ENGLISH FOR 1ST YEAR BUSINESS

STUDENTS
I. GENERAL REMARKS

Teacher Course identification information:

Name: Adriana Fekete Course title: Practical course of business
Office: Faculty of Economics and Business English
Administration, 58 T. Mihali st., Cluj-Napoca, Course code: EBL 1006, EBL 2006
room 016 (ground floor) first year, 2 semesters
Telephone: 0264-418655 Course type: compulsory
E-mail: adriana.fekete@lingua.ubbcluj.ro

The course addresses intermediate (Common European Framework of Reference B1)

students. To help you decide what level you are, we suggest you use the following
descriptors of language ability as given by the Common European Framework of Reference.

level description
Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and
A1 answer questions about personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person talks slowly and clearly
and is prepared to help.
Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography,
A2 employment). Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters. Can describe in simple terms aspects of
his/her background, immediate environment and matters in areas of immediate need.
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple connected
B1
text on topics which are familiar or of personal interest. Can describe experiences and
events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions
and plans.
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
B2 spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can
express him/herself fluently and spontaneously without much obvious searching for expressions.
C1 Can use language flexibly and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.
Can understand with ease virtually everything heard or read. Can summarise information from
different spoken and written sources, reconstructing arguments and accounts in a coherent
C2
presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.
(Source:
http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages)

It is absolutely necessary that students whose level is lower than intermediate should work
individually to reach that level. To this purpose, students can use practical grammars which

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contain essential theoretical information and practical tasks (see Suggested bibliography) or
take English language courses offered by specialised institutions.

COURSE DESCRIPTION

Objectives

The purpose of English for1st Year Business Students is to develop the written and oral
communication skills of business students. The course focuses on two vital areas of the
learning process: improving reading and writing skills as well as developing learning skills.
The subject matter, drawn from various business fields, is not excessively specialised.

• Structure

Eight units are devoted to training students in the skills of reading, developing vocabulary,
and writing. These units are designed to help students:

 Become familiar with the various vocabulary items related to business English
 Become familiar with the various expressions related to specific language functions
 Improving reading skills by focusing on both content and the use of theses
expressions in task-based writing exercises
 Build up writing skills by practising the contextual use of the vocabulary items and
focusing on grammar in controlled practice exercises.
 Learn and review basic business vocabulary

The structure of the units is systematic, concise and explicit, responsive to the variety of
communicative circumstances in business. The content is formative, aiming at developing
students’ awareness of the need for communicating correctly in a foreign language. Mainly
designed to be used as self-study material, the book intends to encourage students to take
individual study more seriously, to offer standardised exercises, to provide concrete
examples, to focus on language use (knowledge of language, language skills, awareness of
the nature of learning, awareness of the reading process, attitudes to reading: unknown
words, strategies, ‘meaning’, opportunities for discussion/ exchanges of opinion).

The texts provide opportunities for review and expansion of the skills throughout the year.
Furthermore, the units’ organisation allows the student to take advantage of individual study.
The abundance of material in the texts makes them easily adaptable to varying learner
interests, student specialties, and language levels.

The units of the book deal with texts that offer the possibility of learning specific vocabulary,
grammar structures and functional language in appropriate contexts. The tasks students will
have to carry out will help them develop their language skills in an integrated way, i.e.
extracting the main ideas from a text// taking notes etc.

The structure of most units is the following:

a. Lead-in
b. Reading
c. Vocabulary development
d. Language focus
e. Functions

The lead-in section is devised to introduce students to the topic of the unit. It consists of
questions or exercises that forecast the subject matter to be dealt with in the reading section.

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The reading section contains texts that offer both information connected with the business
environment and the opportunity to improve and enrich students’ vocabulary with new words
and expressions.

The vocabulary development section offers explanation of some of the lexical items from
the text and expands the learning context to the lexical areas of the words/ expressions
studied. It presents both general and specialised vocabulary and the activities initiated here
require sustained individual work with the dictionary.

The language focus section starts from examples found in the text. It has two sub-sections:
one that deals with the theoretical input of a certain grammar problem (rules, examples etc.)
and the second – Practice – that contains different types of exercises. However, students
should decide whether they need more practice and if so, they should use additional self-
study materials (practical grammars).

The functions section contains a number of expressions that represent certain language
functions. This may help students become familiar with the context in which these
expressions are used. The section also contains suggested writing activities in order to focus
attention on individual activities that offer the possibility of making use of the knowledge
acquired within each unit, as a whole.

In some units there is a section entitled English in Use. This section aims at familiarising
students with the structure of the Language in Use section of the language ability
examination that they will have to take on graduation.

• Assessment

First semester
- participation in classroom activities (oral) – 50%
- end of semester written test – 50%

Second semester
- participation in classroom activities (oral) – 50%
- mid-semester written test – 25%
- end of semester written test – 25%

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 GLOSSARY – BUSINESS ENGLISH VOCABULARY
UNIT 1 – INTRODUCTION TO BUSINESS COMMUNICATION

Students should be able to use the vocabulary under INTRODUCTION TO BUSINESS

COMMUNICATION to communicate about:

• Communication in business settings

• Importance of communicating effectively
• Factors that influence effective communication
• Qualities of a good communicator
• Forms of communication
• Forms of written communication
• Forms of spoken communication
• Formal versus informal language
• Prevention of communication breakdowns
• Verbal and non-verbal communication

be in communication with somebody share verb

noun [U] FORMAL shoptalk noun [U]
biodata noun [U] shorthand for sth
business card noun [C] small talk noun [U]
by word of mouth speech noun
communication noun stationery noun [U]
conversation noun [C or U] talk noun [C, U]
corporate communication [U] telegram noun [C]
correspondence noun [U] telex noun [C or U]
discourse noun FORMAL template noun [C]
engage sb in conversation FORMAL tete-a-tete noun [C]
etiquette noun [U] text verb [T]
exchange noun the Internet noun
face-to-face adjective virtual adjective
facsimile noun [C] well-mannered adjective
fax noun [C, U] window noun [C]
formal adjective word processing noun [U]
illegible adjective
in short
in writing
indecipherable adjective
informal adjective
information noun [U]
interface noun [C]
IT noun [U]
legible adjective
manners plural noun
means of communication noun [C]
message verb [T]
networking noun [U]
nonverbal communication noun [U]
pleasantry noun [C] FORMAL
polite adjective
political correctness noun [U]
respect noun [U]

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 UNIT 2 – PRESENTATIONS
Students should be able to use the vocabulary under PRESENTATIONS to communicate
about:
• Types of presentations made in business
• Preparing and planning a presentation
• Audience analysis
• Presentation materials
• Delivery techniques
• Body language and voice
• Signalling words and phrases
• Question-and-answer session
• Golden rules for presentations

address verb [T] FORMAL noticeboard noun [C]

audience noun [C] observer noun [C]
board noun [C] onlooker noun [C]
body language noun [U] oration noun [C] FORMAL
chart noun [ C ] outline noun [C]
file noun [C] out-tray noun [C]
flip chart noun [C] overhead transparency noun [C]
flow chart noun [C] overhead projector noun [C]
folder noun [C] pie chart noun
harangue noun [C] presentation noun [ C, U ]
have the floor printer noun [C]
information overload noun [U] rephrase verb [T]
in-tray noun [C] ring binder noun [C]
keynote address/speech/speaker noun seminar noun [ C ]
[C] spectator noun [C]
language barrier noun [C] take the floor
lecture noun [C] talk noun [C]
misunderstanding noun [C,U] visual aid noun [C]
monologue noun [C] whiteboard noun [C]
non-verbal adjective workshop noun [C]
 UNIT 3 – COMPANY STRUCTURE
Students should be able to use the vocabulary under COMPANY STRUCTURE to
communicate about:

• Business aims of companies

• Business activities of companies (according to the type of work they are
involved with)
• Types of companies – general characteristics
• Types of organisations by size
• Internal structure of companies
• Corporate culture

acquisition noun [C,U] joint venture noun [C]

affiliate noun [C] make a takeover bid for sth
agency noun [C] manufacturers plural noun
alliance noun [C] merger noun [C]
annual general meeting noun [C] monopoly noun [C or S]
associate adjective multinational noun [C]
authority noun [C] NGO noun [C]
blue chip company noun [C] office noun [C, U]
branch noun [C] offshore adjective
brokerage noun [C] parent company noun [C]
bureau noun [C] partnership noun
buy sb out phrasal verb [M] personnel group noun [U]
chamber of commerce noun [C] plc, PLC noun [C]
clearing house noun [C] position noun [C]
client noun [C] private adjective
clientele group noun [S] proprietor noun [C]
Co. noun [U] public company/corporation/enterprise
commercial adjective noun [C]
consultancy noun public utility noun [C]
Corp. noun [C] run a business verb [I]
corporate adjective sister company noun [C]
counterpart noun [C] small business noun [C]
daughter company noun [C] spokesman noun [C]
department noun [C] stakeholder society noun [C]
division noun [C] status noun [U]
e-business noun [C, U] strategic alliance noun [C]
enterprise noun subordinate adjective
Est. adjective subsidiary noun [C]
establishment noun [C] SWOT noun [U]
expand verb [I,T] syndicate noun [C]
family business noun [C] tender noun [C]
fellow noun [C] tertiary adjective
firm noun [C] trade verb [I, T]
franchise noun [C] transact verb [T] FORMAL
head office group noun [C] trust company noun [C]
human resources plural noun unlimited company noun [C]
Incorporated adjective venture noun [C]
 UNIT 4 – BUSINESS ETHICS
Students should be able to use the vocabulary under BUSINESS ETHICS to communicate
about:

• Definition of business ethics

• Importance of business ethics in today’s business climate
• Basic ethical considerations that a company needs to address
• Codes of ethics
• Unethical behaviour in the workplace
• Training in business ethics

account verb natural resources noun

acid rain noun [U] noise pollution noun [U]
age discrimination norm noun [C usually plural]
biodegradable adjective nuclear waste noun [U]
bioethics noun [U] oil slick noun [C]
biological control noun [U] overpopulated adjective
carbon tax noun [C] ozone noun [U]
conservation noun [U] poison verb [T]
corporate social responsibility noun [C] pollute verb [T]
decontaminate verb [T] positive discrimination noun
deforest verb [T] precept noun [C] FORMAL
depopulate verb [T] preservation noun [U]
dumping noun [U] principle noun [C or U]
emission noun protected adjective
environment noun [C or U] race discrimination noun
ethic noun [C] recycle verb [T]
global warming noun [U] refuse dump noun [C]
globalisation noun [U] reusable adjective
green adjective scrap yard noun [C]
integrity noun [U] smog noun [S or U]
just adjective social conscience noun [U]
life-support system noun [C] the polluter pays principle
litter verb [T] throwaway adjective
moral adjective unethical adjective
 UNIT 5 – MANAGEMENT
Students should be able to use the vocabulary under MANAGEMENT to communicate
about:

• Definition of management
• Managerial tasks
• Basic managerial skills
• Managerial responsibilities
• Leading versus managing
• Management styles
• Women in senior managerial positions

action plan noun [C] implementation noun [U]

administer verb [T often passive] laissez-faire approach noun [C]
assess verb [T] leader noun [C]
authority noun line manager noun
autocrat noun [C] manage verb [T]
boss (MANAGER) noun [C] MD noun [C]
bureaucracy noun [C or U] mediate verb [I, T]
campaign verb [I] mentor noun [C]
CEO noun [C] middle management noun [U]
chairman, chair, chairperson noun [C] motivation noun [U]
challenge noun [C] office noun [C]
chief noun [C] operator noun [C]
collaborative working noun [U] outcome noun [C]
consensus noun [U] oversee verb [T]
coordinate verb [T] paperwork noun [U]
decentralisation noun [U] partner noun [C]
decision-maker noun [C] people skills noun [C usu. pl.]
delegate verb [T] plan noun [C]
democratic adjective president noun [C]
deputy noun [C] prioritise verb [I, T]
direct verb problem-solving noun [U]
employer noun [C] rationalise verb [I or T]
empower verb [T] restructure verb [T]
executive adjective silent partner noun [C]
facilitate verb [T] sleeping partner noun [C]
feedback noun [U] strategist noun [C]
goal noun [C] supervisor noun [C]
governor noun [C] team noun [C]
guide noun [C] vice president noun [C]
head noun [C] vision noun [C]
hierarchy noun [C] vote of confidence noun [C]
implement a policy/plan/decision verb [T]
 UNIT 6 – RECRUITMENT
Students should be able to use the vocabulary under RECRUITMENT to communicate
about:

