility it has to set standards
of ethical behavior for its peers,
competition, and industry.
us to hide the fact if we were not giving
the correct numbers in our findings.
5 The city's officials ought to be held far
more_____________ than they are today
for
what they spend and how.
Speaking:
1.What is the corporate social
responsibility?
2.What is corporate social responsibility
in communication?
3.Why is corporate social responsibility
important?
Reading :
Read the article
What Is Corporate Social Responsibility
(CSR)?
Mark the following statements as Yes
and No
Corporate social responsibility
(CSR) is a self-regulating business
model that helps a company be
socially accountable to itself, its
stakeholders, and the public. By
practicing corporate social
responsibility, companies can be
conscious of the kind of impact they
are having on all aspects of society,
including economic, social, and
environmental. To engage in CSR
means that, in the ordinary course of
business, a company is operating in
ways that enhance society and the
environment instead of contributing
1. The corporate social
responsibility (CSR) refers to
practices and policies
undertaken by corporations
intended to have a positive
influence on the world. ____
_________
2. Starbucks is one of the best
example for companies that
strive to be leaders in
CSR.________
3. The more visible and successful a
corporation is , the more
responsibility it has to set
23
standards of ethical behavior for
its competitionand industry
e) information technology systems
f) to do something about (a particular
problem or situation)
Listening:
Who's who in the office
Task 1
1. Jani is new in the department.
True\False
2. Luciana has short, dark, hair.
True\False
3. The guy on the phone is called Ian.
Listen to two people talking about the
people in their office to practice and
improve your listening skills.
True\False
4. Maria is responsible for the new
orders.
Do the preparation task first. Then
listen to the audio and do the
exercises.
Preparation task (Match the words
and the definitions).
1. a printer
True\False
5. Yuki should write everything
down.
True\False
2. to deal with
6. Sebastian works in
communications.
3.management
4.a colleague
True\False
5.a department
6.IT systems
Listening: Who's who in the office –
Task 2
a) a person you work with
b) a part of a company or
organization
Match the two halves of the sentence.
c)controlling and organizing
something
1.is the marketing director.
2.will be working with Yuki.
d)a machine for printing documents,
photos, etc.
3.do order management.
24
4.can get Yuki email access.
5.will introduce herself to Sebastian
later.
6.is responsible for information
technology systems.
a) The first people they see
b) The woman in the purple dress
c)The man in the green shirt
d) Maria
e) Sebastian
f)Yuki
Writing:
A report is a document that presents
the results of an investigation, project
or initiative. It can also be an in-depth
analysis of a particular issue or data
set. The purpose of a report is to
inform, educate and present options
and recommendations for future
action. Reports are an integral element
of dozens of industries, including
science, healthcare, criminal justice,
business and academia.
What is a CSR report & why is it
important? Write about the impact
of CSR. You can join your own
opinion.
25
Unit 5 Logistics
Speaking
Activity 1. Discuss the questions below
1. Do you know everything around you was made somewhere else?
2. Do you know how and where your pencil got made and how it got to the
classroom?
3. What do you think how far this product you have came to get to you?
4. How many people would you guess are involved in making this product?
5. Who do you think these people are?
Listening
Activity 2. Watch the video and learn more about logistics
Video: Module 4: Move It: Transportation and Logistics
https://www.youtube.com/watch?v=-ZpHiMTwOdM
26
Vocabulary
Activity 3. Learn new words related to logistics. Then use the words below to
complete the article.
Reverse logistics
Reverse logistics 'involves the flow of materials back to the
distribution, production or supply stages where valuable outcomes
result from their return'*.
Sustainable development requires manufacturers to be responsible
for their products from cradle to grave- from their production to
their disposal or recycling.
One initiative in this area is the European Union directive - set of
rules- on waste electrical and electronic equipment (WEEE). The
directive gives guidance on:
• Reuse involves using the product again without going through
one of the steps below.
• Repair involves fixing or replacing broken or non-functioning
parts or components for use by the original or another buyer.
• Refurbishment involves restoring the product back to the
original specifications. Refurbished products often have reduced capabilities and
limited additional service life.
• - Remanufacturing aims to upgrade the product - improve its quality and
performance, for
example with additional functions and features.
• Recycling aims to salvage - save for future use- as much value as possible from
retired – no longer used- products. This involves reusing parts and components from
products that have been dismantled - taken apart- and by recovering materials.
dismantle
disposal
recycle
refurbishment
remanufacturing
waste
Xerox equipment recovery and parts
reuse/recycling
Xerox was a pioneer in the (1) .................. .............................of retired copying
equipment into new products for sale to customers. As part of the
company's (2)' ....... . ....- free initiative: Xerox established a customerproduct take-back process. The initiative included designing new products
with (3) ... ...... ............................. ...in mind and creating a remanufacture and
parts reuse production capability and marketing effort. Xerox understood
that retired copying equipment presented opportunities for creating value
and improving the total solution for customers and stake holders. Taking
back end-of-life equipment relieved the customer of the cost and effort of
(4) .... .... ..... . ...,.... ..... Xerox received equipment that had been in use and
could study the implications and impacts of earlier design and
production decisions. It had 'evidence' that could help current designers
27
create improved products and better solutions. Xerox designers also
received
the insights they needed to make their products easier to (5) ...... . ....
..................... , refurbish and (6) ................................... ..., ...... Solutions to the endof-life consideration have to be built in during front-end
design and production. Xerox has become a master at thinking about the
total solution .
Grammar
Activity 4. Complete the sentences with the correct form of the words in
brackets.
1.
2.
3.
4.
5.
6.
1.
2.
How long would it take by barge? – Normally about six days, but it often
takes _____ (long) if the weather’s bad.
It’s cheap – it’s actually ___ (cheap) of all the transport options.
It would only take four days to ship by truck, but the cost would be about
50% ______ (high) than by barge.
Rail would definitely be ______ (fast) than the truck option if we use the
express service that takes three days.
But it would also be ______ (expensive) than shipping by road-transport
costs are about 40% higher.
And then perhaps we’d have to use the standard train, which is much
________________ (slow).
Answer these questions:
Why is the barge option not very flexible?
What do they decide to do at the end of their discussion?
Making Comparisons:
When comparing two or more things we use comparative adjectives. The
comparative form is –er for short adjectives with one syllable, and two-syllable
adjectives ending in –y.
Transport by sea is cheaper than transport by air. Steel is heavier than
paper.
We use more + adjective with longer words.
Shipping goods by road is more expensive than shipping them by rail.
Some transport modes are more reliable than others.
Some adjectives have irregular forms.
28
Good/well – better
Bad/badly –worse
Far/further- furthest
our rates are better than theirs.
their service is worse than ours.
this shipment will travel further than the last one
Reading
Activity 5. Read the article and say if the statements are true or false
29
Writing
Homework
Activity 7
Write a cover letter on your own using the sample above.
30
UNIT 6 BANKING
Lead-in task: (Speaking)
Which of the following banking products and services do you find the most useful or
important?
Checking account
An automated teller machine (ATM)
Savings account
Checkbook
Money market account (MMA)
A mortgage (a loan to buy property)
Debit card
Investment advice
Credit card
Online banking
A loan
Telephone banking
What other banking services do you know?
Reading
Banks and financial institutions
Insert the names of the following types of financial institutions in the spaces in the
text:
*Commercial banks * Hedge funds * Investment banks * Islamic banks
*Non-bank financial intermediaries * Private
banks * Stockbrokers
31
Retail banks or 1)___________ (often
called High Street banks in Britain)
receive deposits from, and make loans
to, individuals and small companies.
2)_________
work
with
big
companies, giving financial advice,
raising capital by issuing stocks or
shares and bonds, arranging mergers
and takeover bids, and so on. They also
generally offer stockbroking and
portfolio management services to rich
corporate and individual clients.
Wealthy individuals can also use
3)________ , which provide them with
banking and investment services, and
4) __________which are private
investment funds for wealthy investors
(both individuals and institutions) that
use a wider variety of (risky) investing
strategies than traditional investment
funds, in order to achieve higher
returns.
In the USA, where many banks went
bankrupt following the Wall Street
Crash in 1929, a law was passed in
1934 (the Glass-Steagall Act) that
separated commercial banks and
investment banks or stockbroking
firms. For the rest of the 20th century,
there were regulations in the US,
Britain and Japan that prevented
commercial banks from doing
investment banking business.
In other countries, including Germany
and Switzerland, large banks did all
kinds of financial business. But
starting in the 1980s, many rules were
ended by financial deregulation, and
Glass-Steagall was repealed in 1999.
Large banks became international
conglomerates offering a complete
range of financial services that were
previously provided by banks, 5)
_____ and insurance companies.
6) _______ , in Islamic countries and
major financial centres, offer interestfree banking. They do not pay interest
to depositors or charge interest to
borrowers, but invest in companies and
share the profits (or losses) with their
depositors.
Some car manufacturers, food retailers
and department stores now offer
products like personal loans, credit
cards and insurance. Technically these
are not banks but 7) _____________
Vocabulary
Find the words or expressions from the text which mean the followings.
1.
To place money in a bank
2.
A sum of money borrowed from a bank
3.
The money invested in a business
32
4.
All the investments owned by an individual or
organization
5.
The profits made on investments
6.
When a company buys or acquires another one
7.
When a company combines with another one
8.
Buying and selling stocks or shares for clients
9.
Taking care of all a client’s investments
10. The ending or relaxing of legal restrictions
Listening
Listen to the recording about investment and commercial banking and answer the
questions. (Track 30)
https://www.youtube.com/watch?v=PCigimMnnLU&t=2448s
1. How is commercial banking described?
2. What does commercial banking consist of?
3. What does the author say students wrongly
think it consists of?
Grammar
Conditionals
0
1
If + present simple,
Present simple
50% possibility
100% certainty
If + present
simple,
Will+ verb
Can + verb
Must + verb
Imperative form
50% possibility
100% certainty
33
2
If + past simple,
Would + verb
Could + verb
3
0-5% possibility
100% certainty
If + past perfect,
Would have + past
participle
Could have + past
participle
Mixed
(2+3)
0% possibility
100% certainty
If + past perfect,
Would + verb
Could + verb
0% possibility
100% certainty
Read a short text about banking and change highlighted verbs to the correct form
according to the rules on “Conditionals”
Most customers 1. just need to see the tellers when they 2. will go to the bank if they
are paying money into their account as either cash or a check. However, they might
need to see the bank manager if they 3. wanted to open an account or if they have
become overdraw, when they 4. spent more money than there was in the account.
Also if they 5. will want to borrow money and get a loan the person 6. need to see
the bank manager who will have to approve it.
1. _______________
4. ________________
2. _______________
5. ________________
3. _______________
6. ________________
Home task (Writing)
Write a short, brief summary on the text about banks and financial institutions (5060
words)
34
Unit 7. Marketing
Warm up! (Speaking)
Work in pairs and answer the questions below
- How marketing influences the way people think?
- Have you bought something based solely on advertisement?
- What do you think in what ways we can increase the demand
for our products?
- What kind of marketing types do you know?
- Do you agree with the notion that organizations should
allocate half of their money to market their product?
- What advantages and disadvantages marketing offers for
businessperson and consumers?
To understand how marketing works read the text below and
make sure to do the exercise attached to it.
35
Reading
The role of marketing: how it affects business
Defining sales is pretty easy, as it states, “any of a
number of activities designed to promote customer
purchase of a product or service. Sales can be done
in person or over the phone, through e-mail or other
communication media. The process generally
includes stages such as assessing customer needs,
presenting product features and benefits to address
those needs and negotiation on price, delivery and
other elements.” However, the term “marketing” can
yield many different results, and many people may
not know what the term truly means. So, what does
marketing mean? Marketing is defined as “the
activity, set of institutions, and processes for
creating, communicating, delivering, and exchanging
offerings that have value for customers, clients,
partners, and society at large.”
