CONTENT
UNIT 1. EXCHANGING INFORMATION
LESSON 1 BUSINESS EMAILS
LESSON 2 JOB INTERVIEW
LESSON 3 ASKING QUESTIONS
LESSON 4 I HAVE A SUGGESTION
UNIT 2.
LESSON 1. TEAM WORK
LESSON 2. TIME MANAGEMENT
LESSON 3. WRITING REPORTS
LESSON 4. FUTURE TENSES
UNIT 3. BUSINESS WORLD
LESSON 1. BANKING SYSTEM
LESSON 2. MEETINGS
LESSON 3. DRESSCODE
LESSON 4. DINING ETIQUETTE
UNIT 1. EXCHANGING INFORMATION
This lesson looks at phrases and vocabulary typically used in business
conversations and gives students the opportunity to practise listening to
and writing down information
LESSON 1 BUSINESS EMAILS
This lesson focuses on aiding business students to write emails using
appropriate phrases and vocabulary. Exercises look at starting and
ending emails, the rules of when to use certain terms of address,
vocabulary for starting emails and error correction. Students will also
have the opportunity to write emails as practice.
LESSON 2 JOB INTERVIEW
This lesson looks at the vocabulary and situations around applying for
a job.
LESSON 3 ASKING QUESTIONS
This lesson focuses on asking questions using the Present Simple,
Present Continuous and Present Perfect Tenses in a business context
LESSON 4 I HAVE A SUGGESTION
This lesson looks at the language of suggestions, advice, warnings and
rules in a business travel context.
LESSON PLAN
Topic: BUSINESS EMAIL
Time: 60 min
Students:
15
The form and type of
Practical lesson
the lesson
Plan of the
1. Greeting
lesson/agenda
2. Warming up
3. Procedure
4. Conclusion
5. Giving homework
The aim of the lesson
By the end of the lesson students will be
able to write business email using
appropriate vocabulary and structure
Objectives:
The aim of activities is develop students knowledge about
business email
Teaching methods
brainstorming, CLT method, discussion,
question-answer work, different tasks
Means of teaching
Some chalk, blackboard (or flipchart
with crayons), projector (slides),
handouts
Mode of interaction
Small-group work, pair-work, individual
work
Classroom facilities
Projector (or OHP and transparencies),
blackboard
Activity/Time
Procedure
Greeting
Teacher greetings with students and checks the
attendance
5 min
Introduction Brainstorming “EMAIL”
10 min
To let students come up with different associations
they have with the word.
This type of brainstorming gives a chance to see
what students think/feel about emailing in general.
Teacher continues the lesson with asking the
following questions:
 How often do you write emails? What do you
usually write about?
 What can you say about the role of emailing in
modern business life?
 What is the most irritating thing about email
writing? Why?
 What difficulties do you encounter while writing
emails in English?
 What do you know about the structure of
emails?
 Do you prefer writing e-mail or real letters with
a pen and paper? Why?
Body
(40 min)
Activity 1
10 min
Students will watch the video about Individual
business email vocabulary and take
notes.
https://youtu.be/nVnlepBlLbw
Pair work/
Activity 2
15 min
Teacher
allocates
handouts
to
students and asks them to guess the
appropriate
language
for
each
discussion
section (handout 1)
Then
teacher
allocate
another
handout with answers , students will
check their answers and discuss the
language of email (handout 2)
Activity 3
5 min
Teacher
allocate
handout
3, The whole
students should put in the correct group
discussion
order paragraphs of the email.
Then teacher check and discuss the
order of emails.
Activity 4
(extra)
Students
in groups will write a Small group
work
business email
10min
Conclusion
5 min
 Teacher evaluate members of
group
according
to
their
participation
 Home task: to write business
email (individual work)
Handout 1
Handout3 (In the correct order)
Dear Mr Smith,
I am writing in reference to the current situation with the XYZ Project.
We have a number of questions which we hope you could answer.
First of all, could you please provide us with an update on where you are
on the XYZ Project. We would also appreciate it if you could clarify
what the current issues with the delivery system are, and confirm when
you expect them to be resolved.
In addition, at the end of our last meeting we requested a copy of the
latest project update report. Unfortunately, we have still not received it.
We would appreciate it if you could forward this to us.
Could you also please confirm whether the post-installation support
covers the equipment 24 hours a day? And what is actually included in
the support? In particular, we would like to have confirmation if the cost
of parts and labour are included in the package? We require this
information as soon as possible.