• The recruitment process

• Recruitment strategies
• Role of the Human Resources Department
• Candidate selection
• Interviewer/interviewee training
• Equal opportunity in hiring

apply verb [I] load noun [C]

applicant noun [C] motivation noun [U]
apply yourself verb [R] night shift noun [C]
appoint verb [T] occupation noun [C]
appraisal noun [C, U] off-duty adjective
assign verb [T] office hours plural noun
assign sb to sth phrasal verb opportunity noun
assignment noun [C, U] part-time adverb, adjective
be at work performance appraisal noun [C]
be in work/out of work placement noun [C, U]
biodata noun [U] position noun [C]
blue-collar adjective post noun [C]
bonus noun [C] probation noun [U]
candidate noun [C] profession group noun [C]
career noun [C] qualification noun
clerk noun [C] recruit verb [T]
deadline noun [C] redundancy noun [C, U]
delegate verb [I, T] referee noun [C]
division of labour noun [U] remuneration noun [C,U]
do a good/bad job résumé noun [C]
employ verb [T] retire verb [I]
entry-level adjective sack verb [T]
fire verb [T] self-employed adjective
flexitime noun [U] shift group noun [C]
freelance adjective, adverb shortlist noun [C]
fringe benefit noun [C] Situations Vacant noun [S or U]
go on strike skilled adjective
golden handshake noun [C] temp noun [C] INFORMAL
hard-working adjective tenure noun [U] FORMAL
headhunt verb [T] testimonial noun [C]
hectic adjective under pressure
hire verb [T] understaffed adjective
in the line of duty unemployed adjective
incentive noun [C] unprofessional adjective
in-service adjective unqualified adjective
intake noun [U] unskilled adjective
job noun [C] welfare noun [U]
layoff noun white-collar adjective
livelihood noun [C, U]
 UNIT 7 – BUSINESS TRAVEL
Students should be able to use the vocabulary under BUSINESS TRAVEL to communicate
about:

• Definition of business ethics

• Importance of business ethics in today’s business climate
• Basic ethical considerations that a company needs to address
• Codes of ethics
• Unethical behaviour in the workplace
• Training in business ethics

accommodations plural noun jet lag noun [U]

B and B noun [C] journey verb [I usually + adverb or
bank holiday noun [C] preposition]
bed and breakfast noun [C or U] land verb
bellboy noun [C] lobby noun [C]
book verb [I or T] motel noun [C]
business class noun [U], adverb motor inn noun [C]
caravan site noun [C] national holiday noun [C]
charter verb [ transitive ] overseas adverb
check in/check into sth phrasal verb package tour noun [C]
check out phrasal verb passage noun
clerk noun [C] passport noun [C]
cruise verb public holiday noun [C]
destination noun [C] public transport noun [U]
disembark verb [I] FORMAL reception noun [U]
doorman noun [C] reservation noun
double room noun [C] resort noun [C]
double-book verb [I; T] return ticket/fare etc noun
economy class noun [U], adverb schedule noun [C]
ecotourism noun [U] self-catering adjective, noun [U]
embark verb [ intransitive ] shuttle verb [I or T]
fare noun [C] sightseeing noun [U]
first class adjective, adverb suite noun [C]
flight noun [C] the sights noun
full board noun [U] tour verb
gate noun tourist noun [C]
guide noun [C] travel verb
half board noun [U] twin-bedded adjective
holiday noun vacancy noun [C]
hotel noun [C] valet noun [C]
inn noun [C] visa noun [C]
itinerant adjective youth hostel noun [C]
Suggested Bibliography
*** Collins Cobuild English Language Dictionary (London: Collins ELT, Harper Collins
Publishers, 2003)
Budai, L., Gramatica engleză – teorie şi exerciţii (Bucureşti: Teora, 2001)
A.J. Thomson, A.V. Martinet, A Practical English Grammar (London: Oxford University
Press, 1996)
Vince, M., Advanced Language Practice (London: MacMillan Heinemann ELT, 1994)
Vince, M., Intermediate Language Practice (London: MacMillan Heinemann ELT, 1998)

Websites
http://www.cambridge.org/elt/dictionaries/cald.htm,
http://www.pearson.ch/LanguageTeaching/Dictionaries/Dictionaries-
British/1449/9780582306066/New-Edition-Longman-Business-English.aspx,
http://www.macmillandictionaries.com/home.htm, http://www.oup.com/elt/catalogue/isbn/0-
19-431243-7?cc=global.
Free-access online dictionaries:
http://dictionary.cambridge.org/, http://www.ldoceonline.com/,
http://www.oup.com/elt/catalogue/teachersites/oald7/?cc=global.

Further Vocabulary Study

UNIT 1
Michael Vince – Intermediate Language Practice, p. 199-202;
Michael Vince – Advanced Language Practice, p. 212-216; 219-220
UNIT 2
Michael Vince – Intermediate Language Practice, pp. 236-238;
Michael Vince – Advanced Language Practice, pp. 224-227
UNIT 3
Michael Vince – Advanced Language Practice, pp. 203-206; 209-213; 220-223
UNIT 4
Michael Vince – Intermediate Language Practice, pp. 231-233; 242-244
Michael Vince – Advanced Language Practice, pp. 192-196
UNIT 5
Michael Vince – Advanced Language Practice, pp. 203-205; 209-213; 216-219
UNIT 6
Michael Vince – Advanced Language Practice, pp. 199-202

Further Language Study

THE TENSE SYSTEM
Michael Vince – Advanced Language Practice
Tense consolidation – Units 1 – 4 (pp. 1-24)
Progress Test (pp. 25-29)
Michael Vince – Intermediate Language Practice
Units 2 – 9 (pp. 3-36)
Problems, Errors and Consolidation (p. 37)
A.J. Thomson, A.V. Martinet – A Practical English Grammar
The present tenses (pp. 152-162)
The past and perfect tenses (pp. 161-179)
The future (pp. 180-194)

GERUND/INFINITIVE
Michael Vince – Advanced Language Practice
Unit 19 (pp. 107-113)
Michael Vince – Intermediate Language Practice
Units 38 – 39 (pp. 152-165)
A.J. Thomson, A.V. Martinet – A Practical English Grammar
The infinitive (p. 212-227)
The gerund (pp. 228-233)
Infinitive and gerund constructions (pp. 234-238)

ACTIVE/PASSIVE
Michael Vince – Advanced Language Practice
Units 6-7 (pp. 30-40)
Michael Vince – Intermediate Language Practice
Units 15 – 16 (pp. 58-63)
A.J. Thomson, A.V. Martinet – A Practical English Grammar
The passive voice (pp. 263-268)
MODALS
Michael Vince – Advanced Language Practice
Units 11-12 (pp. 59-70)
Michael Vince – Intermediate Language Practice
Units 17 – 18 (pp. 64-71)
A.J. Thomson, A.V. Martinet – A Practical English Grammar
May and can for permission and possibility (pp. 128-133)
Can and be able for ability (pp. 134-136)
Ought, should, must, have to, need for obligation (pp. 137-146)
Must, have, will and should for deduction and assumption (pp. 147-149)

OR ANY OTHER PRACTICAL GRAMMAR OF ENGLISH

TABLE OF CONTENTS

Suggested Bibliography.............................................................................................12
Further Vocabulary Study.........................................................................................12
Further Language Study...........................................................................................12
UNIT ONE – INTRODUCTION TO BUSINESS COMMUNICATION...............15
UNIT TWO – PRESENTATIONS............................................................................26
UNIT THREE – THE STRUCTURE OF THE FIRM............................................32
UNIT FOUR – BUSINESS ETHICS.......................................................................44
UNIT FIVE – MANAGEMENT...............................................................................53
UNIT SIX – RECRUITMENT..................................................................................63
UNIT SEVEN – BUSINESS TRAVEL....................................................................76
UNIT EIGHT – CULTURE AND CIVILISATION................................................84
UNIT ONE – INTRODUCTION TO BUSINESS COMMUNICATION

1. Communication

1.1. Lead-in

COMMUNICATION
definition: the process by which people exchange information or express their
thoughts and feelings
(Longman Dictionary of Contemporary English)

Forms and Components of Human Communication

Humans communicate in order to share knowledge and experiences. Common
forms of human communication include sign language, speaking, writing, gestures,
and broadcasting. Communication can be interactive, transactive, intentional, or
unintentional; it can also be verbal or nonverbal. Communication varies
considerably in form and style when considering scale. Internal communication,
within oneself, is intrapersonal while communication between two individuals is
interpersonal. At larger scales of communication both the system of communication
and media of communication change. Small group communication takes place in
settings of between three and 12 individuals creating a different set of interactions
than large groups such as organisational communication in settings like companies
or communities. At the largest scales mass communication describes
communication to huge numbers of individuals through mass media.
Communication also has a time component, being either synchronous or
asynchronous. There are a number of theories of communication that attempt to
explain human communication. However, various theories relating to human
communication have the same core philosophy. Communication follows a five-step
process, which begins with the creation of a message and then sending it to another
individual, organisation or a group of people. This message is received and then
interpreted. Finally this message is responded to, which completes the process of
communication.
(http://en.wikipedia.org/wiki/Communication)

Answer the following questions:

What possible barriers to interpersonal communication can you identify?

How can people communicate in international contexts where people speak different
languages?
What language is mainly used in international communication? Why?

1.2. Reading

Read the following short texts referring to communication and answer the questions
that follow.
Text 1.
"Have you ever said to yourself, "I wish I had spoken up"? Or, "If only I had
introduced myself"? Or, "Did I say the wrong thing"?
Conversational Confidence is the answer. Just by listening, you'll master the
proven interpersonal skills you need to deal with every individual, every group,
every occasion.
The result? New doors will open to you. You won't hesitate to accept an invitation,
to approach someone important, to seize an opportunity. You'll never again feel like
an outsider. Success will naturally flow your way--and with less effort than you ever
imagined possible."
~verbalAdvantage (advertisement in The New Republic, March 12, 2001)

1. Why are people sometimes reluctant to speak up their minds?

2. What is the role of listening in a conversation?
3. How can people develop their communication skills?

Text 2.
"'Communication' is a registry of modern longings. The term evokes a utopia where
nothing is misunderstood, hearts are open, and expression is uninhibited. Desire
being most intense when the object is absent, longings for communication also
index a deep sense of dereliction in social relationships. ... 'Communication' is a
rich tangle of intellectual and cultural strands that encodes our time's
confrontations with itself. To understand communication is to understand much
more. An apparent answer to the painful divisions between self and other, private
and public, and inner thought and outer word, the notion illustrates our strange lives
at this point in history. It is a sink into which most of our hopes and fears seem to be
poured."
John Durham Peters, Speaking into the Air
A History of the Idea of Communication (1999, p. 2)

1. According to the author, how can the nature of communication be defined?

2. What does the author mean by “inner thought” and “outer word”?
3. How can misunderstanding appear?

Text 3.
"A word (or in general any sign) is interindividual. Everything that is said,
expressed, is located outside the soul of the speaker and does not belong only to
him. The word cannot be assigned to a single speaker. The author (speaker) has
his own inalienable right to the word, but the listener has his rights, and those whose
voices are heard in the word before the author comes upon it also have their rights
(after all, there are no words that belong to no one)."

M. Bakhtin Speech Genres and Other Late Essays (Trans. Vern McGee). Austin:
University of Texas Press, 1986, p. 121

1. What do words refer to?

2. The same word may mean different things to different persons. Try to explain
how this happens.
3. How do new words appear in a language?
1.3. Vocabulary development
In each text some words have been written in bold. Use the dictionary to study the
meaning of the words and phrases given below. Try to derive as many words as
possible starting from the ones given.

TEXT 1.

master noun Master of Arts noun

mastery noun Master of Philosophy noun
master copy noun master verb
mastermind master adjective
master key noun masterful adjective
master bedroom noun masterly adjective
master class noun be your own master
master switch noun seize verb
masterpiece noun seize on/upon sth phrasal verb
master of ceremonies noun seize up phrasal verb INFORMAL
Master's degree noun seizure noun
Master of Science noun
TEXT 2.

dereliction noun
derelict noun
derelict adjective

tangle noun
tangle with sb phrasal verb INFORMAL

strand noun
stranded adjective

TEXT 3.

sign noun
assign verb

1.4. Language Focus: The Plural of Nouns

In the text under the Lead-in section you can find the word experiences. Is this plural
form correct? Could we use the nouns knowledge, information, furniture in the same
way?
Revise the plural of nouns, paying special attention to collective and uncountable
nouns. (see Suggested bibliography)

1.5. Functions
Information exchange
Asking for information – useful expressions
• Could you tell me...?
• Do you know...?
• Do you happen to know...?
 • I'd like to know...
• Could you find out...?
• I'm interested in ...
• I'm looking for...

2. Socialising in business

2.1. Lead in
Answer the following questions:
What role do manners play in social interaction?
To what extent are manners determined by culture?

2.2. Reading

Read the following text. Make a list of the rules that you have never been aware of.
Compare your list with the list of your neighbour. Together, rank the rules according
to the importance you attach to them. Do these rules apply to the Romanian
context?