Ultimately, the main reason for the importance of
marketing in business is that companies need to
market themselves in order to attract potential
customers. If you aren’t reaching out and constantly
learning what your target audiences want, it becomes
much more difficult to succeed.
Once again, you can’t start to sell if you don’t have a
product or service to promote in the first place. This
is why the importance of marketing in business is
key: regardless of the type of industry your business
falls under, if you don’t successfully market yourself,
you’ll fall behind the competition.
But taking advantage of tactics like social media and
content creation can help enormously. By producing
high-quality content that implements best SEO
practices, you’ll be better off than where you
started—this is why the importance of marketing in
business can’t be ignored.
Marketing
36
Choose either Yes, No or Not given
according to the information in text.
1.
2.
3.
4.
5.
Marketing does not offer any
benefits to society
Companies had to learn what their
clients want
Competition between companies is
so high that you can fall behind
Social media cannot be of help if one
wants to market successfully
When companies market
successfully the demand for goods
will be increased.
Vocabulary
Match the words with its correct definition
1.
2.
3.
4.
5.
Social marketing
Relationship marketing
Global marketing
Destination marketing
Influence marketing
a. Marketing on worldwide scale
b. Type of social media marketing
includes celebrities
c. Approach used to develop activities
aimed at changing or maintaining
people’s behavior for the benefit of
individuals and society
d. Aims at long term bonds with
customer
e. Approach in the travel industry
Writing tip: when presenting visuals try to
Listening
While listening to the
audio fill in the gaps
Marketing is a funny thing.
Sometimes I like it, other
times I hate it. There is
definitely an art to marketing.
Some of the advertising
……………you see are the
work of a genius. Someone
has thought of a great idea,
1……………and advertising
campaign to sell us or tell us
something. I like it when I can
see the creativity. There are
other kinds of marketing that
make me angry. Ads and
campaigns that are directed at
2……………make my blood
boil – especially the
McDonalds ads that do not
mention food, but show lots of
free, cheap toys. I also hate
3…………...marketing –
that’s when you receive spam
mail trying to sell you
something. I also get annoyed
with marketing campaigns
that have slogans that are just
4…………... like smoking is
cool.
point out the most essential parts of your
marketing strategy. The highest and lowest
figures should be illustrated thoroughly.
Business reports should not be
underestimated since they are the crucial part
of effective marketing. Some useful language
for business reports: sales/profit/the market/
showed (experienced, saw) a rise, a fall,
decline, a growth
Grammar
Modal verbs are used to add meaning to the
action verb, so it is important that you learn
them. Check your understanding by
choosing one option.
This ___ be my signature, I always use
black ink. (Can, can’t, couldn’t)
___ I forward your report to my colleague?
(Can, May, Should)
We ___ go through five interviews and an
exam before we got the job. (Must, had to,
could)
Prices ___ go up, but we ___ know for
sure (might, will, can; shouldn’t, can’t,
mustn’t)
37
Homework
Write business report to the marketing strategy you would like to
apply in your business. Use charts and describe them within limit
of 150 words.
38
Unit 8. Business skills
When thinking about careers,
professional advancement, we
usually emphasize so-called “hard
skills,” meaning skills that are
directly connected to our ability to
perform a particular task or do a
certain job. These skills can be
evaluated or measured, as they are
the result of degrees, certificates,
specialized knowledge, seminars,
continuing education, vocational
training, and so on.“Soft skills,” on
the other hand, are more difficult to
measure or quantify, as they usually
do not come from a degree or
specialized training, but from life
experience, personality, and
attitude. They are often called
Get Ready!
Speaking
Before you read the passage talk
about these questions!
* What skills should one have to be
successful on business?
* How can people improve their
business skills?
* How negotiation skills help people
to be successful in the workplace?
Reading
39
“people skills,” as they typically
relate, in some form, to how we
deal or interact with other people.
For example: Are we able to
motivate and lead people? Can we
communicate well with others?
3.Soft skills are much more difficult
to measure or quantify than hard
skills.
4.Getting a college degree is also
one type of soft skills.
5.Verbal and written
communication is a type of hard
skills.
Some commonly mentioned soft
skills would include, among others:
creativity, team work, written and
verbal communication,
management and leadership,
flexibility, and organization. These
types of skills are important, as they
help to form a well-rounded person
and employee. They can provide a
competitive edge in a job search.
Soft skills are relevant to just about
every industry or job, because
people are always key, in one way
or another.For both a job-seeker
and an employer, these are socalled “transferable skills,” and are
highly sought after. The employee
can utilize these soft skills across
various jobs or settings, and this is
also a plus for employers, which
look favorably on adaptability and
strong interpersonal skills
Grammar
Change these expressions so that
they begin with ‘Unless’. The first
one has been done for you.
1 If you don’t reduce the price, we
will contact Boeing to see what they
have to offer.
Mark the following statements as
True or False
Unless you reduce the price, we will
contact Boeing to see what they
have to offer.
2 If you fail to consider our
particular requirements, we will end
these discussions.
1.Soft skills are often called as
people skills .
2.Hard skills are directly connected
to performing motivation.
40
3 If you can’t deal with our order as
a priority, we will cancel it.
4 If you are unable to offer more
environmentally friendly versions,
we will go to see your competitor.
5 If you don’t stop using unfair
techniques, we will break off
negotiations.
8.arbitration
9.mediator
10.stalement
a) the process of solving a
disagreement between two groups
of people
b) to discuss and agree the price of
something
c) talk in order to reach an
agreement which is to their mutual
advantage
d)conditions that you will accept if
the aims you have at the beginning
are not met
e) what they consider to be
acceptable and unacceptable
behavior
f) someone from outside to help
restart the negotiations and bring
the two sides closer together
Vocabulary
Learn these words and match them
with their definitions
g) decide argument
1. Negotiation
h) a situation in which neither group
of people can win
i) awareness of and respect for the
relative importance of people on
both sides
2.Bargain
3.Settle dispute
4.Fallback position
j) reach an agreement success in
business
5.hierarchy
6.etiquette
Listening
7.clinch a deal
41
Listen the audio and answer the
following questions!
Writing
https://youtu.be/363riunV1PM
Expressions to show different
purposes in business meetings
1.Which TWO skills did Laura
improve as a result of her work
placement?
To interrupt someone politely:
If I can just stop you for a moment...
A. communication
Sorry to interrupt you, but …
B. design
C. IT
To check that you understand what
someone has said:
Are you saying that …?
Are you suggesting that …?
D. marketing
E. organization
2 Which TWO immediate benefits
did the company get from Laura’s
work placement?
To avoid direct confrontation –
disagreement:
I take your point …
I understand what you’re saying …
A. updates for its software
Now write sentences related to
business using these very
expressions.
B. cost savings
C. an-improved image
D. new clients
E. a growth in sales
Reminder !
You can come to, reach or find
agreement or an agreement (with
someone). The same verbs can be
used with compromise and
consensus.If you disagree (with
someone), you have a
disagreement (with them).
42
UNIT 9 PRODUCT QUALITY
from your previous identity. Be
careful not to start from scratch and
come up with something completely
new, as you may end up losing loyal
customers who have forged
emotion ties with your product.
GET READY!
READING
1. Reading Exercise
1. a list of some items which should
display your brand identity
........................
Having a good brand identity is
critical. It can not only position a
company above its competitors, but
it also communicates to your
customers the reason why they
should choose you instead of your
competitors. But developing a
strong brand image takes time,
money and effort, and it involves
much more than redesigning a logo
or developing a new tagline. Your
new brand identity should evolve
2. the difference between brand
identity and logo
design.........,.,,............................
3. brands which do not reflect the
product itself
.,..,........................................
4. how companies are fooled by
companies offering branding
services.......................
43
5. what is involved in creating an
image for your brand
.......................,.....
or .Marketing is the process
of 1......., , and the goods or
services that such needs. Marketing
therefore combines market , new
product 2......., , , , product , and so
on. According to this definition,
marketing begins and ends with
the 3....…...... Truly successful
marketing understands
the 4...............so well that the
product or service satisfies a need
so 5.........….. that the customer is
desperate to buy it. The product
almost 6................. itself. Of course
this will only happen if the product
or service is better than those
of .7.....…...…..............
6. why companies study current
social trends to develop a brand
......................
7. a warning about redesigning your
brand ...............................
VOCABULARY
2. Learn and memorize
Aging of a product: The length of
time the product has been kept in
storage, which can affect its quality
and value.
Aseptic packaging:Product
conditioning by sterilising and by
leak proof sealing of packages.
SPEAKING
Audit of a product:To assess the
adequacy and safety of a
manufactured product for use by
consumers.
4. Try to answer questions in an
expanded way.
1.In your experience are people too
quick to take time off work when
they’re ill?
Barcode:Fine stripes printed on the
packaging to identify a product by
scanning.
2.How important is it for a country
to be able to grow all the food it
needs, without importing any from
other countries?
LISTENING
3. Listen to the recording and fill in
all the gaps.
3.Which are more popular in your
country: fast food restaurants or
traditional restaurants?
.A market can be defined as all the
potential sharing a particular need
44
4.Do women pay more attention to
their health than men?
10. If she had sent us a photo, we
would have recognized her.
Conditional Typ ................
GRAMMAR
WRITING
5.If clauses Conditional type 1, 2
and 3.What type is it? Type ene,
type two or type three?
6. Write an argument essay.
Currently there's a trend towards
the use of alternative forms of
medicine. However, at best these
methods are ineffective and at
worst, they may be dangerous.
1. How would you feel if you saw a
bear? Conditional Typ .........
2. I will miss you if you leave
London. Conditional Typ ..............
To what extent do you agree with
the statement?.
3. Will you text me when you arrive
there? Conditional Typ............
4. Emma would have opened her
own shop if she had had the money.
Conditional Typ .............
5. If the policeman had been
quicker, he would have caught the
thief. Conditional Typ..............
6. If I were you, I would do a
computer course. Conditional Typ
...........
7. If it was your birthday, I would
buy you a present. Conditional Typ
.............
8. Emma will write a report if the
teacher asks her to. Conditional Typ
..................
9. If you don´t know the number,
you won´t be able to phone him.
Conditional Typ ...........
45
UNIT 10 Organization
Speaking
GET READY!
If you work, answer these
questions.
Over to you
 What do you do?
 What kind of Business
Organisations are famous in
your country ?
 What are you in charge of?
 What are your
responsibilities?
 If you don’t work, answer
these questions try to do
internet research
 What kind of organisations do
you know ?
 Who is HR ?
46
Find the definitions of words in
bold
4. How many countries does he fly to?
(a) eighteen
(b) three
(c) He doesn’t say.
Vocabulary
What do you do?
To find out what someone’s job is,
you ask
‘What do you do?’
5. Where does he say likes to watch
football games?
(a) in North America
(b) in Tokyo
(c) in Brazil
Kerstin talks about her job:
‘I work for a large European car
maker. I work on car design. In fact,
I run the design department and I
manage a team of designers: 20
people work under me. It’s very
interesting. One of my main
responsibilities is to make sure that
new model designs are finished on
time. I’m also in charge of design
budgets.
‘I deal with a lot of different people
in the company. I’m responsible for
coordination between design and
production: I work with managers
at our manufacturing plants.’
6. He always goes to sleep at the same time
every day.
(a) TRUE
(b) FALSE
(c) He doesn’t say.
7. What does the word ‘them’ refer to?
(a) football games
(b) his family
(c) his friends
Note
in charge of + noun responsible for
+ verb + -ing responsibility +
infinitive / -ing One of my
8. What does he say about his job?
(a) It’s perfect.
(b) He must learn many languages.
(c) It has some problems but he
likes
Reading
1. What is the main idea of the article?
(a) The man has friends in many
countries.