And lastly, we are considering extending the period of the postinstallation support from your company from 6 months to 12 months.
We would be very
grateful if you could
provide us with a quote
for
this extension.
I
it
would really appreciate
if you could deal with
these matters urgently.
I
look forward to hearing
from you.
Yours sincerely,
Jane Jones
Handout 2
YAMINJONOVA ZULFIYA
.
This lesson looks at the vocabulary and situation around teamwork. Exercises
focus on reading and listening skills and provide students with an opportunity to
discuss questions related to the topic.
Time: 60 min
Students:
15
Practical
lesson
The form and
type of the
lesson
Plan of the
Greeting
lesson/agenda Warming up
Procedure
Conclusion
Giving
homework
The aim of the By the end of
lesson
the lesson
students will
be able to
write business
email using
appropriate
vocabulary
and structure
Objectives:
The aim of
activities is
develop
students
knowledge
about
teamwork
Teaching
brainstorming,
methods
CLT method,
discussion,
questionanswer work,
different tasks
Greeting
5 min
WARMING UP
PROCEDURE
Teacher
greetings with
students and
checks the
attendance
1.Do you like
teamwork?
[Why? / Why
not?]
last time you
worked with a
team?
3. Do you like
to work or
study with
others or
just by
yourself?
4. What’s the
most
important
thing for
teamwork
5. Do you like
to be a
leader?
6. Do you
think
teamwork
is
important?
Activity 1
(10 min)
Students are
to give only
one word to
the T-table
activity
LESSON 1. BANKING SYSTEM
Activity 1. Match the vocabulary with their definitions
term
meaning
balance
money paid to a bank for the bank's services etc
bank
charges
the difference between credits and debits in an account
branch
written order to a bank to pay the stated sum from one's
account; cheque
checkbookUS
money in a bank a/c; sum added to a bank a/c; money lent by a
bank - also
checkUS
local office or bureau of a bank that customers can visit
term
meaning
credit
book containing detachable checks; chequebook
Activity 2.
Banking
Banking and banks are very important for the functioning of the modern world.
Without banks the way we use money would not work. Banks enable people to
save money, borrow money and to pay for things with ease and security.
Each country in the world has its own well known banks that have branches in
nearly every city so that they are convenient for people to use. People often have to
visit the local branch of the bank when they want certain services. There are also
some very big multinational banks that have branches in most countries in the
world.
As well as the local branches that are in most cities, each bank will also have a
head office. This is where all central tasks are performed that let the local braches
function. The people that work in the branches will be the bank manager, the
person in charge, and various tellers who work behind the bank counter and help
the customers. There will also likely be security guards to protect the money,
workers and customers.
Most customers will just need to see the tellers when they 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 want to open an account or if they have
become overdraw, when they have spent more money than there was in the
account. Also if they want to borrow money and get a loan the person will need to
see the bank manager who will have to approve it.
As well as being able to use cash or checks to pay for things, banks also offer their
customers the more convenient methods of using either a debit card or credit card.
These methods are very convenient as you just need to carry a small plastic card to
be able to pay for anything. When paying with plastic you will need to either sign a
receipt or enter a PIN number to conform the purchase and that you are authorized
to use the card.
1) According to the text, what do banks enable people to do?
A)
Buy products
B)
Save money for the future
C)
Get money now that they have to pay back later
D)
All of the above
2) What is the purpose of the head office of a bank?
A)
To support the local branches to work properly.
B)
To offer services to local customers.
C)
To work with other banks.
D)
To look impressive.
3) What do bank tellers do?
A)
They protect the money.
B)
They help the customers.
C)
They arrange loans for customers.
D)
They are in charge of the bank branch.
4) What happens when a bank customer spend more money than they have in their
account?
A)
They will need to see the security guard.
B)
They will have to go to the police station.
C)
They will have to have a meeting with the bank manager.
D)
They will have to borrow money from the bank.
5) Which of the following methods is more convenient when paying for something
than using a check?
A)
Using a plastic card
B)
Using cash
C)
There is not a more convenient method.
D)
With an exchange of products.
Activity 3. Listen and discuss the questions in the group
1.
2.
3.
4.
What are difference between small and big banks?
To what people should pay attention to while choosing a bank?
What are disadvantages of Internet bank?
How can people check the trustworthy of the bank?