MIND YOUR BUSINESS MANNERS

by Ann Marie Sabath

Actions that most people take for granted, or never think about, affect business
deals. You may have the greatest product or the most marketable service since the
invention of instant coffee, but if there is sand in your social gears, you may as well
not be there in the first place.
Business relations at all levels should be simple and effortless – or at least should
seem that way. With increased competition, having the right price or the right
product isn’t always enough; the comfort level between business people must also
be right.
“Perhaps that’s why, according to a recent USA Weekend story, one of the themes
for the ‘90s was “good manners means good business.” Knowing what to do and
when to do it projects confidence and savoir-faire essential to success.
So, whether you are meeting a client for the first time, conducting business over
lunch or making telephone calls in transit, one thing is certain: your actions are
being watched.

FIRST THINGS FIRST

It takes 15 seconds to make a first impression, and the rest of your life to undo it if it
was a negative one. Observing the “Rule Twelve” is the key to projecting a positive
image:

 The first 12 words you speak should include some form of thanks, if
appropriate. When meeting someone for the first time, express your
gratitude. Example: “Thank you for scheduling this meeting.”
 The first 12 steps you take should be those of confidence. Whether you are
walking from the parking lot to your office, or are going to the reception area
to greet clients, walk with a purpose – with vim, vigour and vitality.
 The first 12 inches from your shoulders down should include impeccable
grooming. Your hair, collar and tie/scarf accessories should be a reflection
of the quality person you are.
GREETINGS AND INTRODUCTIONS
What you say and how you say it is “The name of the game”. That’s why the four
most commonly asked questions about greetings and introductions are listed below:

Q: When introducing my supervisor to a client, whose name should I say first?

A: The client’s.

Q: When being introduced to a woman client, is it appropriate for a man to initiate a

handshake?
A: Absolutely. In the past, social etiquette dictated that men should wait for women
to initiate the handshake. However, in today’s business arena, it is appropriate for
either party to initiate this gesture of welcome.

Q: What is the best way to remember the name of a person I’ve just met?
A: When meeting someone for the first time, make a point of using his or her name
when shaking hands. By repeating it at least once during your conversation, the
name will be reinforced in your mind.

Q: What should you do when you encounter someone whose name “slips your
mind”?
A: When the person approaches you, extend your hand and say your name.
Typically, the other person will mimic your actions by giving his or her name.

CAR PHONE ETIQUETTE

Whether you’re breezing down the freeway or stalled in traffic, car phone courtesy
should be automatic. When calling from a car phone:
 Identify yourself and indicate that you are calling from a car phone. This may
expedite the call.
 When receiving a call on your mobile phone, identify yourself with your first
and last name.
 When you have passengers, your car phone should be used sparingly, if at
all.

When calling someone’s car phone:

 Identify yourself and ask if this is a good time to talk.
 Remember, using a car phone is expensive. Discuss only pressing issues;
save other conversations for office calls.
 If at all possible, refrain from putting car phone users on hold.

9 KEY RULES FOR BUSINESS DINING

 When inviting clients to lunch, remember that the restaurant you select is
perceived as an extension of your office. Choose a restaurant where the
food is of good quality and the service is reliable.
 Familiarity breeds success. When frequenting the same restaurant, you can
expect to be recognized, called by name and shown to an area that is
conducive to doing business.
 When escorted to a table by a maitre d’, your guest(s) should precede you.
When seating yourself, take the lead.
 Be sure to offer the “power” seat to your guest. Seat yourself with your back
to the door or main part of the room.
  When making a food recommendation, realize that most guests will also take
your suggestion as a guideline to suitable price ranges.
 When the server asks for your order before your guests’, say “I’d like my
guests to order first.” Besides being appropriate, it’s a cue that you will take
care of the check at the end of the meal.
 When reaching for the breadbasket, salad dressing, etc., offer them to your
guests before helping yourself.
 Tip adequately. Treat your server with the same consideration you show to
your business associates. A generous tip is a small price to pay for good
service, personal attention and the business you hope you’ll earn.
(http://www.mccombs.utexas.edu/students/gmn/business-manners.asp)

2.3. Vocabulary development

2.3.1. Match the following words or phrases from the text with their
appropriate definition.

1. take for granted a. taking good care of your own appearance by keeping
your hair and clothes clean and tidy
2. vim (old-fashioned) b. to make a process or action happen more quickly
3. grooming c. to get possession or control of something
4. stalled (v) d. to expect that someone or something will always be
there when you need them and never think how
important or useful they are
5. expedite (v) e. someone who is in charge of a restaurant, and who
welcomes guests, gives orders to the waiters etc
6. maitre d’ (n) f. if an engine or vehicle stalls, or if you stall it, it stops
because there is not enough power or speed to keep it
going
7. take the lead g. energy

Make up sentences of your own to illustrate the meaning of the words above.
Show them to your neighbour on the left and ask them whether they
understand the meaning illustrated. If they don’t, make the necessary
corrections.

2.3.2. Each sentence below includes a phrasal verb with "go". Decide what
word or words are needed to complete the phrasal verb in each sentence.
1. Mary and John have been going ___ for about six months and the boss has no
idea.
2. They are planning to go ___ this summer. I think they are going to Japan for one
whole month.
3. The thief managed to leave the company premises, but the guards went ___ him
and caught him before he could get in his car.
4. A great cheer went ___ from the crowd as he managed to score once again.
5. They do not seem very happy to go ___ what we said. I think they do not agree
with us.
6. Just read the instructions. They tell you how to go ___ installing the device in not
more than ten minutes.
7. He used to spend a lot and neglect his work. No wonder that his business has
gone ___, and he has lost everything.
8. I’m afraid we will have to start our meeting without Jack. He has gone ___ flu
and has to stay in bed for a few days.
9. Mike has told us many times not to rely on Steve. He always promises all sorts
of things but then goes ___ on his word.
10. The terrorist had planted the bomb in the perfect place, but the police found it
ten minutes before it was set to go ___.

2.3.3. Use the dictionary to study the use of the verb TO GO as a phrasal verb.
Choose three entries and make up sentences to illustrate the meaning of the
phrasal verb.

Example:
go about something phrasal verb: to begin to do something or deal with something
We need to think of another way of going about this. The method we
are using now appears to be ineffective.

2.4. Language Focus: The Noun – Number Agreement

Number Agreement
 the number of is followed generally by singular, while a number of by plural
The number of investors was huge.
A number of shareholders were expected to sell their shares.
 nouns/pronouns can be coordinated with the following simple or correlative
conjunctions: and, or, either … or, neither … nor, both … and, not only … but
also.
a) and, both … and require the plural form of the verb
The president and the secretary general are not present.
Both the president and the secretary general are on a business trip.
b) or, either … or follow the rule of proximity ( the closest subject
dictates the number of the verb)
His supporters or he has to take this issue very seriously.
Either he or his supporters have to take a decision.
c) neither … nor may follow the rule of proximity (as above), but in
everyday use the plural is preferred
Neither the guests nor the host is to be blamed.
or
Neither the guest nor the host are to be blamed.

With as well as, except, but, with only the first noun dictates the agreement with the
predicate.
Mr. Jones as well as all his colleagues is expected to come.
All the members of the board, but David, are here.
A man with a young child was asking for help.
2.5. Functions

a. Identifying yourself
Hello, I’m… from…
Hello, my name is…I work for…
Hello, let me introduce myself, I’m…I’m in charge of// I’m responsible for…
Hello, first name+ surname…I’ve got an appointment with…
b. Greetings when you meet someone for the first time
First greeting Reply to the greeting
Neutral How do you do? I’m (very) pleased/ How do you do? It’s (very) nice to meet
delighted to meet you. you too.
It’s (very) nice to meet you. I’m pleased to meet you too.
Informal How do you do? Nice/ good to meet Nice/ good to meet you too.
you.
Hello. Nice to have you with us. Pleased to meet you too.
Hi. Pleased to meet you.

3. IT and Human Interaction

3.1. Lead-in
Consider the following questions:
Can the full effect of the current information revolution be predicted?
Is meeting face-to-face more valuable than corresponding electronically?
In what ways have the PC and the Internet made our lives easier?

3.2. Reading
Parts of the sentences in the following text have been removed. They are given in
the box below the text. They are lettered A to J. Read the text and fill in the blanks
numbered 1 to 10 with the corresponding missing parts A to J.

New video examines impact of computers on human interaction

by Barbara McKenna

Through the advent of the web, we can get whatever we want online – 1 ___. We
can bank online, make friends online, even attend virtual concerts and art shows
online. One man in Dallas, 2 ___, has even gone so far as to confine himself to his
home for a full year, acquiring everything he needs (including a Valentine's Day
date) through the web.

Observing the increasing "realness" of virtual reality, UCSC (University of California,

Santa Cruz) film professor Chip Lord has produced a video that explores the
question of how 3 ___. The video, Awakening from the Twentieth Century, aired
recently on public television and is the winner of the Dallas Video Festival's Latham
Award for 1999.

"I started working on this during a sabbatical in early 1998," Lord says. "I wanted to
look at how the computer is changing the ways in which we conduct daily life. One
of my central goals was to find out whether the Internet and virtual networking –
telecommuting, distance learning, e-commerce – have had an effect 4 ___."

To explore this, Lord combines montages of life in San Francisco with interviews.
Among those he interviews are Homer Flynn, spokesperson for a San Francisco
underground, multimedia band named The Residents; John Sanborn, director of the
online rock and roll murder mystery "Paul Is Dead"; Ellen Ullman, a software
engineer, commentator, and author of Close to the Machine; Gannon Hall, a web
site designer; and Rebecca Solnit, a social commentator and author of the just-
published book, Wanderlust: A History of Walking (Viking Press).

Rather than aim to prove a point, Lord is out to 5 ___. One montage opens with a
view of the old-fashioned marble-floored interior of a Wells Fargo Bank branch bank
in San Francisco and fades to a nearby Safeway, in which a Wells Fargo "mini-
bank" is built into the wall. The juxtaposition continues 6 ___ the bank's dramatic
picture of racing horses pulling a stagecoach and, over that image, in stark white,
the URL www.wellsfargo.com.

"Is the physical space of the bank becoming obsolete?" Lord asks.

Through his interviews Lord also explores the impending fate of such things as the
automobile, film, community. But the question that most concerns Lord is whether
the physical space of the city itself 7 ___.

Lord gets very different opinions from his subjects. Web designer and computing
specialist Gannon Hall conducts most of his business virtually – through e-mail, web
sites, and the phone. "Gannon recognizes that 8 ___, but once he starts working on
a project he does everything virtually, via the Internet. For Gannon, because his
business is virtual, he could be anywhere. He doesn't need the city. To him, the city
is like fashion. You choose it the same way you would choose clothes. He says, 'you
wear the city.' "

But social commentator Rebecca Solnit feels very differently, affirming the
importance of real-life interaction at such places as the Farmer's Market, where 9
___. To flesh out this perspective, Lord also shows footage of two groups of San
Franciscans – bicyclists and rollerbladers. The bicycling event, called Critical Mass,
is anything but virtual, drawing some 3,000 bicyclists each month who hit the streets
during a Friday rush hour.

As Lord trails along with the rollerbladers, hundreds of whom come out each Friday
for the "Friday Night Skate," he comes to this conclusion:

"Maybe because of the utopian images we hear about the new technologies, I
thought that broadcasting, netcasting, wireless networks, and pagers, cellphones,
and beepers all 10 ___ – for celebration and the ritual rubbing of shoulders in
streets, plazas, and squares. But I was wrong. Because we still need fashion. We
still need to wear the city because the city is..." Lord trails off, letting Humphrey
Bogart, in the character of San Francisco detective Sam Spade, finish his sentence:
"The stuff that dreams are made of."
(http://www.ucsc.edu/currents/99-00/06-19/lord.html)

A. an initial face-to-face meeting with clients is necessary

B. the computer is affecting the ways we interact with each other
and our environment
C. groceries, prescriptions, even pets
D. vendors and customers interact directly and chance
encounters with friends can take place
E. explore the implications of our emerging computer-generated
culture
F. were conspiring to end the need for public gathering
G. is becoming obsolete
H. who calls himself DotComGuy
I. on how we use our physical space
J. with a shot of a billboard advertising

Make a list of advantages and disadvantages that you can identify.

2.3. Vocabulary development
2.3.1. Match the following words or phrases from the text with their
appropriate definition.

1. rollerblader (n) a. no longer useful, because something newer and

better has been invented
2. footage (n) b. referring to an event or situation, especially an
unpleasant one, which is going to happen very soon
3. to flesh sth out (v) c. the act of putting things together, especially things
that are not normally together, in order to compare
them or to make something new
4. obsolete (adj) d. working at home using a computer connected to a
company's main office
5. stark (adj) e. a period when someone, especially someone in a
university job, stops doing their usual work in order
to study or travel
6. impending (adj) f. cinema film showing a particular event
7. juxtaposition (n) g. to keep someone or something within the limits of a
particular activity or subject
8. to fade (v) h. the time when something first begins to be widely
used
9. telecommuting (n) i. very plain in appearance, with little or no colour or
decoration
10. sabbatical (n) j. to add more details to something in order to make it
clear, more interesting etc
11. to confine (v) k. person who uses special boots with a single row of
wheels fixed under it to skate on hard surfaces
12. advent (n) l. to gradually disappear

2.4. Language focus: The Article

Revise the use of the article in English. (see Suggested bibliography)
Complete the following sentences with the, a, an or no article, as required.