(b) He can say, “Hello” in many
languages.
(c) His job is different from most
people’s jobs.
My Job is Special!
For most people, a job means they
get up at 7:00 am and drive to
work by 8:30 or 9:00 am. Later,
they have lunch at noon, and then
they start work again at 1:00 pm.
Finally, they finish work at about
5:00 pm and then go home and
have dinner with their family. That
kind of job is okay for most people,
but my job is special and I love it!
I’m a commercial airline pilot.That
2. The man likes his job.
(a) TRUE
(b) FALSE
(c) He doesn’t say.
3. Where does his best friend live?
(a) New York
(b) Tokyo
(c) Brasilia
47
means I don’t drive to work, I fly!
In fact, I fly to many different
destinations in the world and I
have friends in many countries.
Usually, I fly between countries in
Asia, North America and South
America.It’s not surprising, then,
that my best friend lives in Japan
and we stay in touch by Facebook
and e-mail – when I’m in Tokyo, he
always invites me to have dinner
with him and his family. In fact, my
favorite food is sushi. Another
good friend of mine – Gustavo –
lives in Brasilia. That’s the capital
city of Brazil.Gustavo and I love to
watch football games together
when I visit. Is my job perfect? No,
it’s not. Because I fly across many
different time zones, I sometimes
go to bed at 2:00 am. At other
times, I go to bed at 2:00 pm. That
kind of schedule isn’t easy. In
addition, my job often separates
me from my wife and two children.
They live in New York and often I
am many thousands of miles away.
Sometimes I miss them very much.
However, I think I have an exciting
job. And my kids think it’s great
that I can say, “Hello” in
eighteendifferent languages: “Ni
hao,” “Anyoung haseyo,”
“Konnichiwa,” “Bonjour,” ….
Grammar-inContext
Complete the paragraph by circling
the correct words.
For most people, a job means they
get up at 7:00 am and drive to work
by 8:30 or 9:00 am. Later, they (1)
lunch at noon, and then they
start work again
(2) 1:00 pm. Finally, they finish
work at about 5:00 pm and then go
home and have dinner with (3)_
family. That kind of job is
okay for most people, but my job (4)
special and I love it! I’m a
commercial airline pilot. That
means I (5) _ drive to work, I fly! In
fact, I fly to many different
destinations in the world and I have
friends in many countries. Usually, I
(6)_ between countries in Asia,
North America and South America.
It’s not surprising, then, that my
best friend lives in Japan and we
stay in touch by Facebook and e48
mail – when I’m (7)
Tokyo, he
always (8) me to have dinner with
him and his family. In fact, my
favorite food is sushi. Another good
friend of mine – Gustavo – lives in
Brasilia. That’s the capital city of
Brazil. Gustavo and I love to watch
football games together when I
visit.
(9) my job perfect? No, it’s not.
Because I fly across many different
time zones,
I sometimes go to bed at 2:00 am.
At other times, I go to bed at 2:00
pm. That kind of schedule (10)
easy. In addition, my job
often separates me from my wife
and two children. They live in New
York and often I am many
thousands of miles away.
Sometimes I miss them very much.
However, I think I have (11)
job.
And my kids think it’s great that I
(12) , “Hello” in eighteen different
languages: “Ni hao,” “Anyoung
haseyo,” “Konnichiwa,” “Bonjour,”
….
1.
(A) having
(B) have
(C) had
(D) has
5.
(A) no
(B) not
(C) isn’t
(D) don’t
2.
(A) in
(B) to
(C) on
(D) at
6.
(A) flying
(B) fly
(C) flies
(D) flew
3.
(A) their
(B) there
(C) they’re
(D) they
7.
(A) in
(B) at
(C) on
(D) to
4.
(A) is
(B) are
(C) does
(D) has
8.
(A) is inviting
(B) inviting
(C) invites
(D) invite
Listening task
Watch the video and take notes
https://youtu.be/nsV461YIr
49
UNIT 11. BUSINESS
RELATED ISSUES.
physical contact – How much do people touch
each other? g presents – When should you give
them? When should you open them?
What should you say when you receive one?
GET READY!
READING
3.Read the article and answer the questions.
The global / worldwide / Earth anti-corruption
organization Transparency International (TI) has
reported corruption is increasing / rising /
upping around the world. A TI press release
reports there is unsmiling / major / serious
corruption in most of the world’s countries. T's
yearly / annoying / annual survey questions
business people and public officials to find out
how corrupt a country is. Bangladesh and Chad
finished last / bottom / least as the most corrupt
countries, while Iceland finished top. Finland
and New Zealand were the second and third
cleanest nations. Corruption is falling / failing /
declining in Turkey and Nigeria, but increasing in
Russia and Canada. TI chairman Peter Eigen said:
“Corruption is a major cause of poverty as well
as a barrier / hurdle / carrier to [reducing] it.” He
also said corruption and poverty lock people in
a “cycle / chain / lock of misery”. Mr. Eigen
warned corruption must be reduced to free /
release / freedom people from poverty. David
Nussbaum, TI’s chief executive, stated:
“Corruption isn’t a natural disaster: it is the
cold…steel / stealing / theft of opportunity from
the men, women and children who are least
able to protect themselves.” He also said
leaders needed to keep / stick to / shake their
promises to help poor people. The world has
made a target to halve / have / cut extreme
poverty by 2015.
GRAMMAR
1. We use the second conditional when we talk
about imaginary / unrealistic events. Take a look
at the structure below. Note that we can change
the order as indicated.
PRACTICE
Complete the following sentences using the
correct structure for the second conditional
tense.
1. If they (have)_______________ a million
dollars, they (will)_______________ travel
the world.
2. He would (be)_______________ very excited
if he (meet)_______________ a famous person.
3. I (will)_______________ go to the 1920s if I
(can)_______________ time travel.
4. If she could do anything in the world, she
would (become)_______________president.
5. If they (can)_______________ live anywhere
in the world, they would (live)______________
in Rome
Vocabulary
2. Pay attention to details
a.distance- when talking to people – What is
comfortable? b eye contact – How much of the
time do people look directly at each other? c
gesture – Do people make a lot of facial
gestures? How much do they move their arms
and hands? d greetings/goodbyes – Do people
shake hands every time Are there fixed phrases
to say? e humour – Is this a good way of relaxing
people? Or is it out of place in some contexts? f
50
Ask students how they would react in this
situation.
Task 2: Lead-in. Discuss the following questions:
Have you ever experienced another culture?
Where? (Possible answers: while travelling, at
work, living/studying abroad).
Do these differences facilitate communication
or create misunderstanding?
Play the commercial ad “HSBC Funny Culture
ads”. After watching, ask students to discuss the
content of the ad with you or in groups. Ask
what problem is mentioned in the video and the
reason why the conflict occurs. (Possible
answer:
cultural
differences
and
misunderstanding because of the lack of
knowledge of other cultures)
Task 3: Checking knowledge
Discuss the question with students:
1. TRUE / FALSE: Look at the article’s headline
and guess whether these sentences are true (T)
or false (F):
a.
An anti-corruption organization issued a
report on world corruption.
T/F
b.
Corruption is in poor countries only. T
/F
c.
Iceland is the least corrupt country in the
world. T / F
d.
Nigeria
experienced
increasing
corruption. T / F
e.
The report says corruption is a minor
cause of poverty. T / F
f.
A top official said corruption was a
natural disaster. T / F
g.
The official said leaders must keep their
promises to help poor people. T / F
h.
The world has a target to halve extreme
poverty by 2015. T / F
What cultural differences can you think of about
doing business?
SPEAKING
Then send them the link to a quiz where
students can test their knowledge of
international business norms. Ask what facts are
new and surprising for them.
Task 4: A piece of advice
4. Warm-up. Ask students the following
question:
How might people from one culture differ from
people from another culture? (Possible
answers: education, social standing, religion,
personality,
belief
structure,
values,
behaviors).Choose one of these options to
continue the warm-up.
Option 1: Play some music from different
cultures and see if students know where it is
from. Ask how the music is different from their
own.
Option 2: Find some pictures representing
different cultures and ask students if they know
which countries the images come from and how
they relate to culture.
Option 3: Play the short video from the movie
“Mr Baseball” about cross-cultural etiquette.
Ask students the following question:
If someone from a very different culture were to
visit your country on business, what advice
would you give them?
Let them think a few minutes, then answer. To
help students, show them the tablet:
LISTENING
4.In this lesson we will look at the tape script of
a Listening Section 4 to analyse the signals and
signposts that
Business Cultures
Write ONE WORD ONLY for each answer.
51
https://anchor.fm/ieltsetc/episodes/IELTSListening-Business-Cultures-e3h25h/ac2lrb
with short life.
•
a lot of delegation
Advantages: 10.____________________
Power Culture
WRITING
Characteristics of organization
•
small
•
1 ___________________power source
•
few rules and procedures
•
communication by 2._______________
Advantage: can act quickly
Disadvantage: might not act 3 _____________
6.Make the sentences more concise. The
potential answers are listed after the activity.
1. In spite of the fact that our budget for
advertising is now higher, our sales figures have
not gotten any better.___________________
2. In the event of an emergency, such as a fire or
earthquake, please exit the building as soon as
you possibly can.______________________
3. We currently have several available job
openings for a variety of positions in our Sales
department.___________________________
4. The reason why having trouble with my
computer is because the antivirus has not been
updated at all recently.____________________
5. We consider the candidate to be a very good
fit for either of the two positions.___________.
Suitable employee
•
not afraid of 4 ________________
•
doesn’t need job security
Role culture
Characteristics of organization:
•
large, many 5 __________________
•
specialized departments
•
rules and procedures, e.g. job 6
________________and rules for discipline.
Advantages: economies of scale .Successful
when 7 ___________ ability is important.
Disadvantages:
slow
to
see
when
8____________ is needed.
Slow to react
Suitable employee:
a)
values security
b)
does not want 9 ____________________
Task culture
Characteristic of organization:
•
project oriented.
•
in competitive market or making product
HOMEWORK.
4.Write a problem and solution essay related to
corruption and which solutions would be
appropriate to tackle this issue.
Topic: Corruption becomes a common disease among
several nations. What are the causes and measures to
resolve this trend? Give your own examples and
explain.
52
Unit12 Online Business
How can we use internet in business?
Internet is being used widely in today’s world. So, in
business world as well it can be used on the purpose of sales
and exchanges. It is really hard to
imagine business field without any technological devices
and social networks. In order to arrange any meetings and
conversations internet plays an essential role. There some
basic functions that internet does in business world
To advertise new produced products to
make arrangements
GET READY!
With partners
Vocabulary
Reading
3.Match the words phrases with the
definitions.
Read the text and make summary in a written form
Building your website from scratch with the help
of developers or special agencies is not the only
3bonu
sinco
me
option. To find the perfect platform for your online
Pay
wages
business, consider your niche, your business needs
pension
salary
partner online
sale
, and the places your target audience prefer.
Sometimes you don’t even need a website.
A. .paying smb monthly for their labour b..
Paying a person monthly she works
For instance, if you’re a small handmade store, you
c.. giving smth as a gift for doing smth good
d..supporting with money because of working
previously
can market your goods through Instagram,
53
h..some amount of money
Facebook, or WhatsApp. All three of these
platforms have tools for helping users shop
without leaving an existing platform
54
4listencarefullyandrepeatafterthespeaker.
Presenter: Welcome to today's
show. We're very happy to have
Anna Oliveira as our guest today.
Anna is the creator and founder of
Homework– note– an app which
helps teenagers with their
homework.
Thanks for coming in, Anna.
Anna: Thanks for having me.
Presenter: So, tell us about your
app. How does it work?