LESSON 2. MEETINGS
Activity 1. Make a role-play using these phrases
Listening Questions
1. How does Louis agree with the idea that the drug will be a “big seller?”
2. What is one word that means “excellent” or “very good” that is used to agree?
3. What idea does Gene repeat with emphasis at the end of the conversation?
Activity 3 Read the passage and answer the questions
Meetings
Since 2000, the amount of time that we spend meetings has increased by an estimated 10% per
year. An average meeting lasts 30 to 60 minutes, and we attend up to 10 meetings a week.
A recent study in the USA revealed that workers spend an average of two hours a week in
pointless meetings. Two hours per person per week has been estimated at $400 billion per year
of lost productivity.
However, meetings are also important for connecting colleagues, sharing ideas and for fostering
innovation and creativity.
Some tips to make meetings more productive include having an agenda and sharing it before the
meeting. Limit the discussion time, take notes, and define clear action points to be followed
afterwards.
Some companies have limited meetings to just one day per week. With this restriction,
employees report that many issues are resolved without waiting until the next meeting day.
Did you understand the text?
Please answer the following questions of understanding:
Question 1:
The amount of time we spend in meetings is _________?
a Decreasing
b Increasing year on year
c About 10% of our week
d Always productive
Question 2:
How long is an average meeting?
a A day
b 30-60 minutes
c 2 hours
d 10 minutes
Question 3:
How much time do we spend, on average, in a pointless meeting?
a 30-60 minutes
b A day
c 2 hours
d 10 minutes
Question 4:
Which of these is NOT listed as a benefit of meetings?
a Sharing ideas
b Innovation
c Connecting with people
d Free coffee
Question 5:
Which of these is NOT a tip for having productive meetings?
a Having a clear agenda
b Allowing unlimited discussion time
c Creating action points for follow-up
d Sharing the agenda before the meeting
Question 6:
What is the advantage of only allowing meetings on one day a week?
a Solving issues without needing a meeting
b Innovation and Creativity
c Having more meetings
d Shorter meeting times
Question 7:
A productive meeting is _______?
a Fruitless
b Worthwhile
c A waste of time
d Unhelpful
Question 8:
Which of these is NOT a definition of pointless?
a Necessary
b Without reason
c Aimless
d Irrelevant
LESSON 3. DRESSCODE
Activity 1.
What to wear business dress code?
Why is business dress code important?
What is business professional dress?
What is business casual dress?
Activity 2
An office worker in London has been sent home from work because she refused
to wear highheeled shoes. Nicola Thorp, a receptionist at the offices of finance
company PwC, arrived for work wearing smart flat shoes. But her supervisor told
her to go out and buy a pair of high-heeled shoes or go home. Ms Thorp explained
that she needed to spend nine hours a day walking around the office and that
high-heeled shoes were uncomfortable. She also pointed out that the dress
requirement was unfair as it did not apply to male colleagues. She asked how flat
shoes would prevent her from doing her job. She was given no explanation, and
when she refused to buy high-heeled shoes, she was sent home without pay. PwC
later pointed out that the dress code was not theirs. They said it was set by the
agency Portico, who supplied reception staff for their offices. A spokesperson for
Portico said that Ms Thorp had signed their appearance guidelines. However, he
said they would review these as a result of what had happened. According to UK
law, employers can demand that staff follow ‘reasonable dress code standards’.
They can also set different dress codes for men and women providing there is ‘an
equivalent level of smartness’. Ms Thorp has since set up a petition demanding
that the laws be changed. Ten thousand people have signed so far, which means
that by law the government must give a response
Comprehension Decide if the statements below are true, false or not stated.
Correct any that are false.
1. Nicola Thorp was fired for wearing the wrong kind of shoes.
2. She said high-heeled shoes were unsuitable for her work.
3. The company does not have a dress code for men.
4. She was employed by PwC.
5. She knew she had to wear high-heeled shoes when she started the job.
6. Her employer refuses to change the dress code.
7. The dress code was illegal under UK law.
8. She is trying to get the law changed.
Activity 3 Discussion Discuss the statements with your partner.
• Who do you sympathize with more, Nicola or her employer?
• Why do you think the dress code required women to wear high heels?
• Is it reasonable for employers to have dress codes or to have different dress
codes for men and women?
• Would you sign her petition?
• What factors are important when setting a dress code?
LESSON 4 DINING ETIQUETTE
What is business dining etiquette?
Why is business dining etiquette important?
What is dining etiquette called?
What is the most important aspect of business etiquette?
Activity 2 Read the reading passage and answer Yes / No / Not given questions
Culture in Action – Table Manners
Food is one of the first things we notice about a different culture. It is also one of the first aspects of a
different culture we feel free to adopt. The table manners that accompany the food are not so obvious.