1. Harold is ______ most obnoxious person I know.

2. Diana is ______ very nice person.
3. Last night we went out for ______ meal.
4. Tonight we are probably going to eat in ______ hotel restaurant and then get to
bed early. I hate staying in hotels but it's part of the job.
5. I cannot remember if I saw that film on television or at ______ cinema.
6. Make sure you put your name at ______ end of the report.
7. I'm sure it won't be long before people are living and working in ______ space.
8. Have you already had ______ lunch?
9. I spoke to several people at the cocktail party. Was John ______ one with the
red hair?
10. I'd like to invite him to ______ dinner next week, if that's OK with you.
11. Could you close ______ door, please? It's really cold.
12. We have got new offices near ______ centre of the city.
13. Have your new offices got ______ canteen?
14. For lunch I had a sandwich. I cannot remember what filling was in ______
sandwich.
15. When you come out the lift, you'll see two doors, ______ red one and ______
blue one. My door is ______ red one.
16. We need to do more for ______ poor.
17. The greatest invention of the 20th century is ______ computer.
18. I'm looking for ______ new job.
19. I saw ______ man going into the office. I don't know who ______ man was.
20. When you're ready, I'll take you to ______ airport.
21. The wife of the President of the USA is known as ______ First Lady.
22. I have never had ______ job working in a bar.
23. ______ largest ocean in the world is the Pacific Ocean.
24. ______ Hong Kong used to be part of the British Empire.
25. Turkey is not part of ______ European Community.
26. ______ Amazon rain forest covers several countries in South America.
27. ______ friend of mine, who lives in Crete, has never left the island.
28. A recent report predicted that all ______ sea water will be polluted by 2040.
29. On ______ news today, there were reports of two plane crashes.
30. The weather tomorrow will be ______ same as today.
2.5. Functions
Presenting and supporting opinions
asking for opinions

What are your feelings on this?

To one person To a group of people

What are your views on….?
What are your feelings about…?
What do you think of ….?
What’s your opinion about that?
Any reaction to that?
Has anybody any strong feeling about /
views on that?
What’s the general view on/ feeling about
that?
Has anybody any comments to make?

Writing task:
One of the most negative aspects of the impact of the Internet in our daily life is the
fact that it alters social behaviour, habits and abilities of people. Write an
argumentative essay in response to the following statement: The Internet makes
people lonelier.
UNIT TWO – PRESENTATIONS

Speaking in public is often cited as the number one fear of adults.

The Book of Lists places the fear of death in fifth place while public
speaking ranks first. Jerry Seinfeld said, "That would mean at a
funeral, people are five times more likely to want to be in the casket
than giving the eulogy."

1. Lead-in
Answer the following questions:
• Have you ever given a presentation?
• How can one prepare before a presentation?
• Why do you think some people are afraid of public
speaking? How can they overcome this fear?
• Do you agree with the quotation given above? Explain.

2. Reading comprehension

Read the following article about anxiety in public speaking. Ignore the
gaps.
a. What is the purpose of the text?
b. Does it manage to achieve its goal? In what ways?

Anxiety in Public Speaking

By: Richard M. Highsmith

"I can't believe I agreed to do this speech. Look at all those people out 1...! My
knees are shaking, and my stomach feels like I just went over the top of a roller
coaster. My heart is 2... so fast and hard my tie is jumping. I just want to scream and
run away!"
Let's look at some techniques to deal with the anxiety and 3... an excellent
presentation. The methods are divided into the acronym P.R.E.P.A.R.E.
Preparation - The foundation of a good speech is built 4... the 6 "W's" of effective
journalism. You must determine:
• Who is your audience?
• What are your key points?
• When are you speaking; how long?
• Where is the speech; physical surroundings?
• Why should the audience listen to you?
• How are you going to present?
In an effective speech your audience 5... only remember 3 to 4 main ideas. Decide
on the essential ideas vital for their understanding your topic. These are your key
points. Make a brief outline with supporting details, quotes and graphics.

Rehearse - Practice is essential. Try delivering your talk 6... using any notes and
check your timing during this rehearsal. If you have to use notes, then just jot 7...
your key points. Don't attempt to memorize the entire speech word for word. Mark
Twain said, "It usually takes more 8... three weeks to prepare a good impromptu
speech." That is the effect you are working toward - a conversational, impromptu
style, but with thorough knowledge of the material.

Entry - Launching your presentation is as important as the takeoff of an airplane. If

the liftoff fails, the 9... of the trip becomes irrelevant. Determine how you are going to
start your speech and commit the first several lines 10... memory. An excellent
beginning includes telling the audience why they want to listen. What is the benefit
to them?

If you are particularly nervous, look for a sympathetic face and talk to that person for
several moments. Do not begin 11... an apology… "I didn't have much time to
prepare this talk." Or "I'm not really very good at giving speeches." Starting with a
negative makes the audience uncomfortable. Remember 12... feel more anxious
than you look. Convert your nervous energy into enthusiasm and launch your
speech positively.

Posturing - Your body is a tool. Learn to use it effectively. Find your centre of
balance. Your feet should be firmly planted about shoulder 13... apart. Hold your
shoulders back and chin up. Stand calmly, being careful not to fidget or sway. Let
your hands rest by your sides.

Make your movements purposeful. If you make a gesture with your hands, let them
return to the resting position by your side. Don't wander around the room. If you
want to go to a different location - go there and then stop. Speak to one person at a
14... and maintain eye contact.

Your voice has volume, tone and pace. Realize you will 15... faster and at a higher
pitch than you did when you were rehearsing. Be aware of this tendency. Speak
loudly enough so everyone in the room can hear you, but not so loudly the people in
the front rows are 16... their ears.

Audience - Know your audience. Don't be like William Safire who said, "Is
sloppiness in speech caused by ignorance or apathy? I don't know and I don't care."
What does your audience know about the topic? Try and anticipate their questions.
During the presentation, seek reactions, questions and concerns. This makes you
appear accessible and 17... you to move through the topic with your audience
following along closely.

If possible greet audience members as they arrive. Ask why they came or 18... their
interests in the topic. Adjust your presentation plans to better meet their needs.
Finally keep in 19... the audience is not your enemy - they want you to succeed.
Nobody came to watch you flail or fail. Engage people and 20... them partners in
your successful talk.

Relax - Remember the physical reactions you experience in front of a group are
normal. When confronted with a stimulating situation the body resorts 21... the
"fight" or "flight" response. Your pulse increases. Adrenaline releases into your
bloodstream. Your body prepares for a physical response but you 22... to stay put!

Sometimes your mind generates negative thoughts. Michael Pritchard said, "Fear is
that little darkroom where negatives are developed." Deal with the fear by building a
solid foundation (know your topic!) and feeling confident in your message. Take a
few deep 23.... Mild exercise or stretching can disperse some of the anxious energy.
Smile.

Ending - Like the touchdown of an airplane, your presentation must be landed

correctly. Begin the end by summarizing your key points. Next ask for audience
questions and clarify any remaining issues. Then make your closing statement,
which 24... encourage some action. What do you want the audience to do?
Memorizing the last few lines ensures a strong close. Finally smile and nod your
head.

If the thought of speaking in public makes you anxious, you probably will be.
However 25... you P.R.E.P.A.R.E., the level of your anxiety will be lower and you will
deliver a better, more effective speech. Who knows, you may find you like giving the
eulogy better than being in the casket!
(adapted and abridged from http://www.leadersinstitute.com/articles/anxiety_in_public_
speaking.htm)

2. English in use
3.1. Read the text above again. For each blank think of ONE word that can best
fit in the context.

3.2. Read the following article about business presentations. Some sentences
have been removed from the text. Choose from sentences A- K the one which
fits each gap (1-10). There is one sentence which you do not need to use.

Effective Public Speaking in Business Presentations

By Doug Staneart

Right or wrong, people form a perception about how competent you are by how you
present yourself when you stand and speak. 1......... In fact, public speaking is an
easy way to set yourself apart from your competition, because when you stand up
and say what you want to say, the way that you want to say it, you are doing what
95% of the people in the audience wish they could do. A person who is confident in
front of a group gives off an air of competence, whereas a person who fumbles
might leave a negative impression.
When I was in college, I had an internship with a major oil company, and at the end
of the summer, I had to present a summary of my internship to a group of
department managers and vice-presidents. 2......... Many of the other interns were
graduate students who were much more comfortable in front of a group. When I
spoke, I could feel the sweat beads on my forehead, and I could see my hands
shaking. The butterflies in my stomach were uncontrollable. After the presentation, I
asked myself, "If I were the decision-maker in that room, and I only had one
permanent position to offer, would I choose me?" 3......... Over the next few years, I
trained with some of the most successful public speaking coaches in the country.
4......... Below are some of the great public speaking tips that I have found that really
work.
Realize 90% of nervousness doesn't even show. The audience usually can't see
the butterflies, or shaky hands, or sweaty palms. The problem occurs when we
start thinking about these symptoms rather than focusing on the audience and
our topic. 5........ Focus on them and two things will happen: 1) they will like you
more, and 2) much of the nervousness that you feel will go away.
Add some enthusiasm to your talk. Your audience will never be more excited
about your talk than you are, so give them some energy, and they will give it
back to you. Walk about a half step faster. Smile. Let your gestures and voice
emphasis come naturally. 6.........
Limit your talk to a few key points. Narrow down your topic to either one key point
for a short talk, or three key points for a longer talk (a talk longer than 30-
 minutes.) Ask yourself, "If my audience only remembered one thing from my
talk, what would be most important thing for them to remember?" 7......... For
instance, think of the Statue of Liberty. What do you see? You probably see a
picture in your mind of the statue. Now think of a pink elephant. Again, you
probably see a picture in your mind, but the important question is…where did the
statue go? Your mind can only truly focus on one thing at a time. 8......... The
more points your presentation has, the less focus the audience will have on
each individual point. Once you have your key points, then create your
PowerPoint slides. That will keep you from having hundreds of PowerPoint
slides.
Tell stories. Don't tell little white lies, but do tell anecdotes and personal
experiences. Stories build rapport with your audience, and they give you more
credibility. Your audience will remember your stories a lot longer than they will
remember your talking points. 9......... Kids in town made fun of him, but Les
found out that this man's house had caught on fire, and his two baby girls died in
the blaze. The man attempted to go in and save them many times, but the heat
was too great. When his brother-in-law showed up, he verbally assaulted the
man calling him a chicken for not going in to save his girls. 10......... I heard this
story years ago, and I can't remember the specific point Les Brown was making
on stage. I do remember the "chicken-man," though, and I frequently think about
how I should get all the facts before passing judgment on people. Les Brown's
stories have longevity, and your stories will have that type of impact as well.
When in doubt, speak from the heart. Let your audience see the real you, and
you will have a great speaking performance.
(adapted and abridged from http://www.leadersinstitute.com/articles/effective_
public_ speaking_in_ business_presentations.html)

A. Since then, I have spoken before thousands of people, and coached hundreds of
managers, executives, and other leaders on how to present more effectively to
groups.
B. I was the youngest person in the room, just 20.
C. I heard Les Brown, a famous motivational speaker, years ago, and he told a story
about how a man in his hometown went around the town square holding two baby
dolls and squawking like a chicken.
D. The reason this is so important is that the human mind likes to think of only one
thing at a time.
E. By human nature, most people are focused on themselves not on you.
F. Ever since then, the man has not spoken a word -- instead he just clucks like a
chicken.
G. They also form perceptions about the company you represent based on your
performance.
H. I thought they would.
I. As you add additional points, each previous point will become diluted.
J. Don't over do it, but give more energy than what you normally would.
K. I had to answer "no."

3.3.
a.) Read the following text about meetings. Some of the underlined parts are
correct; some have a mistake in them (a grammar mistake, a vocabulary
mistake, a spelling mistake, a missing word, an unnecessary word, and
inappropriateness in the context). If the part is correct, write CORRECT in its
corresponding numbered space; if the part is incorrect, write the correct
version in its corresponding numbered space:
Facilitation and How to Conduct more Successful Meeting Management
By Doug Staneart

How would you describe (1) meetings you had attended in the past? Last Tuesday, I
was facilitating a workshop on how to facilitate more successful meetings, and (2) to
start things off, I asked the group that very question. The answers that they provided
were very similar to answers that I have received from hundreds of workshop
participants over the last ten years.
The first two responses were…
"Meetings are looooooooooong," and
"Meetings are BOW-ring
Those two responses (3) almost always come up when I am asking the question.
Others that also come up a lot are: Wastes of time, non-productive, confrontational,
inefficient, repetitive, and a number of other negative descriptions. Every once in a
while, (4) I get a response like positive, informative, or necessary, but usually the
other participants gang-up against the person very quickly.