Anna: Well, teenagers and their
parents have numerous challenges
when it comes to homework these
days. In many families both parents
work and don't have much
available time to help their kids with
their homework. And even if they
do have time to help, they may not
be able to offer support with the
content.
What I mean is, they may not
know, or at least remember,
enough in any given subject to
support.
LEARN THIS: Structures and features to
use in essays.
Presenter: You mean they might
not be able to remember complex
math so might have never studied
certain subjects, such as biology
or economics, themselves?
1. Join clauses with linkers to make
longer, more complex sentences
2. Passive structures. These can
create a sense of objectivity and
authority
3Planyouressayinitially
SPEAKING
5.Discuss with your
group.how do you imagine
business world through the net
After a decade
WRITING STRATEGY
Use a variety of grammatical structures and
vocabulary to show off your ability in
Writingtask1
writing and get a higher score in writing
module.
Writeanessayunderthetopicof
doonlinesalesadvantagesoutweightthedisadvantag
es.Giveyouropinion
55
How to make the Passive
in English
We make the passive by
putting the verb 'to be' into
whatever tense we need and
then adding the past participle.
For regular verbs, we make the
past participle by adding
“ed” to the infinitive. So
‘play’ becomes ‘played’
Verbs with two
objects. Some verbs that have
two objects can make two
different active sentences, and
so two different passive
sentences too. For example, the
verb
:
give’
is like this
Do the following exercise on
passive voice
that Mary had kissed John.
that John had been kissed by
Mary.
that people had built the church
in 1915.
that the church had been built in
1915.
You can also make
the passive using a passive
gerund or a passive
infinitive in the same place as a
normal. gerund or infinitive
56
Unit 13. Customer service
Warm up! (Speaking)
Work in pairs and answer the questions below







What is customer service?
How customer service influences the way people think?
Why do you want to work in customer service?
What does good customer service mean to you?
What is a excellent customer service?
Have you bought something based solely on advertisement?
What do you think in what ways we can increase the demand for our
products?
 What kind of customer service types do you know?
 Tell me about a time you had to deal with a difficult customer, and how
you handled it.
57
To understand how marketing works read the text below and make sure to do the
exercise attached to it.
Customer Service
In today's 'Better Business' column we take a look at why customer service is so
important for your business and what problems you should try to avoid.
It is a well-known fact that it is cheaper for a business to retain an existing
customer than it is to attract a new customer, so it makes sense that companies
should do everything they can to make sure that their customers are satisfied with
their experience of the company.
But what exactly is the 'experience':
It doesn't matter if we are talking about a local corner shop or a multi-national
chain. A customer's experience of a company starts with the very first contact.
They want to speak with a courteous member of staff who can offer them advice
if needed, be patient if the customer is indecisive and generally presents a good
first impression of the company. All customers appreciate being made to feel
special and this appreciation often results in a sale. Of course the product is a part
of the experience but it is not always the most important part.
So you made a sale, is that the end of your customer service?
No, it shouldn't be. All businesses should have a policy in place to deal with and
pleasantly resolve any complaints a customer may have in a fast and effective
way.
To demonstrate how important customer service is we asked shoppers to tell us
of their bad experience with customer service and this is what they said:
' I bought an adapter for my phone but when I got home I realized that it didn't
fit. I knew that it was my fault so when I went back to the shop I didn't expect
them to give me a refund but they did. They were really friendly and the young
man I spoke with was very helpful in recommending another shop which had it.
I will definitely go back to him the next time I need something like that' - Mary
' We recently bought an expensive pram for our son. We had it for about three
weeks before I read that this model was being recalled because it had a defect
with the brakes.' I recently had a very positive experience with online shopping.
I ordered a new laptop from an internet shop and then realized that I had also
clicked on an extra guarantee which I didn't want. I phoned the helpline number
and spoke with a very pleasant young man who took care of my problem
58
straightaway. We also spoke about the laptop I ordered and he reassured me that
I made the right choice, and he told me about their loyalty program which I din't
know about. I signed up and now earn points every time I buy something.' - Frank
As you can see from these experiences, businesses which exceed expectations are
much more likely to see that customer again and that means more sales and a
bigger profit.
Quiz: Reading Questions
1. A loyalty program can be great to retain satisfied customers.
True
False
2. No refunds will be given for recalled or defect products.
True
False
3. Good customer service is appreciative and should exceed expectations.
True
False
4 .Some personal characteristic are more important in this field.
True
False
5 What is a good customer service answer?
________________________
6 What are the customer service responsibilities?
7 The Key to Customer Success
59
60
https://www.liveworksheets.com/aa324726tq
61
Grammar
Modal verbs are used to add meaning to the action verb, so it is important that
you learn them. Check your understanding by choosing one option.
Choose the right modal verb
There are plenty of tomatoes in the fridge. You
buy any.
This is a hospital. You
smoke here.
62
He had been working for more than 11 hours. He
be tired after such hard work. He prefer to get some rest.
I speak Arabic fluently when I was a child and we lived in Morocco. But after we
moved back to Canada, I had very little exposure to the language and forgot
almost everything I knew as a child. Now, I just say a few things in the language.
The teacher said we read this book for our own pleasure as it is optional. But we
read it if we don't want to.you stand on your head for more than a minute? No, I
.If you want to learn to speak English fluently, you
worry. We will help you become a fluent speaker but you have to work hard.
Take an umbrella. It rain later. You leave small objects lying around . Such objects
be swallowed by children. People walk on the grass.
Drivers stop when the traffic lights are red. I ask a question? Yes, of course.
You take your umbrella. It is not raining.
you speak Italian? No, IThis ___ be my signature, I always use black ink.
(Can, can’t, couldn’t)
___ I forward your report to my colleague? (Can, May, Should)
Homework
CUSTOMER SERVICE ESSAYS
Effectiveness of employee training programs in
customer/employee satisfaction and increased profitability.
63
UNIT 14 PRODUCTION
GET READY!
Speaking
1. Before you read the passage, talk
about these questions
1. What is production?
2. What goods must be produced
mostly?
3. Why we need products?
Reading
2. Read the text and answer the
questions.
Wool Production
How does wool get from the sheep's
back to the shop? Wool production
begins here at the sheep station.
Sheep have wool that grows long.
They have a haircut once a year.
This is called shearing. At shearing time
horses and dogs help round up the sheep
and take them to the shearing sheds.
Look how long their wool is. The
shearers use mechanical clippers to
shear off the wool in one big piece.
Then, it is laid out on the rack. It is
examined and sorted.
The wool is packed into big bags and
sent away to the mill. It is cleaned then
spun into yarn by big machines. Wool is
64
dyed different colors, dried and then
packaged.
The balls of wool are now ready to be
sold.
4) Why do you think the wool is
examined after it is shorn from the
sheep?
________________________
________________________________
______
_____________________________
_____
Name 6 things made from wool.
1) _____________________________
5) What happens to the wool when it
gets to the mill? ________________
2) _____________________________
_____________________________
______
3) _____________________________
4) _____________________________
Vocabulary
5) _____________________________
3.
Find a word in the text that means:
6) _____________________________
1) Haircutting for sheep.
Answer the questions.
2) A sheep farm.
1) What is a sheep farm called in
Australia and New Zealand?
_______________________________
3) To muster.
2) Who gives the sheep a hair cut?
5) Carefully inspected.
_____________________________
___
4) A mechanical cutting device.
6) Graded by quality.
7) Washed.
3) What tool is used to cut the wool
from the sheep's back? _______
_____________________________
____
8) Twisted fibers into thread.
9) Permanent fiber color change.
65
10) Labelled and boxed.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
4) I will (shear shorn shearing) the
sheep.
5) He has (shear shorn shearing) five
sheep.
6) We are (shear shorn shearing) the
sheep
Grammar rule!
Most verbs have a past tense and past
participle with –ed:
worked
played
listened
But many of the most frequent verbs are irregular:
Begin
began
begun
Listening
Grammar
4. Circle the correct word, paying
attention to tense.
1) I will (spun spin spinning) the wool.
2) She is (spun spin spinning) the wool.
3) He has (spun spin spinning) the wool.
� 5.
Listen to the recording and fill in all
the gaps.
A market can be defined as all the
potential... sharing a particular need....
Marketing is the process of...., ...., ....,
and....the goods or services
that....such needs. Marketing therefore
combines market ...., new product ....
...., product ...., and so on. According to
this definition, marketing begins and
ends with the .... Truly successful
66
marketing understands ....the so well
that the product or service satisfies a
need so .... that the customer is
desperate to buy it. The produce
almost....itself. Of course this will only
happen if the product or service is
better than those of .... . Companies
are always looking for marketing....
-possibilities of.....unsatisfied needs in
areas in which they are likely to enjoy
a.... advantage, due to their particular
competencies.
Product:
Why people should purchase:
What is used for it:
Advantages:
Brand:
Location:
How contact (@gmail, Facebook,
phone number...):
Homework
Writing
6. Write about your company and
what product are you going to
produce in the future. And also
mention following:
Company name:
67
UNIT 15
Equality and Diversity in business
Reading
GET READY!
(Speaking)
Activity 2
Choose correct heading for paragraphs A-G from
the list of heading below.
Write the correct number, I-VIII, in boxes 1-7 on
your answer sheet.
List of headings
Activity 1
Before you read the passage, discuss these
questions.
1. What makes a workforce a diverse
one?
2. How diverse do you feel that your
workforce is?
3. How much does your business
organization emphasize diversity,
equality and diversity?
4. How do your business market value a
commitment to diversity, equality?
5. How does diversity, equality of the
product or services play a role in
business finance?
I.
II.
III.
IV.
V.
VI.
VII.
1.
2.
3.
4.
5.
6.
68
Importance of online social websites
A fresh and important long-term goal
Increase of female and ethnic
employees
Changes effecting the increase of
diversity in business
Growth of staff retention among
single mothers
Results of survey in discrimination
Lacking of equality practice
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
diversity, but were ineffective until the
underlying
balance
of
employee
characteristics was improved (Perotin and
Robinson, 2000).
Benefits of Equality and Diversity
in Business achievement
D
A professional services firm, which had a
well-developed diversity and inclusion
strategy for several years [and therefore a
diversity mindset], recognized the
importance of bringing together staff with
common interests and considered that
networks were key in achieving this. A
particular business benefit sought by the
firm was the encouragement of staff
engagement, which it considered to be
directly
linked to increased talent retention.
E
The firm had been actively providing
support for its population of working
parents with a variety of initiatives
including regular parenting seminars,
emergency childcare and comprehensive
maternity coaching. It decided to launch a
parents' network using online social
networking technology to bring together
working parents globally and provide a
source of useful information. Much of the
information
came
from
parents
themselves [e.g. websites for children's
clothing and suggestions for activities
during school holidays].
A Studies that consider the business case for
equality and diversity, tend to focus on
the potential for costs and benefits
associated with a business having (or
lacking) equality practices; or the
potential for benefits from having a
diverse workforce.
B
For example, a recent interview study
found anecdotal evidence that the lack of
an equality management policy could lead
to high labour turnover, loss of talented
employees, employment tribunals and
the associated bad publicity (Ozbilgin &
Tatli, 2011). Another study examined the
costs of discrimination using a survey of
139 Hispanic employees from multiple
organizations. Likewise, a report by the
Commission for Racial Equality (1995)
suggests that discrimination increases
absenteeism.
C A wider empirical study using the 1998 UK
F When online, a participant's hierarchical
position within the firm was not known.
This provided a level of anonymity, which
encouraged dialogue across grades.