When the behaviours of a culture are invisible, when we are not even aware we have them, they are
most powerful. What are some of the different table manners we might encounter at a class dinner
when a range of cultures is represented?
In Australia, it is expected that everyone will talk during a meal. The talking passes from one person to
another and is often about an issue that has been in the news, a new movie or some others neutral and
safe topic. In many Eastern cultures it is considered impolite to speak while the meal is in progress.
Conversation is held before or after the meal itself.
After the meal, the way we place our eating tools, our knives, forks, spoons or chopsticks, is also
culturally. In Australia, when we have finished eating the main course we put the knife and fork across
the middle of the plate parallel to each other with the handles facing towards us. When we are resting
during the meal, we put the knife and fork across each other on the middle of the plate. In China, the
chopsticks go crossways across the top of the plate with the handles facing towards the right as that is
the hand that holds the chopsticks. In Indonesia, some students tell me, the fork and spoon are crossed
as in the Australian resting position. But not all Indonesians may do this. Indonesia is itself a very
multicultural society, so there may be a number of different customs for this within the country.
Consider further where the dishes are positioned on the table. The Chinese custom of all the diners
eating from a range of central dishes is different from the Western way of having servings on separate
plates. This expresses a different relationship between people and shows lines of community in contrast
to the Westerner’s separate plates. Even the way the knives and forks fence in the plates makes a little
frame for the plate and defines separate arenas of action all around the table, rather than one common
arena of action as is the case of cultures where all the diners share from the common dishes in the
middle.
Then there is the complex issue of accepting or declining an offer. Ritual refusals also differ from one
cultures to another. If you decline the offer of a drink in Australia, you may not be offered another for
some time as the ‘no’ is taken to mean ‘no’. In some cultures however, the first ‘no’ is a recognised step
in the polite way of accepting a drink, while saying ‘yes’ straight away is seen as impolite and too direct.
Even leaving food on a plate at the end of the meal tells us something about our culture. Are we
accustomed to leave a small amount to indicate we have been provided for well? Are we accustomed to
eating everything on the plate to indicate we have respected the food and so wasted nothing? Are there
rules in your culture for where you put any scraps or leftovers on the plate? Can you leave them
scattered on the plate or should you put them together in one tidy heap?
We need to remember too that table manners change within cultures. First, they change across time;
from one generation to another what is considered polite, marginal or uncouth shifts and alters. What
were bad manners to one generation may be unimportant to another. Manners also vary according to
the occasion. Just as in language, where the level of formality we use must fit the social context, so the
manners we use for eating will change depending on how formal the eating event is. A barbecue or a
dinner with a few friends will have different rules and conventions from a big family gathering or the
formal dinner of a professional group.
Table manners are mostly invisible but bringing them to consciousness can be an intriguing way of
becoming more familiar with another culture. They can also be a rich topic of conversation as everyone
is an authority with a lifetime of firsthand experience.
Write : YES :
NO :
NOT GIVEN:
if the statement agrees with the passage
if the statement does not agree with the passage
if the statement is not mentioned in the passage
1. Unrecognized cultural differences are more powerful than recognized ones.
2. It is always polite to talk during the meal.
3. The writer has never visited Indonesia.
4. The writer prefers the idea of eating from dishes in the middle of the table.
5. It is rude to refuse a drink in Australia.
Activity 3 Check your knowledge about dining etiquette
1. Your water and wine glasses are located to the right above your plate.
A. True
B. False
2. As soon as everyone is seated...
A. Place your napkin on your lap
B. Tuck your napkin into your collar
C. Leave the napkin on the table until your food arrives
3. When someone asks for the salt, you should only pass the salt.
A. True
B. False
4. If there are two or three forks on the table, you should start by using the fork closest to your
plate.
A. True
B. False
5. What should you do if a piece of food falls on the floor?
A. 5 second rule! Pick it up and eat it.
B. Leave it on the floor and make sure you don't step on it.
C. Pick it back up and place it on your plate.
6. If there are bones in your food, it's okay to spit them out onto your plate.
A. True
B. False
7. The dessert fork and knife are located above your plate.
A. True
B. False
8. When leaving the table to use the restroom, you should place your napkin back on the table.
A. True
B. False
9. When the check arrives at the table...
A. Pull out your wallet and pass money down to the host.
B. Leave the check and tip for the host to take care of.
10. When you are finished with dinner, place the napkin on the center of your plate.
A. True
B. False