Most people believe that business meetings are necessary evils, and in many
cases, they are. But one of the most important things we can remember about
business meetings is to NOT have one unless it is absolutely necessary. When your
employees and coworkers are in staff meetings, they are not producing. Nothing is
ever produced until after the meeting is over. One (5) of my first advices to people
who want to make meetings more effective is to have fewer of them.

About five years ago, I made this statement in a class, and a (6) young lady in the
front row rose her hand and said, "That sounds really good, but my whole job
description involves going to meetings." I was intrigued, so I asked her to tell me
more. She was a personal assistant to a manager of a Fortune 500 company, and
she was hired by her boss (7) to attend to the meetings that he could not attend
himself because there were not enough hours in the day. After class, she and I sat
down and identified 32-hours of wasted meeting time that she was participating in
every week. These (8) were meetings that neither she nor her boss was actually
needed for, but that one of them attended every week. Over the next year, this one
person increased productivity of her team by over 200%. This is an extreme case,
but there are probably hours in each of our weeks (9) that are wasted by uneffective
meetings.

b.) Read the second part of the article to find out some tips to make meetings
effective and fill in the gaps with the words in the box. There is one word that
you do not need:

points, output, elementary, call, participants, input, workshops, consensus,

definition, effectiveness, value

The tips below are strategies that I have collected over the years from class
members who swear by their 1…. I hope they work for you as well.

Have an Agenda: Outline ahead of time what 2... will be covered in the meeting.
Write it out, and distribute it to participants ahead of time. This will help avoid the
"chasing of rabbits," and help participants be more prepared for the meeting.
Follow the Agenda: This sounds very 3..., but you'd be surprised by the number of
people who take the time to create an agenda, and then totally disregard the
agenda during the meeting.
Limit the Agenda to Three Points or Less: Ask yourself, "What are the three most
important things we need to cover in the meeting?" Limit the agenda to these three
points. The rest of the things you wanted to cover, by 4..., weren't really that
important anyway, so why waste everyone's time?

Set a Time Limit: I would suggest setting the time limit for the meeting to be no
longer than 30-minutes. In future meetings, shorten the time by five minutes until the
time limit is 15-minutes or less. The leader of the meeting will become much more
efficient, and the 5... will become much more focused as well. When the time limit is
up, end the meeting. You may not get to cover every single thing that you wanted to
the first couple of time you try this, but within a short time, you will find that the major
information points are being discussed and decisions are being made very
efficiently.

Encourage Participation from Everyone, but don't Force Them: Instead of going
around the table and asking for opinions or 6..., just ask a question and let people
volunteer their answers. There will be times during any meeting that each person
will "phase out" (especially if it is a looooong and BOW-ring meeting.) If we 7... on
every person, it wastes time, and puts people on the spot. Other ways of
encouraging participation is to just ask a question, and after someone answers, say
something like, "Good, let's hear from someone else." If there are people in your
meeting who rarely speak, instead of calling on them directly, you might say
something like, "I 8... the opinion of each of you, does anyone else have something
to add." Then, just look at the person you want to hear from. If he or she has
something to say, he or she will say it if encouraged in this way. If he or she doesn't,
then you haven't embarrassed the person.

Meetings can be a very powerful way to communicate and solve problems. In past
9... that I have facilitated, we have shown leaders how to identify the root-cause of a
problem, come up with dozens of possible solutions, come to a 10... as group on the
best possible solution, and create a written plan of action that is measurable in 15-
minutes or less. Your meetings can be that efficient and that powerful too if you use
these simple tips.
(adapted and abridged from
http://www.leadersinstitute.com/articles/developing_efficient_meetings.html)

3. Discussion topics
1. Discuss the following statement: “One can either work or meet. One cannot do
both at the same time.” (Peter Drucker: An Introductory View of Management)
2. How far do you agree with the statement?
3. Present your pros and cons.

4. Writing

A friend has sent you a letter in which he tells you that he has to give an important
presentation in a seminar at university in a week. He is very nervous and needs
some hints from you to help him overcome his anxiety. In no more than 200 words,
write your letter.
UNIT THREE – THE STRUCTURE OF THE FIRM

1. Types of Businesses

1.1. Lead-in
Consider the following questions:
1. How much do you know about private business activity?
2. Would you plan to set up your own small business after graduation?
3. What sort of business would it be?
4. What makes, in your opinion, a successful businessman/woman in your
country?
1.2. Reading

Corporations And Other Types Of Businesses

1. Three major types of firms carry out the production of goods and services in the
US economy: sole proprietorships, partnerships, and corporations.

2. Proprietorships and Partnerships

Sole proprietorships are typically owned and operated by one person or family. The
owner is personally responsible for all debts incurred by the business, but the owner
gets to keep any profits the firm earns, after paying taxes. The owner’s liability or
responsibility for paying debts incurred by the business is considered unlimited. That
is, any individual or organisation that is owed money by the business can claim all
the business owner’s assets (such as personal savings and belongings), except
those protected under bankruptcy laws.

3. Normally when the person who owns or operates a proprietorship retires or dies,
the business is either sold to someone else, or simply closes down after any
creditors are paid. Many small retail businesses are operated as sole
proprietorships, often by people who also work part-time or even full-time in other
jobs. Some farms are operated as sole proprietorships, though today corporations
own many of the nation’s farms.

4. Partnerships are like sole proprietorships except that there are two or more
owners who have agreed to divide, in some proportion, the risks taken and the
profits earned by the firm. Legally, the partners still face unlimited liability and may
have their personal property and savings claimed to pay off the business’s debts.
There are fewer partnerships than corporations or sole proprietorships in the United
States, but historically partnerships were widely used by certain professionals, such
as lawyers, architects, doctors, and dentists. During the 1980s and 1990s, however,
the number of partnerships in the US economy has grown far more slowly than the
number of sole proprietorships and corporations. Even many of the professions that
once operated predominantly as partnerships have found it important to take
advantage of the special features of corporations.

5. Corporations
In the United States a corporation is chartered by one of the 50 states as a legal
body. That means it is, in law, a separate entity from its owners, who own shares of
stock in the corporation. In the United States, corporate names often end with the
abbreviation INC., which stands for incorporated and refers to the idea that the
business is a separate legal body.

6. Corporations-Limited Liability
The key feature of corporations is limited liability. Unlike proprietorships and
partnerships, the owners of a corporation are not personally responsible for any
debts of the business. The only thing stockholders risk by investing in a corporation
is what they have paid for their ownership shares, or stocks. Those who are owed
money by the corporation cannot claim stockholders’ savings and other personal
assets, even if the corporation goes into bankruptcy. Instead, the corporation is a
separate legal entity, with the right to enter into contracts, to sue or be sued, and to
continue to operate as long as it is profitable, which could be hundreds of years.

7. When the stockholders who own the corporation die, their stock is part of their
estate and will be inherited by new owners. The corporation can go on doing
business and usually will, unless the corporation is a small, closely held firm that is
operated by one or two major stockholders. The largest US corporations often have
millions of stockholders, with no one person owning as much as 1 percent of the
business. Limited liability and the possibility of operating for hundreds of years make
corporations an attractive business structure, especially for large-scale operations
where millions or even billions of dollars may be at risk.

8. When a new corporation is formed, a legal document called a prospectus is

prepared to describe what the business will do, as well as who the directors of the
corporation and its major investors will be. Those who buy this initial stock offering
become the first owners of the corporation, and their investments provide the funds
that allow the corporation to begin doing business.
(Source: http://www.the-unitedstatesofamerica.com/admin/rechterframes/2704.htm)

1.3. Vocabulary development

1.3.1. Match the following words from the text with the correct definitions:

1. sole proprietorship (par. a. (legal) responsibility

1)
2. partnership (par. 1)
3. corporation (par. 1)
4. liability (par. 2)
5. assets (par. 2)
6. bankruptcy (par. 2)
7. to charter (par. 5)
8. incorporated (par. 5)
9. stockholder (par. 6)
b. business typically owned and operated by
one person or family
c. a document providing details about a
business to people who are interested in
investing in it. //a small book describing a
school, university etc., and giving details
of its courses
d. something such as money or property that
a person or company owns
e. a company that has the legal status of a
corporation
f. two or more owners who have agreed to
divide, in some proportion, the risks taken
and the profits earned by the firm
g. a situation in which a person or business
fails
h. a large company or business organisation
i. all the property and money that belongs to

10. estate (par. 7)
11. prospectus (par. 8)
someone, especially someone who has
just died
j. an official document describing the aims,
rights, or principles of an organisation
k. person that owns shares/ stocks

1.3.2. Notice the difference: Own/ owe

Own: possess; have possession of, be in possession of, be the owner of, hold
Owe: be indebted, be in debt, be obliged, have a loan from

1.3.3. Notice how the following words are formed:

Proprietorship, partnership, ownership: ~ + ship
Liability, responsibility < liable, responsible ~ + ty
Savings, belongings: verb + ing(s)
Unlimited: un + adj

Look for some other derived words in the text. Make a list and using the examples at
hand, build other words with the same prefixes and suffixes.

1.4. Language focus: The Genitive

1.4.1. The Genitive
Consider the following examples:

“the owner’s liability” (par. 2)

“The nation’s farms” (par. 3)
“the number of partnerships” (par. 4)
“the key feature of corporations” (par. 6)

‘s / of in the examples above indicates the Genitive

Look for some other examples with the same problem in paragraphs 7 and 8.
The Genitive indicates possession.

Types of Genitive
The Synthetic Genitive: ‘s
Used with:
persons: Roger’s suitcase
abstractions: economics’ importance
measurements: a mile’s distance; five minutes’ time, today’s meeting
nouns indicating natural phenomena: the night’s silence
nouns indicating continents, countries, cities: Africa’s animals, Romania’s
agriculture, London’s traffic
nouns such as: the sun, the moon, the earth, car, ship, boat, vessel, body, mind,
science: the ship’s commander, the sun’s light
time: yesterday’s film

Note: the nouns: house, shop, store, office, cathedral are usually omitted after
nouns at synthetic genitive: St. Paul’s (cathedral) is a historical monument. // One
can buy bread at the baker’s (shop).

The Analytic Genitive: of

Used with:
all kinds of nouns: the decrease of the income
names of material: the shine of gold
expressions of quantity: a lump of sugar
full containers: a glass of water
inanimate things: the windows of the house

The Implicit Genitive

Used with:
scientific terms: economy laws
titles: The European Union Parliament, The United Nations Organisation

1.5. Functions
Presenting information
I’m going to talk about….
First of all, let’s look at……….
After that…….
As you can see from the bar graph…………
Now, if we turn to……….. Now, turning to…….
Finally , let’s look at……….
In conclusion……….. So, to conclude…….

Writing
Present the advantages and disadvantages of having one’s own business in
Romania.

2. The place of work

2.1. Lead-in
Consider the following questions:
1. Can you imagine what jobs will be the most frequent in future?
2. Will there be any jobs that will disappear? Why?
3. What will the workplace be like? Describe it.
4. What are the factors that contribute, in your opinion, to job satisfaction?
5. How do you imagine the place you are going to work at?

2.2. Reading
The Job and Work Environment of the Future

1. In future the majority of jobs will be in industries that provide services, such as
banking, health care, education, data processing, and management consulting.
Continued expansion of the service-producing sector generates a vision of a
work force dominated by cashiers, retail sales workers, and waiters. In addition
to the creation of millions of clerical, sales, and service jobs, the service sector
will also be adding jobs for engineers, accountants, lawyers, nurses, and many
other managerial, professional, and technical workers. In fact, the fastest
growing careers will be those that require the most educational preparation.

2. The range of employment growth in various careers will be diverse. The

greatest growth in jobs will be for technicians and related support occupations.
Workers in this group provide technical assistance to engineers, scientists, and
other professional workers as well as operate and program technical
equipment. Much of this growth is a result of rising demand for engineers,
computer specialists, lawyers, health diagnosing and treating occupations, and
 preschool, elementary and secondary school teachers. The greatest decrease
in jobs will be in agriculture, forestry, fishing, and related occupations.

3. As we move into the 21st century, what will the workplace be like? Changes are
expected in both workers and the environment of the workplace. Workers will be
more culturally diverse while organisations will also change. Mergers and
acquisitions displace workers with increasing regularity. Failures, down-scaling,
and mergers will be part of the workplace of tomorrow. In addition, businesses
are increasingly becoming international organisations. As a result, success for
companies will partly depend on the ability to relate to workers and
organisations in other countries.

4. Since millions of workers centre a great deal of life on the workplace, the heads
of organisations are increasingly realizing that the workplace is an important
setting for promoting health and wealthfare of individuals (Offermann & Gowing,
1990).