Reported outcomes included an increase
in staff engagement, improved staff
retention among single mothers, and a
Workplace Employee Relations Survey
(WERS) found evidence suggesting that
equal opportunities policies (EOPS)
improve productivity. This suggests that
the benefits of Equal Opportunities
Policies were enhanced by greater
69
a) Similarities,
differences
among
employees in age, cultural background
b) Enthusiasm, dedication a worker feels
their job
c) Fair treatment of people regardless of
race, gender, disability, religion
d) To make decisions about employment
disputes
e) Employs a workforce comprised of
individuals with gender, religion, race,
age, ethnicity
f) They are good at what they do
g) Regular absence from work
h) The ability of an organization to retain
its employees
i) Relating to a particular race, nation,
customs
j) The ability an organization has to keep
its employees
k) People ought to be able to compete on
equal terms
l) The ability to think and see the value
of diversity in different situations
positive impact on the firm's external
reputation.
Activity 3
Do the following statements agree with the
information given in reading passage above?
True
False
Not given
1. According to WERS encounter equal
opportunities improve productivity
2. Advantages of equal opportunities are not
enhanced by greater diversity
3. Surveys revealed differing cultural beliefs
and attitudes to work
4. Most of business benefit came from the
encouragement of staff engagement
5. Diversity, equality and inclusiveness
reflected in the present way of doing
business
Grammar
Activity 5
Choose the appropriative the one of them
from which, who, whose, whom, that and
complete the sentences
1. Older people discriminated against
their age are victims (1)… ageism and
ageist attitudes.
2. Hiring people (2) …. are all kinds of
backgrounds widens the range of
thinking (3) … take palace in your
office.
3. Many companies now offer their
products (4) …. service on global scale.
4. The number of diversity workplace(5)
…. situated in UK business
organizations increased.
5. The lack of an equality management
policy could lead to high labor
turnover,
loss
of
talented
employees(6)…. associated with bad
publicity.
Vocabulary
Activity 4
Find the definition of the given words from the
given statements below.
1.Equality
7. Absenteeism
2.Diversity
8. Ethnic
3.Diverse workforce
9. Equal
opportunities
4.Talented employees
10. Diversity
mindset
5.Employment tribunals 11. Talent
retention
6.Staff engagement
12. Staff retention
70
6. Discrimination can contribute to
negative employee outcomes(7)… are
lower organizational commitment,
lower job satisfaction and higher work
tension.
Writing
Listening
Activity 6
Listen to a track, are the sentences true or
false.
Task 1
1. The team has grown and become
more diverse in the past year.
 True False
2. Everyone in the team respects and
values everyone else.
 True
False
3. They’re going to create a workplace
charter to encourage diversity,
equality and inclusion
 True
False
4. They are going to involve the whole
team when creating the charter.
 True
False
5. They have already run some
successful workshops this year.
 True
False
6. Nina has already shared some positive
research
 True
False
Task 2
A team meeting about diversity, choose the
best answer.
Stefano is going to….
 Talk to colleagues who feel
isolated
 Look for a trainer who specializes
in running diversity workshops
 Look for an unusual venue for the
workshop and team-building event
Complaint letter
Effective steps for writing complaint letter:





Focus on the most important facts.
You should include the reason for
writing (I am writing to…), what went
wrong
Complaint letters are usually written
in a formal style
Use passives to be less direct and
more formal
Use Yours faithfully to sign off if you
don’t know the name of the person
you’re writing to
Home task
Activity 7
Write complaint letter which you have faced
diversity and equality in business economy,
using given steps of writing above.
71
ANSWER KEYS
3 will
Unit 1 International and national
business
4 succeed in
5 couldn’t
Vocabulary
6 manage to
1B
7 succeed in
2A
8 will (still) be able to
3D
9 able to
4F
Activity 5
5E
SUGGESTED ANSWERS
6G
Working with other people – 1, 2, 5,
6, 9, 10, 12
7C
Managing limited time – 4, 7, 11,
12
Reading
1A
Using your intelligence – 3, 5, 8, 11
2D
Being a good boss – 1, 2, 3, 5, 6, 7,
10, 12
3D
4C
Being a good worker – 7, 9, 11,13
5C
Activity 7a
Unit 2 Management
a actions
Activity 2
b talk to a group of experts
1 resist 2 be 3 gave 4 preferred 5
wait 6 rise
Activity 7b
1 left- 2 -looking 3 full- 4 -minute 5
-sleeved
7 avoid 8 dealt 9 make 10
succeeded in 11 make
6 -working
Activity 3
Activity 8
1c2b3a4d5e
1 easy-going
Activity 4
2 home-made
1 can
3 five-star
2 couldn’t/weren’t able to
72
4 over-priced
Unit4: Corporate social
responsibility
5 500-page
1 Grammar:
6 second-hand
1.will you do
7 English-speaking
2.will be travelling
8 well-known
3.will hopefully have saved up
Activity 8b
4.get
SUGGESTED ANSWERS
5.will probably have been travelling
1 second-hand 5 well-known
6.will have visited
2 home-made
7.was going to do
6 easy-going
8.will be starting\am about to start
3 500-page
9.won’t have finished
7 five-star
10.find out
4 over-priced
2 Vocabulary:
8 English-speaking
1.board
Unit 3 Money
2.integrity\probity
Reading
1.D
B
2.C
3.C
3.professional misconduct
4.
5.B
4.transparent
Listening
5.accountable
World , round ,root of the all evil
,more , sure ,shared out, more
3.Reading:
1.Yes
Grammar
2.Yes
More comfortable, the most
expensive , less, youngest ,
cheapest, safer, prettier
3.Yes
4.Listening
Vocabulary
Who’s who in the oficce?
Note, cheque, clerk, bank, coins,
purse, wallet, checkout
Preparation task.
1-d
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2-f
2 the cheapest
3-c
3 higher
4-a
4 faster
5-b
5 more expensive
6-e
6 slower
5.5 1 False: Money may be
savedinitially, but they are often
more expensive in the longer term.
Task 1
1 False
2 True
2 True
3 True
3 False: It outsourced a range of
servkes from highways to IT.
4 False
5 False
4 False: They ended up spending
more.
6 True
Task 2
5 True
1-c
6 True
2-b
Unit 6 Banking
U3-a
1. Reading
1)
2)
3)
4)
5)
6)
7)
4-e
5-f
6-d
Unit 5 Logistics
5.3 1 refurbishment
2 waste
Commercial banks
investment banks
private banks
hedge funds
stockbrokers
Islamic bank
Non-bank financial
intermediaries
2. Vocabulary:
3 remanufacturing
deposits
4 disposal
Loan
5 dismantle
capital
6 recycle
portfolio
5.4 1 longer
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returns
5) will want
6) will need
Takeover bid
Unit 7
merger
Reading
stockbroking
portfolio management
1.
2.
3.
4.
5.
deregulation
3. Listening
Audio script of the task:
No
Yes
Not given
No
Not given
Vocabulary
1.
2.
3.
4.
5.
Listening typescript
Marketing is a funny thing.
Sometimes I like it, other times I
hate it. There is definitely an art to
marketing. Some of the advertising
campaigns you see are the work of a
genius. Someone has thought of a
great idea, slogan and advertising
campaign to sell us or tell us
something. I like it when I can see
the creativity. There are other kinds
of marketing that make me angry.
Ads and campaigns that are directed
at children make my blood boil –
especialnot ly the McDonalds ads
that do not mention food, but show
lots of free, cheap toys. I also hate
viral marketing – that’s when you
receive spam mail trying to sell you
something. I also get annoyed with
marketing campaigns that have
4. Grammar:
1)
2)
3)
4)
B
D
A
E
C
will need
go
want
have spent
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slogans that are just untrue, like
smoking is cool.
1 A,E
Grammar
Writing
a. can’t
b. Can, May, Should – all options
apply
c. had to
d. might; can’t
Possible answers:
2 B,C
Sorry to interrupt you but we can
not settle dispute as long as you
behave like this
I take your point ,no need to repeat
the requirements
Unit 8 Business skills
Unit 10 Getting job at business
organizations
Reading
1 True
Reading comprehension
2 False
1. C
3 True.
2. A
4 False
3. B
5.False
4. C
Grammar
5. C
2 Unless you consider our particular
requirements, we will end these
discussions.
6. B
7. B
3 Unless you can deal with our
order as a priority, we will cancel it.
8. C
Grammar in context
4 Unless you are able to offer more
environmentally friendly versions,
we will go to see your competitor.
1. C
2. A
3. B
5 Unless you stop using unfair
techniques, we will break off
negotiations
4. C
5. C
Vocabulary
6. B
1 c 2b 3g 4d 5i 6e 7j 8a 9f 10h
7. B
Listening
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8. C
1.VII 2.VI 3.III 4.II 5.I 6.V
1.T 2.F 3.Ng 4.T 5.Ng
Unit 11 Business related issues
Vocabulary
TRUE / FALSE:
1.c, 2.e, 3.a, 4.f, 5.d, 6.b, 7.g, 8.i,
9.k, 10.l, 11.j, 12.h
a. T
b. F
Grammar
c. T
d. F
1.whose, 2.who, 3.that, 4.which, 5.
Where, 6.whom, 7.which
e. F
Listening
f. F
Task1. 1.F, 2.T, 3.T, 4.F, 5F, 6.T
g. T
Task2. Look for an unusual venue
for the workshop and team building event
h. T
Unit 15 Equality and diversity in
business
Reading
List of headings:
True, False, Not given
77
Lesson plans
Unit 1
Theme: International and national business
Time: 80 min
Aims: To learn new words related to international and national business, to gain
an understanding of national and international business, to get acquainted with
business letters, to be able to use linking words in letters and conversations
Equipment: workbook, handouts, speaker, laptop, projector or TV, whiteboard
and marker.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Provide students with a brief question and answer session to help them develop
an understanding of the topic.
III. Main part (60 min)
Task2. Starting the lesson with learning new vocabularies.
Teacher will introduce new phrases. After getting familiar with new vocabulary
students will do exercise (Matching words with definitions)
Task 3 Grammar.Teacher explains what Linking words are.
Task 4 Reading activity. Students read the text " Gross Domestic Product (GDP)",
answer the questions. While doing reading they should pay attention the use of
linking words in the text.
Task 5 Writing. Students are introduced to business letters and given information
about their types. They are given the task of writing a Sales letter.
Task 6 Speaking. Teacher asks studentssome questions about business.
Task 7 Listening. Students are distributed handouts. Audio track is played on the
speaker.
IV. Feedback (2-3 min)
Did the Lesson provide you with any useful information?
Give examples of what you learned during the lesson.
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V. Assessment (5 min)
-Answering the questions – 30
-Participation in discussions – 30
-Students' Classroom work- 40
VI. Home task (2min)
 Learning by heart new vocabularies
 Writing down a Sales letter using appropriate linking words.
VII. Ending(2-3 min)
The teacher assigns homework to the students when they are sure they understand
the topic. After that he or she explains what they will do in the next lesson.
Unit 2
Theme: Management
Groups:Intermediates
Time: 80 min
Aims:




To enable learners to speak about their personal skills for business
To introduce students compound adjectives and their usage
To enable learners to talk about work challenges and success
To develop learners’ critical thinking
Equipment: handouts, laptop, whiteboard, picture-cards, marker, projector.
Lesson Outline
I. Beginning stage (1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Activity 1. Discuss
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There are given a few brainstorming questions about personality and personal
skills for work. Students work in pairs and discuss the questions giving their
own opinions.
III. Main part (60 min)
Activity2.a Preparation of students for listening and vocabulary.
Teacher gives explanation about the given passage and what to do. Teacher
plays the audio and specifice correct options with students.
Activity 2b. Students listen to the audio again and check their answers.
Activity3. Learners are given grammar explanation before which they read
some sentences written in ability modal verbs. They match the sentences with
the correct grammar explanation given below the task.
Activity 4. Teacher gives explanation to the modal verbs and their usage in
different forms and tenses, next students will do an exercise using those modal
verbs in context.
Activity 5a. Teacher asks students to brainstorm about skills given in the box.