5. Job satisfaction of individuals in a work group may be influenced by both their

co-workers and their supervisor or manager: employees are more likely to be
satisfied with their job if they get along well with their fellow co-workers and if
they perceive their boss or supervisor to be warm, understanding, and have a
high degree of integrity. As a rule, job satisfaction increases as people grow
older. Satisfaction probably increases because as we get older we get paid
more, we are in higher status positions, and we have more job security.
(Source: text adapted from: J. A. Simons, S. Kalichman, J. W. Santrock, Human
Adjustment, Brown & Benchmark Publishers, Iowa, 1994, pp. 248-262)

2.3. Vocabulary development

2.3.1. Match the words from the text with the correct definitions:

1. clerical (jobs) (par. a. a system provided by a government or official

1)
2. merger (par. 3)
3. acquisition (par. 3)
4. failure (par. 3)
5. down-scaling (par.
3)
6. to relate to (par. 3)
7. service (par. 1)
8. accountant (par. 1)
9. treating
(occupations) (par.
2)
10. environment (par.
3)
organisation for the needs of the public
b. connected with the ordinary work that people
do in offices // job in an office
c. a company that is bought by another company
d. the place in which people live and work,
including all the physical conditions that affect
them
e. the process of combining two companies or
organisations to form a bigger one
f. a lack of success in doing something
g. someone whose job is to prepare financial
records for a company or person
h. to be about something or connected with
something // to be able to understand a
situation or the way someone feel or thinks
i. jobs in which the employee takes care of
people
j. descending tendency// sth. smaller in size,
amount etc than it used to be
2.3.2. Look at the example: rising demand (par. 2). Make the difference:
• To rise – rose – risen: The sun rises at 7. Prices are rising. The temperature
rises. We rose from the ground.
• To arise – arose – arisen: She arose in the distance like a small spot on the sky.
I will solve any problem which may arise.
• To raise – raised – raised: He raised his hand. She raised the problem in the
meeting. Car producers will raise the prices.

Find antonyms for the following:

Decrease (par. 2)………………………….
Displace (par. 3)………………………….
Satisfied (par. 5)…………………………

Find other words with negative meaning that may be formed with the two
prefixes:
De-: (reverse action): formation/ deformation; to frost/ to defrost…………………
Dis-: (the opposite): continuous/ discontinuous; like/ dislike; comfort/
discomfort………..

1. Mark the value of the verbs grow/ get = to become:

To grow: to grow older (par. 5); to grow red/ yellow/ well/ dark
To get: to get paid (par. 5); to get frozen; to get drunk; to get rich/ poor; to get
married
Use the dictionary and find some other examples.

2.3.3. Verbs with prepositions

“satisfied with their job” (par. 5)
“get along with” (par. 5)
Do you know other verbs that require the preposition “with”?

2.4. Language focus: Prepositions

2.4.1. Prepositions

Form; type:
Simple: over, to, by, at, under etc.
Derived: beside, between, before etc.
Compound: upon, within, into etc.
Complex: instead of, because of, up to, according to etc.
Prepositional phrases: in front of, in spite of, on behalf of, with respect to etc.

Mark some of their lexical contexts:

verbs + prepositions: borrow sth. from, deal with, introduce someone to, laugh about
sth., laugh at someone, lend sth. to, pay for, wait for, apologize to/ for, argue about,
ask someone about/ for, complain about, confess to, explain sth. to, negotiate with,
talk about/ to, thank someone for, believe in, dream about, hope for, worry about

adjectives + prepositions: amused at/ by/ about, excited about, good at, interested
in, kind of/ to, nice to/ of/ about, pleased with, proud of, afraid of, anxious about,
frightened of, scared of, terrified of, ashamed of, bad at, bored with/ by, critical of,
disappointed in, fed up with/ about, suspicious of, upset about, worried about,
amazed at/ by, angry at/ with, annoyed at/ by/ about, surprised at/ by, different from,
full of, engaged to, identical to, married to, responsible for, similar to, sure about,
used to

nouns + prepositions: advantage of, addiction to, connection with/ between, damage
to, disadvantage of, exception to/ of, increase in, reaction to, sympathy for, cheque
for, friend of, invitation to, photograph of, recipe for, reply to, witness to

Prepositions in time and place phrases

At:
time: at noon/ down/ five
place: at 22 Trafalgar Square/ at York

In:
time: in the morning/ in the afternoon/ in the evening/ in spring/ in May/ in 2003
place: in America, in England, in New York, in …….Street

On:
time: on Sunday/ on the 22nd of June
place: on Fifth Avenue

Prepositions + gerund: capable of, charged with, begin by etc.

2.4.2. Use the correct prepositions:

A. The meeting is scheduled 1. … noon because Mr. Tett is 2. … a hurry. The
exhibition is planned to be opened 3. …a fortnight, that is 4. …1 June. 5. … the end
of the month Tom has to finish his report 6. ... the new product since this is the main
topic our managing director will talk 7. … 8. … the opening of the exhibition. He is a
bit excited, since 9. …. 200 guests are invited, 10. … all over the world. He has no
reason to be scared 11. … because he is 12. .. the best five specialists 13. … the
world that have connection 14. … this important issue. Mainly, he was upset 15. …
whether he would have enough time for the presentation.

B. Mining and oil companies are good sources 1. … discovering and getting foreign
jobs. Experienced miners can be almost sure 2. … obtaining a job 3. … South Africa
provided they enter as immigrants. Even though pay is made 4. … sterling 5. …
local rates, it is sufficient 6. … a good standard 7. … living 8. … SA. Moreover,
there is no hard work attached 9. … mining here since all physical labour is
performed 10. … crews 11. … native boys. This explains why no labouring or
unskilled jobs are available 12. … foreign mines – only experienced mine foremen
and engineers are wanted.

2.5. Functions
Forecasting

Certainty Probability Possibility Improbability

Will definitely+ vb. Will probably… X could + vb. X is unlikely to…
I am sure that…. X should + vb. It’s possible we… I doubt if….
To be bound to… X is likely to…. X may + vb….
It certainly + vb. The likelihood is There might be…
that… There’s just a
chance that….
Discussion topics
A. Describe the ‘office of your dreams’ to your partner, using the expressions given
above, and then listen to their ‘story’.

B. Imagine that you are speaking to a group of consultants who are evaluating the
efficiency of your department/ faculty/ organisation etc. Give a detailed description of
the duties and responsibilities of your present job.

Writing: Use the expressions given under “forecasting” to refer to the university you
would build.

3. Company policy

3.1. Lead-in
Consider the following questions:
1. Is it necessary for a company to have its own policy?
2. Does a well-defined policy contribute to the success of the company in the
business world?
3. What elements/ issues should be included in the policy of a firm?
4. Who decides upon the policy of the firm?

3.2. Reading
Corporations – How Corporations Raise Funds For Investment

1. By investing in new issues of a company’s stock, shareholders provide the funds

for a company to begin new or expanded operations. However, most stock sales do
not involve new issues of stock. Instead, when someone who owns stock decides to
sell some or all of their shares, that stock is typically traded on one of the national
stock exchanges, which are specialized markets for buying and selling stocks. In
those transactions, the person who sells the stock – not the corporation whose stock
is traded – receives the funds from the sale.

2. An existing corporation that wants to secure funds to expand its operations has
three options:
It can issue new shares of stock, using the process described earlier. That option
will reduce the share of the business that current stockholders own, so a majority of
the current stockholders have to approve the issue of new shares of stock. New
issues are often approved because if the expansion proves to be profitable, the
current stockholders are likely to benefit from higher stock prices and increased
dividends. Dividends are corporate profits that some companies periodically pay out
to shareholders.

3. The second way for a corporation to secure funds is by borrowing money from
banks, from other financial institutions, or from individuals. To do this the corporation
often issues bonds, which are legal obligations to repay the amount of money
borrowed, plus interest, at a designated time. If a corporation goes out of business,
it is legally required to pay off any bonds it has issued before any money is returned
to stockholders. That means that stocks are riskier investments than bonds. On the
other hand, all a bondholder will ever receive is the amount of money specified in
the bond. Stockholders can enjoy much larger returns, if the corporation is
profitable.
4. The final way for a corporation to pay for new investments is by reinvesting some
of the profits it has earned. After paying taxes, profits are either paid out to
stockholders as dividends or held as retained earnings to use in running and
expanding the business. Those retained earnings come from the profits that belong
to the stockholders, so reinvesting some of those profits increases the value of what
the stockholders own and have risked in the business, which is known as
stockholders’ equity. On the other hand, if the corporation incurs losses, the value of
what the stockholders own in the business goes down, so stockholders’ equity
decreases.
(Source: http://www.the-unitedstatesofamerica.com/admin/rechterframes/2704.htm)

3.3. Vocabulary development

3.3.1. Match the words with the correct definition:

1. issues (par. 1) a. corporate profits that some companies

periodically pay out to shareholders
2. to incur (par. 4) b. legal obligations to repay the amount of money
borrowed, plus interest, at a designated time
3. transaction (par. c. the value of a property after you have taken
1) away the amount left to pay on the mortgage //
the value of a company’s shares
4. to secure (par. 2) d. the action or process of buying and selling
something
5. expansion (par. 2) e. a set of things, for example shares in a
company, that are made available to people at a
particular time
6. dividends (par. 2) f. money that you make by selling something or
from your business, especially the money that
remains after you have paid all your business
costs (define gross profit and net profit!)
7. bonds (par. 3) g. to get money from a bank or from a person by
promising to give them goods or property if you
cannot return the money
8. returns (par. 3) h. a profit on money that you have invested
9. profits (par. 4) i. the process of making a business, organisation,
or activity grow by including more people,
moving into new areas, selling more products
etc.
10. equity (par. 4) j. to lose money, owe money, or have to pay
money as a result of doing something

3.3.2. Build the word family of the following:

expanded (par. 1):……………………………..
transactions (par. 1):………………………….
approve (par. 2):……………………………….
specified (par. 3):………………………………
reinvesting (par. 4):………………………………

e.g.: to expand, expander, expanding, expanse, expansibility, expansible,

expansion, expansionism, expansionist, expansive
3.3.3. Look up the meaning of the following phrasal verbs. Add more phrasal
verbs with pay. Make sentences of your own to illustrate their meaning.
to pay out (par. 2)
to pay off (par. 3)
3.4. Language focus: Relative Pronouns. Indefinite Pronouns/Adjectives.
Demonstrative Pronouns and Adjectives

3.4.1. Relative pronouns. Indefinite Pronouns/Adjectives. Demonstrative

pronouns and adjectives

Relative pronouns
Read the following examples and look for others in the text:

someone who owns (par. 1)

…which are specialized (par. 1)
the corporation whose stock is traded (par. 1)
…corporation that wants (par. 2)
…bonds which are…(par. 3)

Who/ whom (who)/ whose: used for persons:

The secretary who wrote that report was fired.
The secretary whose report was bad was fired.
The secretary whom (who) you know was fired.

Which: used for things

The report which you read was a bad report.
The report whose content was boring was written by Mary.

That: used both for persons and things

The secretary that wrote the report……….
The report that you read……………..

Indefinite Pronouns/ Adjectives: Some, any, no

Read the following examples:
Some companies pay… (par. 2)
… to pay off any bonds it has issued before any money is returned…(par. 3)
some of the profits… (par. 4)

Some: pronoun or adjective

Used: in affirmative sentences: We have to visit some subsidiaries. (adj.) They must
also visit some. (pron.)

Any: pronoun or adjective

Used:
 in negative sentences: He hasn’t any work to do.
 after hardly, scarcely, barely: There are barely any suggestions to be made
in this matter.
 in interrogative sentences: Does he have any chance to win?
 to express doubt; after if: If he meets any of you, he will surely help you.
 To express ‘no particular one’, ‘practically every’: Any suggestion you have
may help.
No: adjective
Used: in affirmative sentences, to express negative meaning: There are no
bankruptcies to be mentioned.
Some/ any/ no/ every + thing// body// one: something, somebody/
someone………..

Other indefinite pronouns: each, all, another, (the) other(s), little, much, few, many,
one, either (of), neither (of)

Observation: The indefinite pronouns anybody/ anyone, anything, everybody/

everyone, everything, nobody/ no one, nothing, somebody/ someone, something:
used with the verb in the singular

Demonstrative pronouns and adjectives

some of those profits… (par. 4)
that option will reduce…(par. 2)
Find the other demonstrative pronouns/ adjectives from the text and underline them.

This/ that
These/ those
This book here is different from that book there. (adj) I take this and not that. (pron.)
These people here will meet those people there. (adj.) These are engineers and
those are businessmen. (pron.)

Such
Used in the following structures:
such + a/an + noun: such a business/ such an office…..
such + noun (pl.): Such products are……..
such + noun (pl.) + as: You have to consider such conditions as………..

3.4.2. Complete the following sentences using:

 some, any, no
 suitable relative/ demonstrative pronouns/ adjectives
Be careful: although there are some other words too, that fit into the blank spaces,
you must use only the required pronouns/ adjectives

The man 1. … is waiting next to 2. … car is my business partner. 3. … say about

him that he is the greatest specialist in car marketing from our company. There is 4.
… difficult problem 5. … he can(not) find a solution for. When the company faces
tough situations he raises his hand in the middle of 6. … meeting and he asks 7. …
question he is famous for: Can I be of 8. …help? 9. … 10. … don’t know him, would
think he is mocking, but we all know the fact 11. … he speaks as seriously as he
can. Nobody is offended by 12. … way of behaving since we can rely on him in 13.
… serious case 14. … appears. I don’t know 15. … idea was to hire him but he/ she
did a good job.

3.5. Functions
Trends
upward movement: a rise to rise
an increase to increase, to go up
a climb to climb
a jump to jump
downward movement: a fall to fall
a drop to drop
a decline to decline
a decrease to decrease

use of prepositions: The percentage rose from….to…….

The amount stood / stayed at……
The figure rose by ……..
There was a rise of…….
contrast
contrast words or phrases: but, although, despite, in spite of the fact that, whereas,
however, nevertheless

in contrast (to)……. ……..while……….

On the other hand…. ………against……….
On the contrary …… ………compared to………..
In comparison (to)……
similarity
both…..and…….
like………X……….
the same………….
X is similar to………..
Neither ……nor……..
Similarly…………..

Writing: Write about the company policy of a firm you choose, using the
expressions above.
UNIT FOUR – BUSINESS ETHICS

1. Lead-in
1. In your opinion, what is business ethics?
2. Have you ever been in a difficult situation which involved taking a decision
that you were not sure was ethical?
3. Is there any point in having an ethics officer in a company?

Discussion topic
Business ethics is concerned with issues of morality in commercial decision making.
Ethical questions include the relationship between business and the environment,
between companies and their employees, product types, quality, pricing and many
other aspects of business.

Categorize the following commercial practices using a scale from 1 to 5:

1=acceptable in some circumstances

2=usually acceptable
3=depends on situation
4=usually unacceptable
5=always unacceptable

Do not forget to give reasons for your choices.

* manufacturing and selling cosmetics tested on animals

* making employees redundant without any warning
* headhunting key people from rival companies
* hacking into other companies’ computer systems to get important market
information
* employing young, single school leavers because they are cheap
* making false claims of selling environmentally-friendly products when, in fact, they
are
harmful for the environment
* employing illegal immigrants as cheap labour and depriving them of their legal
rights
* doing business with companies which exploit children
* exaggerating your company’s achievements in negotiations
* dropping your prices to force competitors out of the market.

2. English in use
2.1. You are going to read a text about business ethics. For each blank think
of ONE word that can best fit in the context.
e.g. 0 – what

Let's Start With "What is ethics?"

Simply put, ethics involves learning 0… is right or wrong, and then doing the right
thing -- but "the right thing" is not nearly 1… straightforward as conveyed in a great
deal of business ethics literature. Most ethical dilemmas in the workplace are not
simply a 2… of "Should Bob steal from Jack?" or "Should Jack lie to his boss?"
(Many ethicists assert there's always a right thing to 3… based on moral principle,
and others believe the right thing to do depends on the situation -- ultimately it's 4…
to the individual.) Many philosophers 5… ethics to be the "science of conduct." Twin
Cities consultants Doug Wallace and John Pekel explain that ethics includes the
fundamental ground 6… by which we live our lives. Philosophers have been
discussing ethics for at 7… 2500 years, since the time of Socrates and Plato. Many
ethicists consider emerging ethical beliefs to be "state of the art" legal matters, i.e.,
what becomes an ethical guideline today is often translated to a law, regulation or
rule 8…. Values which guide how we ought to behave are considered moral values,
e.g., values such as respect, honesty, fairness, responsibility, etc. Statements
around how these values are applied are sometimes called moral or ethical
principles.

So What is "Business Ethics"?

The concept has come to mean various things to various people, but generally it's
coming to know what is right or wrong in the workplace and doing what's right -- this
is in regard 9… effects of products/services and in relationships with stakeholders.
Wallace and Pekel explain that attention to business ethics is critical during times of
fundamental change -- times much 10… those faced now by businesses, 11…
nonprofit and for-profit. In times of fundamental change, values that were previously
12… for granted are now strongly questioned. Many of these values are no longer
followed. Consequently, there is no clear moral compass to guide leaders through
complex dilemmas about what is right or wrong. Attention to ethics in the workplace
sensitizes leaders and staff to how they 13… act. Perhaps most important, attention
to ethics in the workplaces helps ensure that when leaders and managers are
struggling in times of crises and confusion, 14… retain a strong moral compass.
However, attention to business ethics provides numerous other benefits, as well.
Note that many people react that business ethics, with its continuing attention to
"doing the right thing," only asserts the obvious ("be good," "don't lie," etc.), and so
these people don't take business ethics 15…. For many of us, these principles of the
obvious can go right out the door during times of stress. Consequently, business
ethics can be strong preventative medicine.
(adapted and abridged from http://www.articles911.com/Business_Ethics/)

2.2. Read the second part of the article about business ethics and fill in the
gaps with the words in the box. There is one word that you do not need:
daily, mismanagement, misunderstanding, remedies, practices, preaching

Two Broad Areas of Business Ethics

1. Managerial mischief. Madsen and Shafritz, in their book "Essentials of Business

Ethics" (Penguin Books, 1990) further explain that "managerial mischief" includes
"illegal, unethical, or questionable 1… of individual managers or organizations, as
well as the causes of such behaviors and 2… to eradicate them." There has been a
great deal written about managerial mischief, leading many to believe that business
ethics is merely a matter of 3… the basics of what is right and wrong. More often,
though, business ethics is a matter of dealing with dilemmas that have no clear
indication of what is right or wrong.

2. Moral mazes. The other broad area of business ethics is "moral mazes of
management" and includes the numerous ethical problems that managers must deal
with on a 4… basis, such as potential conflicts of interest, wrongful use of resources,
5… of contracts and agreements, etc.
(adapted and abridged from http://www.articles911.com/Business_Ethics/)
2.3. Read the last part of the text and use the following words to form a word
that fits in the same numbered space in the text.

1. special 5. supply
2. expect 6. emerge
3. poor 7. organize
4. research 8. guide

Business ethics is now a management discipline. Business ethics has come to

be considered a management discipline, 1… since the birth of the social
responsibility movement in the 1960s. In that decade, social awareness movements
raised 2… of businesses to use their massive financial and social influence to
address social problems such as 3…, crime, environmental protection, equal rights,
public health and improving education. An increasing number of people asserted
that because businesses were making a profit from using our country's resources,
these businesses owed it to our country to work to improve society. Many 4…,
business schools and managers have recognized this broader constituency, and in
their planning and operations have replaced the word "stockholder" with
"stakeholder," meaning to include employees, customers, 5... and the wider
community

The 6... of business ethics is similar to other management disciplines. For example,
organizations realized that they needed to manage a more positive image to the
public and so the recent discipline of public relations was born. 7... realized they
needed to better manage their human resources and so the recent discipline of
human resources was born. As commerce became more complicated and dynamic,
organizations realized they needed more 8... to ensure their dealings supported the
common good and did not harm others -- and so business ethics was born.

Note that 90% of business schools now provide some form of training in business
ethics. Today, ethics in the workplace can be managed through use of codes of
ethics, codes of conduct, roles of ethicists and ethics committees, policies and
procedures, procedures to resolve ethical dilemmas, ethics training, etc.
(adapted and abridged from http://www.articles911.com/Business_Ethics/)

3. Discussion topics
Consider the following questions and discuss possible answers:
1. What issues are involved in ethical considerations?
2. Why do companies have to take an ethical position?
3. Do you think that as societies become richer, consumers become more critical
and more likely to adopt ethical standpoints?

Extended discussion
Defend or attack the following statements. Start by giving some answers to the first
question.

• Does anything go in business?

• Modern business cannot afford to ignore the ethics.
• Ethics are all hypocrisy.
• Business ethics exist in a utopic society but could never be part of
today’s hectic business world.
• Companies have a responsibility to give a good example.
4. English in use
In the following article some of the underlined parts are correct; some have a
mistake in them (a grammar mistake, a vocabulary mistake, a spelling mistake, a
missing word, an unnecessary word, and inappropriateness in the context). If the
part is correct, write CORRECT in its corresponding numbered space; if the part is
incorrect, write the correct version in its corresponding numbered space:

9 Myths About Business Ethics

(1) Business ethics in the workplace are about prioritizing moral values for the
workplace and ensuring behaviors are aligned with those values -- it's values
management. Yet, myths abound about business ethics. Some of these myths arise
from general confusion about the notion of ethics. Other myths (2) arise from narrow
or simplistic views of ethical dilemmas.

1. Myth: Business ethics is more a matter of religion than management. Diane

Kirrane, in "Managing Values: A Systematic Approach to Business Ethics," (Training
and Development Journal, November 1990), (3) asserts that "altering peoples’
values or souls isn't the aim of an organizational ethics program -- managing values
and conflict among them is ..."

2. Myth: Our employees are ethical so we don't need attention to business

ethics. Most of the ethical dilemmas faced by managers in the workplace are highly
complex. Wallace explains that one knows when they have a significant ethical
conflict when there is presence of a) significant value conflicts among differing (4)
interests, b) real alternatives that are equality justifiable and c) significant
consequences on "stakeholders" in the situation. Kirrane mentions that when the
topic of business ethics comes up, people are quick to speak of the Golden Rule,
honesty and courtesy. (5) But when presented with complex ethical dilemmas, most
people realize there's a wide "gray area" when trying to apply ethical principles.

3. Myth: Business ethics is a discipline best led by philosophers, academics

and theologians. Lack of involvement of leaders and managers in business ethics
literature and discussions has led many to believe that business ethics is a fad or
movement, having little to do with the day-to-day realities of running an organization.
They believe (6) business ethics is primary a complex philosophical debate or a
religion. However, business ethics is a management discipline with a programmatic
approach that includes several practical tools. Ethics management programs have
practical applications in other areas of management areas, as well.

4. Myth: Business ethics is superfluous -- it only asserts the obvious: "do

good!" (7) Many people react that codes of ethics, or lists of ethical values to which
the organization aspires, are rather superfluous because they represent values to
which everyone should naturally aspire. However, the value of a code of ethics to an
organization is its priority and focus regarding certain ethical values in that
workplace. For example, it’s obvious that all people should be honest. However, if
an organization (8) is struggling around continuing occasions of deceit in the
workplace, a priority on honesty is very timely -- and honesty should be listed in that
organization’s code of ethics. Note that a code of ethics is an organic instrument that
changes with the needs of society and the organization.
 5. Myth: Business ethics is a matter of the good guys preaching to the bad
guys. Some writers do seem to claim a moral high ground (9) while lamenting about
the poor condition of business and its leaders. However, those people well versed in
managing organizations realize that good people can take bad actions, particularly
when stressed or confused. (Stress or confusion are not excuses for unethical
actions -- they are reasons.) Managing ethics in the workplace includes all of us
working together to help each other remain ethical and to work through confusing
and stressful ethical dilemmas.

6. Myth: Ethics can't be managed. Actually, ethics is always "managed" -- but, too
often, indirectly. For example, (10) the behavior of the organizations’ founder or
current leader is a strong moral influence, or directive if you will, on behavior or
employees in the workplace. Strategic priorities (profit maximization, expanding
marketshare, cutting costs, etc.) can be very strong influences on morality. Laws,
regulations and rules directly influence behaviors to be more ethical, usually in a
manner that improves the general good and/or minimizes harm to the community.
Some are still skeptical about business ethics, believing you can't manage values in
an organization. Donaldson and Davis (Management Decision, V28, N6) (11) note
that management, after everything, is a value system. Skeptics might consider the
tremendous influence of several "codes of ethics," such as the "10 Commandments"
in Christian religions or the U.S. Constitution. Codes can be very powerful in smaller
"organizations" as well.

7. Myth: Business ethics and social responsibility are the same thing. The
social responsibility movement is one aspect of the overall discipline of business
ethics. Madsen and Shafritz (12) refine the definition of business ethics to be: 1) an
application of ethics to the corporate community, 2) a way to determine
responsibility in business dealings, 3) the identification of important business and
social issues, and 4) a critique of business. (13) Items 3 and 4 are often matters of
social responsability. (There has been a great deal of public discussion and writing
about items 3 and 4. However, there needs to be more written about items 1 and 2,
about how business ethics can be managed.) Writings about social responsibility
often do not address practical matters of managing ethics in the workplace, e.g.,
developing codes, updating polices and procedures, approaches to resolving ethical
dilemmas, etc.