Activity5b. Students divide the skills into different categories according to the
given questions about them.
Activity 6. Students look at the two photos and answer to the questions. Then
they read a text about chef Ed. While reading they find some ideas about
personal skills for work and they answer to the questions.
Activity 7a. Students brainstorm about compound adjectives. Then teacher
gives explanation about compound adjectives.
Activity 7b. Students find appropriate parts of compound adjectives and share
their answers with their partners.
Teacher works with students and make clear definition for the compound
adjectives and their types.
Activity8a. Students are given an exercise for filling gaps with the words given
in the box. They fill the space in order to create full compound adjectives.
Activity 8b. Students are explained the importance of personal skills for appling
for a job.
IV. Feedback (2-3 min)
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-What information have you got from the Lesson?
-Give your examples which you have learnt during the Lesson.
V. Assessment
-Learner`s knowledge on Management( Personal skills) and how to develop
work skills – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Activity 9.
Students shoul form their own CVs and should send via telegram.
They learn new word.
VII. Ending
Teacher ends the lesson with a video about how to get success in business.
Unit 3
Theme: Money
Groups: Intermediates
Time: 80 min
Aims: To learn new words related to money; explain money and the factors;
Relate the value of money to personal consumption;
Equipment: workbook, handouts, speaker, laptop, projector or TV, whiteboard
and marker.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Provide students with a brief question and answer session to help them develop
an understanding of the topic.
III. Main part (60 min)
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Task2. Starting the lesson with reading.
Teacher will introduce new phrases and words. After getting familiar with new
vocabulary students will do exercise.
Task 3 Listening . Students listen track about money. And do all exercises
which are given.
Task 4 Speaking. Teacher asks students some questions money.
Task5 Vocabulary. Students should learn new words which are bold in the
passage with the definition.
IV. Feedback (2-3 )
What information have you learnt from the lesson?
Give examples of what you learned during the lesson.
V. Assessment (5 min)
-Answering the questions – 30
-Participation in discussions – 20
-Students' Classroom work- 20
VI. Home task (2min)
 Learning by heart new vocabularies
 Writing down a essay related to the money
VII. Ending(2-3 min
The teacher assigns homework to the students when they are sure they
understand the topic. After that he or she explains what they will do in the next
lesson.
Unit 4
Theme: Corporate social responsibility
Groups: Intermediate
Time: 80 min
Aims: To declare the concept of the corporate social responsibility
To inform the impact of the corporate social responsibility
To analyse some responsibilities in our society
Equipment: handouts, laptop, whiteboard, picture-cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
82
-Introduce aims and tasks
II. Warm up (5min)
Task1.
Teacher will give some questions about what kind of Corporate Social
Responsibility they know and to give some explanation about it. Afterwards,
Teacher will give explanation of the tenses: Future simple, Future continuous,
Future perfect with examples and make students do some exercises.
III. Main part (60 min)
Task2. Preparation of students for new vocabulary
Teacher will introduce new words. They will be given in blod as a context .
Task 3. Preparation of students for speaking
Task 4. Preparation of students for reading.
Teacher will provide them a reading passage and they will together read nd
translate into native language and students will have to retell it . It will help them
to improve speaking skills as well
Task 5. Preparation of students for listening. Teacher will put on listening track
after sharing the sheets of listening task about responsibility on the topic “Who’s
who in the office”.
Task 6. Preparation of students for writing . Teacher will explain how to write a
report and give the last part(writing) as a home assignment to the students:(
writing a report on the CSR).
IV. Feedback (2-3 min)
-What information have you got from the Lesson?
-Give your examples which you have learnt during the Lesson.
V. Assessment
-Learner`s knowledge on Corporate Social Responsibility and how to be
successful in society: in the work places , in business amd so on – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Task7.1According to the explanation of the teacher students should write down
a report on the topic “Corporate social responsibility
VII. Ending
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That was all for today, next lesson we will discuss your reports which was given
to you as a home task.
Unit 5
Theme: Logistics
Time: 80 min
Aims: Talking about logistics/ learning news words related to logistics / To give
example and exercises, To check students’ knowledge and ability, refreshing
language skills.
Equipment: handouts, laptop, blackboard, picture cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2min)
- Greeting
- Introduce aims and tasks
II. Warm up (5min)
Task 1. Discuss
After the topic is explained, teacher asks the given question one by one
individually.
III. Main part (60 min)
Task 2. Watching the video and learn how important logistics is.
Task 3. Vocabulary exercises.
Students should learn new words which are bold in the passage with the
definition. After they have finished, they should complete the article.(while
learning new words, teacher should help them and give additional real-life
examples)
Task 4. Grammar context.
Students should complete the sentences with the correct form of the words in
brackets. After they have finished, teacher should explain the rule of comparison.
Task 5. Do the following statements agree with the information given in reading
passage, they should choose one of them from true or false. After they have
finished the task, they again discuss with the teacher and they give examples
about outsourcing.
IV. Feedback (2-3 min).
-
What information have you learnt from the lesson?
Give your examples which you have learnt during the lesson.
V. Assessment
84
- Learner’s knowledge on logistics in business, get them thinks of possible
examples – 50
- answering the questions – 30
- active participation in discussions – 20
VI. Home task
Task 7. According to writing strategies, students should write a cover letter in
business logistics.
Task 4. Learn by heart new words to next lesson.
VII. Ending
That was all for today, next lesson we will check our complaint letters (task 7).
Unit 6
Topic: Banking
Time: 80 minutes
Objectives:
 To discuss banking products and services;
 To raise awareness of different types of banks;
 To check students’ knowledge and ability on banking
 To revise conditionals on grammar
 To refresh all language skills.
Materials: students’ book, CD of the book
Procedure of the lesson:
I. Beginning (1-2 min)
- Greeting
- Introduce topic, aims and tasks
II. Warm up (5min)
1. Speaking
85
In lead-in activity, firstly, teacher discusses the meanings of given phrases.
Then students should answer two questions. For the first one, they may choose
several banking products and services which they find the most useful or
important and should give arguments. For the second question, they should tell
about banking services which familiar to them.
III. Main part (60 min)
2. Reading
In this task, students should read the text about banking and financial institutions
and insert the names of the given types of financial institutions in the spaces in the
text.
With classes that already have some knowledge of banking, reading text could
also be prepared by discussion questions such as:
- What is difference between a commercial and investment bank?
- How are interest rates determined?
- What are Eurodollars?
3. Vocabulary
There are given the definitions of bank related words. Students should find the
words or expressions from the text (given in reading task) which mean the given
definitions.
4. Listening
Students should listen to the recording about investment and commercial banking
and answer the questions.
5. Grammar
In this task, students will show their grammar skills. There is given a short text
about banking. Students should change highlighted verbs to the correct form
according to the rules on “Conditionals” which they have already learned.
IV. Feedback (2-3 min)
- What information have you got from the Lesson?
- Give your examples which you have learnt during the Lesson.
86
V. Assessment
-Learner`s knowledge on banking – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
6. Writing
As a hometask students are given to write a short, brief summary on the text about
banking and financial institutions. Summary should consists of 50-60 words.
VII. Ending
Students may ask some questions related to the lesson.
Unit 7
Theme: Marketing
Groups:
Date:
Time: 80 min
Aims: students should be able to speak and write about marketing, exchanging
some ideas on it and learn to write business report, revising modal verbs.
Lesson Outline
I. Beginning stage (1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Teacher asks students several questions related to marketing in order to identify
whether they have background knowledge or any related vocabulary to the theme.
III. Main part (60 min)
Task2. Preparation of students for reading.
Teacher introduces new words in the passage and ask students to read one by one
with correct intonation, if there is room for improvement, he or she will make
87
point about it. After having discussed the text with group, students are required
to do the yes/no/not given task individually.
Task3. Teach some topic-based vocabulary
In this step teacher introduces types of marketing then asks students to do the
vocabulary exercise.
Task4 Listening task.
Students listen to an minute and a half mini lecture on marketing and take notes
filling the gaps.
Task 5. Teacher should explain the ways in which business report can be written,
especially she should provide with useful language that can be used by students
while doing their homework.
Task 6. Grammar revision. Since students have higher level of English, they know
the grammar rules for modal verbs. Here teacher points out its importance in
business communications and commands students to do the task related to it.
IV. Feedback (2-3 min)
-What information have you got from the Lesson?
-Give your examples which you have learnt during the Lesson.
V. Assessment
-Learner`s language knowledge on marketing – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Students should write business report based on the writing instructions that
teacher gave. It should include visuals and should not be less than 150 words
VII. Ending
That was all for today, next lesson we will discuss other unit (on business skills)
Unit 8
Theme: Business skills
Time: 80 min
Aims: Talking about different business skills / Describing how to negotiate
/Learning topic based vocabulary about making appointments/ To Give Examples
88
and Exercises, To check students knowledge and ability, refreshing language
skills.
Equipment: handouts, laptop, blackboard, picture-cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Teacher gives questions related to business skills and improving them ,then asks
how to negotiate while deciding decisions related to business
III. Main part (60 min)
Task2. Preparation of students for reading
Teacher gives reading passage to students in order to enhance their knowledge
about business skills ,then students should answer true,false questions to show
their understanding of the passage
Task3. Grammar.
Teacher explaines the differnece between unless and if then students should
correct given sentences by changing from if form to unless.
Task4. Vocabulary
Students should learn some business related vocabularies and then they should
match the words with their definitions
Task 5 .Preparation for students listening
Students should listen the audio about business skills then they should answer
given questions while listening
Task 6 Preparation for students writing
Teacher explains some word expressions which are useful in business
meetings,then students should write sentences about business by using them
IV. Feedback (2-3 min)
-What information have you got from the Lesson?
-Give your examples which you have learnt during the Lesson.
89
V. Assessment
-Learner`s knowledge on Business skills and get them thinks of some business
skills, ways of negotiation– 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Task6.1. Write a short text related to business skills using the expressions and
words given reminder section
Task 6.2 Learn all the new words
VII. Ending
That was all for today, next lesson we will discuss the given questions (Task6.1;
Task6.2)
Unit 10
Theme: Getting a job at business organisations
Time: 80 min
Aims: Talking about getting job / Describing how to be a worker/ To Give
Examples and Exercises, To check students knowledge and ability, refreshing
language skills.
Equipment: handouts, laptop, whiteboard, picture-cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Teacher will give some questions about what kind of organisations they know
and to give some explanation about positions
III. Main part (60 min)
Task2. Preparation of students for reading.
Teacher introduce new words. They will be given in blod as a context .
Task 3 Teacher will show a short video about organisations and students will
have to take notes
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Task 4 teacher will provide them a reading passage and they will togather read n
translate into native language and students will have to retell it . It will help
them to improve speaking skills as well
Task 5 In this task students will show their grammar skills after reading and
analyzing teacher will encourage them to do the grammar task.They should fill
the gaps with appropriate words in the table .
IV. Feedback (2-3 min)
-What information have you got from the Lesson?
-Give your examples which you have learnt during the Lesson.
V. Assessment
-Learner`s knowledge on Business organisations and how to get positions and
thinks of possible examples – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Task5.1According to the video they should write down about their own position
for each type of organisations .
Task 5.2 to learn all new words .
VII. Ending
That was all for today, next lesson we will discuss the given questions (Task5.1;
Task5.2)
Unit 11
Business related issues
Lesson plan on:
Doing the right thing
Key questions:
What are the consequences of
my actions?
Why is it important to do the right thing?
Level ; B2 - C1 students
Adaptation tips to suit different contexts and realities:
91
Consider amending elements of the lesson plan in the Start activity that
do not fit your environment.
• If you are working with a large group of children, you can substitute the
pair work in the Start activity for small-group work.
Learning objectives:
By the end of this lesson, children should be able to:
• Understand how individual choices and actions can have positive or
negative consequences for them, other people and the environment.
• Recognize and value positive and respectful behaviours towards other
people and the environment.
• Identify the right thing to do if they encounter difficult choices and
understand how to decide what the right thing to do is.
How to use this lesson plan:
The lesson plan is divided in three parts: Start, Learn and Reflect. There are
also Guidance boxes to help you deepen your knowledge of the specified topics.
In addition, there are Family activity and Extension activity boxes that suggest
optional activities and ways of further exploring the topics of the lesson.
Lesson overview: Some of the decisions that we make in our everyday life are
simple, such as
choosing between eating tomatoes or carrots. Others are much more difficult.
In this lesson, the children should reflect on the choices that they make
around their actions. They should explore the consequences of their actions
and reflect on the fact that some actions have negative consequences and
others have positive ones.
By using fictional scenarios, the children will observe positive and negative
Behaviors and should reflect on the consequences of those behaviors, as
well as on what causes people to act in certain ways.
92
The children should identify the right thing to do in these scenarios and
reflect on how they can know what the right thing to do is.
START 15 minutes
1. Explain to the children that the class today is about the importance of making
the right choices and
doing the right thing, even when no one is looking.
2. Invite the children to work in pairs. Explain that you will read a few statements
and that they
should talk about each statement together. Invite them to reflect on the following:
“What are the possible consequences of the actions?”
“Are the consequences of the actions positive or negative?”
3. Explain that each pair should make a sad face if they think the consequences
of the actions are
negative or a happy face if they think they are positive. Invite them to share their
thoughts with the
rest of the class.
4. Read out loud the following statements. Amend them if you need to. Allow a
short amount of time
after each statement (e.g., one minute) for the children to talk about them and
invite each pair to
share their thoughts.
• I helped my neighbour carry her groceries upstairs.
• I made a card for my best friend’s birthday.
• I agreed to help my best friend cheat during the math test.
• I ate a banana and threw the skin on the ground outside school.
• One of the children in my school called me names.
• I saw one of the children in my neighbourhood pushing a child I do not know
and I walked away.
• I told my mother when my teacher praised my art work.
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• I did not return my neighbour’s greeting this morning.
5. Explain that all our actions have consequences and that some of them are good
and some are bad.
Note: If it is possible to watch The Zorbs video Picking Up Good Habits or read
the corresponding comic book with
the children, you should follow all the steps below. If it is not possible, skip step
2.
LEARN 30 minutes
1. Explain to the children that the class is going to examine why it is important to
always think about
the consequences of actions and to make sure that they always do the right thing.
2. Invite the children to watch The Zorbs video Picking Up Good Habits or hand
out the relevant comic
book. After watching the video or reading the comic book, use the following
questions to start a
discussion:
“What do you think the story is trying to teach us?”
“Why do you think Grace thought she could throw the banana skin on the ground?”
“What would have been the consequences if Grace and Signal had thrown
the banana skin on the ground?”
“Why should Grace throw her banana skin in the bin, even if no one is looking?”
“Why did Sentimo and Signal pick up other people’s rubbish and put it in the bin
at the end?”
3. Invite the children to form small groups. Give each group one of the statements
from the Start
activity in which one of the characters makes a choice that has negative
consequences for them,
others, the community or the environment. If you prefer, allow the children to
come up with other
examples of choices with negative consequences.
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4. Explain that each group should take five minutes to answer the following
question:
"How do you think each of the characters in the scene might feel?”
“Why do you think people might behave in this way?”
“Is this the right thing to do? Why?"
5. Invite each group to present their answers and talk about each scenario with
the class.
6. Invite the class to reflect on what the right thing to do is in each scenario. Invite
the children
to suggest alternative circumstances in which the characters do the right thing and
avoid any
negative consequences.
REFLECT 15 minutes
1. Explain to the children that deciding if they are doing the right thing or not
might be hard.
2. Together, discuss how they can tell when something is the right thing to do or
not. Use the box
below "Guidance box: how to be sure this is the right thing to do" to help guide
the discussion.
3. Emphasize the importance of listening to your inner voice. Make it clear that
doing the right thing
does not simply mean following rules and laws. Learning to make the right choice
also involves
assessing the situation and the consequences of their own and other people’s
actions.
4. Finish the discussion by reiterating that, when we are unsure what the right
thing to do is, it is
always a good idea to speak to a trusted adult.
Unit 12
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Theme: Online business
Time: 80 min
Aims: To provide with information on the profile of online business and its
advantages and drawbacks. How to use internet resources on the field of
business, explaining the importance of internet and its uses and how it can
be used in business world.
Equipment: handouts, laptop, blackboard, picture cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2min)
- Greeting
- Introduce aims and tasks
II. Warm up (5min)
Task 1. Ask students wheather they are aware of online business types or not?
What types does it include? And discuss these questions.
III. Main part (60 min)
Task 2. Preparation of students for reading.
First of all, students read reading passage about online business types in given
time, then they choose correct answers(true, false, ng)in paragraphs and discuss
with the teacher the correct answers.
Task 3. Speaking time. Discuss some new information that is supported by
teacher and ask each and every student individually.
Students should match the given new words which are bold in the reading passage
with the definition. After they have finished, they should learn them.
Task 5. Grammar context.
To remember previous lesson which was passive voice students do the given
exercises and learn.
Task 6. Listening comprehension.
Students should listen to track interview about online business and retell whet
they learnt from the audio. Remind! There is no writing task for listening but only
retelling the interview.
IV. Feedback (2-3 min).
 What information have you learnt from the lesson?
 Give your examples which you have learnt during the lesson.
V. Assessment
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- Learner’s knowledge about online business and how to get successful business
through the net them thinks of possible examples – 50
- answering the questions – 30
- active participation in discussions – 20
VI. Home task
Task 7. According to writing strategies, students should write an essay about
given topic.
Task 4. Learn by heart new words to next lesson.
VII. Ending
That was all for today, next lesson we will check our complaint letters (task 7).
Unit 13
Theme: Customer service
Groups:Intermediates
Time: 80 min
Aims: Talking almost Client benefit Depicting how to be a worker To Grant
Cases and Works out,
To check understudies information and capacity,
Refreshing dialect skills.
Equipment: presents, portable workstation, whiteboard, picture-cards, marker,
projector.
Lesson Outline I. Starting stage(1-2 min) -Greeting -Introduce points and tasks
II. Warm up (5min) Task1. Discuss Teacher will donate a few questions around
what kind of associations they know and to allow a few clarification almost
positions
III. Fundamental portion (60 min)
Task2. Arrangement of understudies for reading. Teacher present modern words.
They will be given in blod as a setting .
Task 3 Instructor will appear a brief video around associations and understudies
will need to take notes
Task 4 instructor will give them a perusing section and they will togather read n
decipher into local dialect and understudies will ought to retell it
Task 5 In this task students will show their grammar skills after reading and
analyzing teacher will encourage them to do the grammar task.They should fill
the gaps with appropriate words in the table
IV. Input -What data have you got from the Lesson? -Give your illustrations
which you've got learnt amid the Lesson.
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V. Assessment -Learner`s information on Customers servic s and how to urge
positions and considers of conceivable illustrations – 50 -Answering the
questions – 30 -Active interest in discourses – 20
VI. Home task Task5.1According to the video they ought to type in down about
their possess position for each sort of associations .
Task 5.2 to memorize all modern words .
VII. Ending That was all for nowadays, another lesson we'll talk about the given
questions (Task5.1; Task5.2)
Unit 14
Theme: Getting a job at business organisations
Time: 80 min
Aims: Talking about getting job / Describing how to be a worker/ To Give
Examples and Exercises, To check students knowledge and ability, refreshing
language skills.
Equipment: handouts, laptop, whiteboard, picture-cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2 min)
-Greeting
-Introduce aims and tasks
II. Warm up (5min)
Task1. Discuss
Teacher will give some questions about what kind of organisations they know
and to give some explanation about positions
III. Main part (60 min)
Task2. Preparation of students for reading.
Teacher introduce new words. They will be given in blod as a context .
Task 3 Teacher will show a short video about organisations and students will have
to take notes
Task 4 teacher will provide them a reading passage and they will togather read n
translate into native language and students will have to retell it . It will help them
to improve speaking skills as well
Task 5 In this task students will show their grammar skills after reading and
analyzing teacher will encourage them to do the grammar task.They should fill
the gaps with appropriate words in the table .
IV. Feedback (2-3 min)
-What information have you got from the Lesson?
98
-Give your examples which you have learnt during the Lesson.
V. Assessment
-Learner`s knowledge on Business organisations and how to get positions and
thinks of possible examples – 50
-Answering the questions – 30
-Active participation in discussions – 20
VI. Home task
Task5.1According to the video they should write down about their own position
for each type of organisations .
Task 5.2 to learn all new words .
VII. Ending
That was all for today, next lesson we will discuss the given questions (Task5.1;
Task5.2)
Unit 15
Theme: Equality and diversity in business
Time: 80 min
Aims: Talking about equality and diversity in business/ Describing advantages
and disadvantages of discrimination and equality opportunities/ To give example
and exercises, To check students’ knowledge and ability, refreshing language
skills.
Equipment: handouts, laptop, blackboard, picture cards, marker, projector.
Lesson Outline
I. Beginning stage(1-2min)
- Greeting
- Introduce aims and tasks
II. Warm up (5min)
Task 1. Discuss
After the topic is explained, teacher asks the given question one by one
individually.
III. Main part (60 min)
Task 2. Preparation of students for reading.
First of all, students read reading passage about equality and diversity in business,
then they choose correct heading for paragraphs and discuss with the teacher.
99
Task 3. Do the following statements agree with the information given in reading
passage, they should choose one of them from true, false, not given. After they
have finished the task, they again discuss with the teacher and they give examples
about diversity which they have faced.
Task 4. Vocabulary exercises.
Students should match the given new words which are bold in the reading passage
with the definition. After they have finished, they should learn them.
Task 5. Grammar context.
To remember previous lesson which was relative pronouns, students do the given
exercises and learn.
Task 6. Listening comprehension.
Students should listen to track about equality and discrimination in workplace
and do all exercises which are given (task1, task2).
IV. Feedback (2-3 min).
-
What information have you learnt from the lesson?
Give your examples which you have learnt during the lesson.
V. Assessment
- Learner’s knowledge on equality and diversity in business and how to eliminate
the discrimination in workplace, get them thinks of possible examples – 50
- answering the questions – 30
- active participation in discussions – 20
VI. Home task
Task 7. According to writing strategies, students should write complaint letter in
business economy.
Task 4. Learn by heart new words to next lesson.
VII. Ending
That was all for today, next lesson we will check our complaint letters (task 7).
100
References:
1. Ian Mackenzi – English for business studies (second and third editions),
Cambridge
2. Evan Frendo – How to teach english business, Longman (2005)
3. Simon Sweenay – English for business communication, Cambridge
4. Simon Sweenay – Communicating in business, Cambridge
5. Paul Emmerson, Nick Hamilton – Five-minute activities for business
English, Cambridge (2005)
6. Clare Whitmal – 505 business English idioms and phrases (2015)
7. Bill Mascul – Business english vocabulary in use (third edition),
Cambridge (2017)
8. Michael McCarthy, Jeanne McCarten, David Clark and Rachel Clark –
Grammar for business English, Cambridge
9. https://preply.com/en/blog/business-english-grammar/
10.https://lingua.com/businessenglish/reading/
https://www.researchgate.net/topic/Observation
12. https://www.fluentu.com/blog/business-english/business-englishlistening-exercises/
13. https://blog.lingoda.com/en/advanced-business-english-vocab/
https://speakspeak.com/english-grammar-exercises/business-vocabulary
15. https://en.islcollective.com/english-eslworksheets/search/business+vocabularyvvv
16. https://www.enchantingmarketing.com/creative-writing-exercises/
17. https://www.ego4u.com/en/business-english/grammar
101
Glossary
A
Accounting period-the time for which profits are being calculated, normally
months, quarters or years
Acquisition-the purchase of one company or resources by another
Adminstration- the organisation and running of a business
Adjustment letters - are created to satisfy someone who has lodged a complaint
against your company, and they are generated for various types of audiences: an
unsatisfied client, unhappy employee, or a discontented supplier
Assets-property that has value owned by a company
Annuity- type of insurance policy.
Arbitrage-the process by which a person or business takes advantage of the
difference in price of a share or a currency.
Affiliate marketing- retailer or service provider advertising its goods or services
via a third party in return for a commission on any sales.
Accountable- responsible for the effects of your actions and willing to explain or
be criticized for them
Arbitration-the process of solving a disagreement between two groups of people
B
Billing or invoicing - preparing invoices and sending them to customers
Bargain- to discuss and agree the price of something
C
Competition - a stuation in which people or organizations try to be more
successful than other people or organizations.
Colleague- someone you work with used especially by professional people
Capital-the money invested in a business
Checkout -the place where you pay for the things that you are buying in a
supermarket
102
calculation - a mathematical determination of the amount or number of
something.
consumption - the action of using up a resource.
correspond - have a close similarity; match or agree almost exactly.
D
Dealing- the business activities or reletionships that someone is involved in.
Deposit-to place money in a bank
Deregulation-the ending or relaxing of legal restrictions
Deal with- phrasal verb to take the necessary action, especially in order to solve a
problem SYN handle
Deadlock - the situation was completely stuck
E
Environmental- concerning or affecting the air,land or water on Earth.
easy-going – calm, relaxed and not easily upset by what others do
Etiquette - what they consider to be acceptable and unacceptable behaviour
F
Fallback position- conditions that you will accept if the aims you have at the
beginning are not met
five-star – a star system which represents how good something is; five stars is
usually the maximum, and is very good
G
Gross domestic product (GDP) is the most commonly used measure for the size
of an economy
H
home-made – made at home; not bought in a shop
I
Industry – the large-scale production of goods or of substances such as coal and
steel.
inflation - a general increase in prices and fall in the purchasing value of money.
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investment - a debate over private investment in road-building
L
Loan-a sum of money borrowed from a bank
M
Manufacturer -a company that makes large quantities of goods.
Mediator -someone from outside to help restart the negotiations and bring the
two sides closer together
Merger-when a company combines with another one
ManageBUSINESS [transitive] to direct or
control
a
or department and the people, equipment, and money involved in
business
Make of -to understand the meaning or character of somebody/something Make
an effort - try to do something.
N
Negotiation- talk in order to reach an agreement which is to their mutual
advantage
O
Over-priced – having a price that is higher than its real value
output - the amount of something produced by a person, machine, or industry.
Outsourcing -when organizations pay subcontractors - outside suppliers - to do
work
P
Potential - likely to develop into a particular type of person or thing in the future
Probity- complate honesty
Portfolio-all the investments owned by an individual or organization
Portfolio management-taking care of all a client’s investments
purchasing - buying in materials, etc.
payroll- payment of employees' salaries
press conference – the chief executives of two companies tell journalists why
their companies have merged
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Q
Quality customer service – be able to satisfy the customer with the service
R
Responsibility- [uncountable] a duty to be in charge of someone or something,
so that you make decisions and can be blamed if something bad happens
resist temptation – stay calm and be patient in difficult situation
Returns- the profits made on investments
Run- ORGANIZE/BE IN CHARGE OF [transitive] to organize or be in charge
of an activity, business, organization, or country
Reuse - using the product again without going through one of the steps below.
Repair - fixing or replacing broken or non-functioning
parts or components for use by the original or another buyer.
Refurbishment - restoring the product back to the original specifications.
Remanufacturing aims to upgrade the product - improve its quality and
performance, fo example with additional functions and features.
Recycling aims to salvage - save for future use- as much value as possible from
retired – no longer used- products. This involves reusing parts and components
from products that have been dismantled - taken apart- and by recovering
materials.
Reverse logistics – it involves the flow of materials back to the distribution,
production or supply stages where valuable outcomes result from their return
S
Stakeholder – someone who has invest money into something
Stalemate-a situation in which neither group of people can win
Second-hand – already used or owned by somebody else
Stockbroking- buying and selling stocks or shares for clients
Seminar – a financial adviser gives advice to people about investments
Settle disputes – decide arguments
T
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Takeover bid-when a company buys or acquires another one
W
What do you do- express used when asking someone’s work
well-known – known by a lot of people
work for- DO A JOB FOR MONEY [intransitive] to do a job that you are paid
for
work with- DO YOUR JOB [intransitive, transitive] to do the activities and
duties that are part of your job
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Appendix 1
6 simple steps for writing a successful CV
It goes without saying that if you’re looking for a job, you’ll need a successful
CV to showcase your skills and experience. After all, it’s your first chance to
show an employer why you’re the ideal person for the job, so you need to make
it a good one.
If you’ve never written a CV before, then don’t worry. Essentially, it’s a short
document outlining who you are, what experience you have, what you’ve studied
and in some cases, what interests you outside of work.
If you’re already well into your career, you might have an old CV that’s no longer
fit for purpose. In this case, you’ll need to focus on writing a new, more up-todate CV; one that’s going to bring your work experience so far to life.
With this in mind, we’ve pulled together six simple steps for writing a successful
CV.
1. Choose your format
Before you start, it’s a good idea to familiarise yourself with popular CV
templates. This is because the format of your CV may vary depending on where
you are in your career.
For example, if you’re a school leaver, it’s very unlikely that you’ll have work
experience to shout about. For that reason, the majority of your CV will focus on
your studies and any soft skills you’ve perfected over the years.
On the other hand, if you’ve been out of work for some time, you’ll need to
address this gap on your CV. And that’s where a career gap CV template will
come in handy.
Have a look through and figure out what works best for you. In most cases,
a general template will help you to write a successful CV.
2. Perfect your personal profile
At the top of your CV (underneath your name and contact details), sits your
personal profile. This section should be kept short and succinct; no more than
three sentences long.
107
Use this introductory paragraph to tell the reader a bit about yourself. For
example, you might choose to say something like ‘Journalism graduate with three
years’ experience in the communications industry’.
Then, you need to outline your career goals. What are you looking for in your
next role? Better still, what skills do you already possess that you can bring to the
job?
If you’re writing your CV for a specific job, it’s important to ensure that your
personal profile outlines why you want to work for that company. For example,
maybe it’s a fast growing business and you feel your skills could help with its
growth plans.
A successful CV is heavily reliant on a strong introduction, so put the effort into
getting your personal profile right.
3. Outline any relevant experience
In most cases, your experience section will follow your personal profile. You
should always put this in reverse-chronological order, starting with your most
recent experience first.
Make sure you include your job title, the company you worked for and also, the
dates you worked there. Alongside this, include a short summary of what your
job was. For example: ‘I was responsible for overseeing PR activity, ensuring a
steady flow of media coverage.’
For each role, it’s a good idea to use bullet points to outline what your main
responsibilities are/were. Here, you can also include any key skills and
achievements in the role, for example: ‘Secured 100 pieces of news coverage
every month, a 20% increase on the previous year’.
Essentially, you’ll want to bring your experience to life and use evidence to
showcase the impact you’ve made with your previous employers.
If you have over 10 years’ experience, you might need to cut this section down
slightly. For example, with your older positions, you won’t need to outline all of
your responsibilities; a simple one line summary will do.
Find your perfect job
Keywords / Job Title
108
Location

Warehouse Operative - Cash Processor
Manchester, Greater Manchester, £10.44/hour
ViewApply

Chief Marketing Officer
Barcelona, undefined
ViewApply

Quantity Surveyor
Wolverhampton, undefined
ViewApply

Teacher of Science
Bexley, Kent, £29915 - £41136/annum
ViewApply

109
On-site recruiter
Lutterworth, Leicestershire, £10 - £12/hour Permanent after a successful probation
peri
ViewApply
Job matches pagination - current page 1Previous page
1. Go to page1
2. Go to page2
3. Go to page3
4. Go to page4
5. Go to page5
Next page
4. Reference your education
Your education will follow the experience section. Again, list this in reverse
chronological, referencing the name of the institutions you attended, as well as
the dates you were there. For each of these, include the qualifications and grades
you achieved.
Similarly, if you’re a recent graduate then you might want to list out any
relevant modules you studied, or highlight any key assignments.
Keep this section short. You don’t need to go into masses of detail; unless it’s
relevant to the role you’re applying for (or if you’re a recent school
leaver/graduate).
5. Tailor it to the role you’re applying for
This is most important aspect of a successful CV. It’s important to tailor your
CV to every single role you apply for. While it might seem like a chore, it will
pay off in the long run and you’ll be more likely to secure yourself an interview.
In order to do this, cross-reference your CV with the job description. Does your
experience match up with the key requirements of the role? Have you
mentioned why you want to work for their company?
If you use an unedited retail CV when you’re applying for an environmental
job, for example, the soft skills, personal profile and general flow of your CV
won’t match the job description!
Of course, you can go into more detail on this when writing your cover letter.
But it’s important to tweak your CV as much as possible to ensure it’s relevant.
Recruiters hate reading generic documents!
110
6. Give it a good proofread!
Before you send that CV off anywhere it’s important to give it a good
proofread. Employers won’t be impressed if your CV is littered with spelling or
grammatical errors.
So, make sure you read through it thoroughly and if in doubt, ask someone else
to look at it too. This is especially crucial if you’re tailoring it for different
roles. You don’t want to mention how you’re keen to work for one company, if
you’re applying for a job with their competitor!
Write a successful CV
Hopefully with these tips you should be ready to write a successful CV. And
don’t forget, once it’s ready you can register it on CV-Library and start applying
for relevant jobs. Good luck!
111
APPENDIX 2
What is a business plan?
A business plan is a comprehensive road map for your small business’s growth
and development. It communicates who you are, what you plan to do, and how
you plan to do it. It also helps you attract talent and investors.
But remember that a business idea or business concept is not a plan.
Investors want to know you have:



Product-market fit: Have you done the research to determine the demand
for your product or service?
A solid team in place: Do you have the people you need to support your
goals and objectives?
Scalability: Can you grow sales volume without proportional growth in
headcount and fixed costs?
A templated business plan gives investors a blueprint of what to expect from your
company and tells them about you as an entrepreneur.
Why do you need a business plan?
You need a business plan because the majority of venture capitalists (VCs) and
all banking institutions will not invest in a startup or small business without a
solid, written plan. Not only does a business plan help you focus on concrete
objectives, but it gives outside parties reassurance that you’ve thought ahead.
In 2018, entrepreneurial resource center Bplans worked with the University of
Oregon to compile and analyze research around the benefits of business planning.
Here’s what they found:



Businesses with a business plan grow 30% faster than those without.
Owners with business plans are twice as likely to grow, get investments,
or secure loans than those without.
Entrepreneurs with a business plan have a 129% increased likelihood of
growing beyond the startup phase and a 260% increased likelihood of
growing from “idea” to “new business.”
112
Perhaps the strongest evidence comes from the Journal of Business
Venturing’s 2010 meta-analysis of 46 separate studies on 11,046 organizations:
Its findings confirm that “business planning increases the performance of both
new and established small firms.”
When do you need a business plan?
Before you leave a nine-to-five income, your business plan can tell you if you’re
ready. Over the long term, it’ll keep you focused on what needs to be
accomplished.
It’s also smart to write a business plan when you’re:




Seeking funding, investments, or loans
Searching for a new partner or co-founder
Attracting, hiring, and retaining top talent
Experiencing slow growth and need a change
113