8. Myth: Our organization is not in trouble with the law, so we're ethical. (14)
One can often be unethical, yet operate within the limits of the law, e.g., withhold
information from superiors, fudge on budgets, constantly complain about others, etc.
However, breaking the law often starts with unethical behavior that has gone
unnoticed. The "boil the frog" phenomena is a useful parable here: If you put a frog
in hot water, it immediately jumps out. If you put a frog in cool water and slowly heat
up the water, you can eventually boil the frog. The frog doesn't seem to notice the
adverse change in its environment.

9. Myth: Managing ethics in the workplace has little practical relevance.

Managing ethics in the workplace involves identifying and prioritizing values to guide
behaviors in the organization, (15) and establishing associated policies and
procedures to ensure those behaviors are conducted. One might call this "values
management." Values management is also highly important in other management
practices, e.g., managing diversity, Total Quality Management and strategic
planning.
(adapted and abridged from http://www.articles911.com/Business_Ethics/)
5. Discussion point
Take a look at the following real-to-life examples of complex ethical dilemmas
and decide what you would do in each situation.

1. "A customer (or client) asked for a product (or service) from us today. After
telling him our price, he said he couldn't afford it. I know he could get it
cheaper from a competitor. Should I tell him about the competitor -- or let him
go without getting what he needs? What should I do?"

2. "Our company prides itself on hiring minorities. One Asian candidate fully fits
the job requirements for our open position. However, we're concerned that
our customers won't understand his limited command of the English
language. What should I do?"

3. "My top software designer suddenly refused to use our e-mail system. He
explained to me that, as a Christian, he could not use a product built by a
company that provided benefits to the partners of homosexual employees.
He'd basically cut himself off from our team, creating a major obstacle to our
product development. What should I do?"

4. "My boss told me that one of my employees is among several others to be

laid off soon, and that I'm not to tell my employee yet or he might tell the
whole organization which would soon be in an uproar. Meanwhile, I heard
from my employee that he plans to buy braces for his daughter and a new
carpet for his house. What should I do?"

5. "My computer operator told me he'd noticed several personal letters printed
from a computer that I was responsible to manage. While we had no specific
policies then against personal use of company facilities, I was concerned. I
approached the letter writer to discuss the situation. She told me she'd
written the letters on her own time to practice using our word processor.
What should I do?"

6. "A fellow employee told me that he plans to quit the company in two months
and start a new job which has been guaranteed to him. Meanwhile, my boss
told me that he wasn't going to give me a new opportunity in our company
because he was going to give it to my fellow employee now. What should I
do?"
(adapted and abridged from http://www.articles911.com/Business_Ethics/)

6. English in use
Read the following article about codes of ethics. In some of the lines there is an
extra word which is either grammatically incorrect or does not fit with the meaning of
the text. If a line is correct, write CORRECT against the corresponding number; if
there is an extra word in the line, write the extra word in capital letters against the
corresponding number:

Ethics Tools: Codes of Ethics

1…According to Wallace, "A credo generally describes the highest values to which
the same
2…company aspires to operate. It contains the `thou shalt's. A code of ethics
specifies the
3…ethical rules of operation. It's the `thou shalt not's." In the latter of 1980s, The
Conference
4…Board, a leading business membership organization, found that 76% of its
corporations surveyed had codes of ethics.
5…Some business ethicists also disagree that codes have any value. They explain
that too
6…much focus is put on the codes themselves, and that codes themselves are not
7…influential in managing ethics in the workplace. Then many ethicists note that it's
the
8…developing and continuing dialogue around the code's values that is most
important.
9…Occasionally, employees react to codes with suspicion, believing in the values
are
10…"motherhood and apple pie" and codes are for the window dressing. But, when
managing
11…a complex issue, especially in a crisis, having a code is critical. More important,
it's
12…having developed a code. In the mid-70s, Johnson and Johnson updated their
credo in a
13…series of challenge meetings. Bob Kniffin, Vice President of External Affairs, he
14…explains, "We pored over each phrase and word. However we asked ourselves,
`Do we
15…still believe this?' Our meetings have resulted in some fine tuning, but basically
we didn't
16…change the values. The meetings infused the values in the minds of all of us
managers."
(adapted and abridged from http://www.articles911.com/Business_Ethics/)

7. Discussion topic

ETHICAL MARKETING is providing a product or service in a way which considers

not only the consumers and the users of the product, but also the general public, the
wider needs of society and the environment.

Try to decide on a reasonable ethical position on the issues below. Are there any
particular conditions that we should take into consideration when choosing which of
them are acceptable or unacceptable?

 Selling unhealthy food despite warnings

 Marketing sweets and junk food snacks to small children
 Marketing cigarettes
 Selling expensive clothing items in poor countries
 Using overtly sexual images to sell products
 Focusing too much on anorexic looking body shape when marketing products for
teenagers
 Selling environmentally unfriendly products AND at the same time claiming they
do little harm to our environment.
8. Reading comprehension
Read the following article. Some sentences have been removed from the text.
Choose from sentences A- J the one which fits each gap (1-9). There is one
sentence which you do not need to use.

Ethical Decision-making Quick Test

by Bruce A. Hamm

Often, making ethical decisions in the work place is a delicate balancing act
between competing forces. Easy decisions like "should I embezzle hundreds of
thousands of dollars" are obvious and generally do not require much help or
analysis to determine whether they are ethical or not. 1.........Having a quick test
allows you to make the easy decisions and recognize when the decision may be a
bit more difficult. If at any point, you cannot legitimately answer the question, you
might consider asking someone else for help. 2......... Remember, generally the
decisions are yours and you have to live with the results, so be prepared to accept
responsibility for them.

Is it legal?
This is the first filter through which your ethical decision will pass. 3......... A business
law professor in an MBA course once stated that the law is generally about 12 years
behind society's concept of ethical practices. Don't simply stop your ethical decision
making process at whether an action is legal. It may not be against the law but it
may also not be the right thing to do. If the answer is no or raises objections, you
must stop, reject the action and take another course 4.........

How would it look in the news?

Okay, you've determined that your action is legal. Now, how would it look to the rest
of your community, the nation and ever more frequently, the world? It's one thing for
you or even your close associates to know about your decisions and actions but
entirely another when people outside your inner circle know about them. 5.........
Would you be embarrassed to have these events known? How would your company
perceive publicity surrounding your actions? If the answer is unacceptable, stop,
reject the action and take another course. If the answer is acceptable, go on to the
next criteria.

Does it comply with our company values?

What are your company values? Okay, let's first assume your company values are
legitimate ones. Do your actions conform to them? For example: if your values say
something about treating employees fairly, do you have a legitimate process for
applying discipline and/or discharge? Do managers fire people in the heat of an
emotional upheaval or is there an appropriate escalation of discipline before the
company allows such a step? 6......... If your action conforms to your corporate
values, move on to the next criteria.

Under the same circumstances, would I want the result of this decision to
happen to everyone? Am I treating others as I want to be treated?
How do you want to be treated? If you've made a mistake do you take responsibility
for it? Have you accepted appropriate discipline with an attitude conducive to
correcting the behaviour? 7......... If you've done something well, do you expect an
appropriate reward, even if it is only verbal? Do you give that same level of reward
to your staff or co-workers? For decisions concerning others, is the result of the
action fair? Does the person affected get only the appropriate degree of reward or
discipline? Would others agree with your perception of the outcome? If no, stop,
reject the action and take another course. If yes, move on to the next criteria.

How will I feel after the decision is known? Can I face myself the next
morning?
This is the man in the mirror story (updated to include the woman in the mirror).
8......... How do you feel about the decision? Even if it is a tough decision and the
outcome would affect someone negatively, have you acted out of the overall best
interest of everyone concerned? If the answer is no, stop, reject the action and find
another course. If yes, take the action with good confidence you've resolved your
dilemma.
Often with subsequent information we regret our actions but we also realize that we
make decisions with the information available at the time. If the decision does not
need to be made immediately, have you given your proposed action enough
reflection to feel confident about its outcome?
This process may seem long and involved. 9......... Every time you discard a
particular option run the next alternative through this same practice. Taking the time
to review decisions with an ethical perspective is critical to making the right choices.
When a company's people focus on their ethical behaviour, everyone involved is
better off.
(adapted and abridged from http://www.work911.com/cgi-bin/links/jump.cgi?
ID=3935)

A. If it is legal, go on to the next criteria.

B. If your ethical dilemma is obviously at odds with your company values, stop,
reject the action and take another course.
C. When you shave or apply your makeup and you think of the action you will take,
can you look yourself in the mirror and know you are satisfied you've done the right
thing?
D. It's a bit tougher when the decision is between two competing right things to do.
E. In general, they may even share part of the responsibility.
F. However, the more you use it, the more quickly you can work through the
decision review process on subsequent occasions.
G. The word discipline has its origins in the Greek word meaning to teach not to
punish.
H. Talk to your supervisor or, if you are lucky enough to have an ethics officer or
ethics helpline, talk to whoever can help you make the final decision.
I. How will the people you don't know perceive your actions?
J. Legal and ethical are not equivalent concepts.

9. Writing

Pick one of the dilemmas from exercise 5 and describe the decision you
would take giving arguments for your decision. (200 words)
UNIT FIVE – MANAGEMENT

1. The manager

1.1. Lead-in
Consider the following questions:
1. What makes a good manager?
2. What makes good communication at work?
3. What makes teamwork successful?
4. Could you be a good manager? Explain.
5. Could you be a good team worker? Explain.

1.2. Reading
Collaborative Team Leadership (1)

Teams work best when team members share both mutual accountability and
leadership responsibilities. The challenge of team leadership, however, even when
there is a formally designated “team leader,” is to collaborate in the leadership
process.
Since leadership and collaboration are often presented and experienced as
opposing dynamics, most people have no frame of reference for collaborative team
leadership. However, this shared, interdependent style of “taking the lead” and then
“handing it off” must be used by team members if they are intent on high
performance, productivity and success.
Collaborative team leadership is built on three key assumptions:
Effective collaboration requires strong, individual leadership. Personal
leadership skills are a prerequisite for effective team performance, and people will
never be able to work successfully in teams if leaders at all levels do not model
collaboration.
Mutual accountability depends on individual accountability. Team
members cannot meet shared goals if they can’t fulfil their own personal
responsibilities.
A team can maintain control only by sharing control. If team members
struggle to distraction and compete against one another to “win,” they will all lose.
To master collaborative leadership, team members must think beyond their
past experience and expectations. Collaborative team leadership suggests that in a
mutually-accountable, interdependent work environment, a team member must be
able to take a calm, clear personal position and use personal influence in precise,
focused, yet flexible ways.
As leadership roles shift around task requirements, team members must be
able both to take the lead and share the lead in a fluid manner. To communicate
such reciprocal respect and support, they must also develop a sophisticated
awareness of group process and other skill sets, including:
 Understand values and behaviours required in a collaborative team
environment.
 Recognize and seize opportunities to both lead and to follow.
 Develop skills to move comfortably and successfully into either role.
(Source: http://www.innolectinc.com/collaborative_team_leadership.html)
1.3. Vocabulary development
1.3.1. Match the following words and phrases from the text with their right
definitions

1. intent (adj.) a. management, control, guidance

2. goal b. take advantage of favourable circumstances
3. performance c. joint, reciprocated, reciprocal
4. prerequisite d. move, transfer, reallocate
5. fulfil (v.) e. answerability, liability, responsibility
6. mutual f. split, distribute, communicate, part
7. seize opportunities g. consciousness, responsiveness
8. accountability h. obey, meet the terms
9. leadership i. concentrating
10. share (v.) j. achievement, accomplishment, success
11. shift (v.) k. requirement, condition
12. awareness l. objective, target, aspiration

1.3.2. Fill in the blanks in the following sentences with a word derived from
the word given at the end of each sentence:

1. This should be a viable ... of good management. CHARACTER

2. All executives involved in the project did their job to the ABLE
best of their ... .
3. Given the very few clues we have, this is a hardly ... flaw in IDENTITY
our business plan.
4. In order to be a ... businesswoman, you have to be SUCCESS
acquainted with the main issues of inter-gender
communication.
5. Unfortunately, I cannot attach too much ... to your CREDIBLE
statistics.
6. Good ... is essential for the success of any kind of LEAD
business.
7. One shouldn’t elude ... when dealing with serious RESPONSIBLE
occupational tasks.
8. His greatest ... is that of being a flawless leader. ACCOMPLISH
9. I would ... like to specify that we are behind schedule. PARTICULAR
10. The effort which you put into our project will turn out to be
an invaluable ... . INVEST
11. Acting in ... with present legislation will prevent any ACCORD
problems with the authorities.
12. The ... for this initiative to become fruitful are that all of REQUIRE
you should work overtime.
13. At the trade fair last year, our company received an award EXCEL
for ... .
14. ... talent is supposed to be in-born rather than acquired. MANAGE
15. Thanks to our ... intervention, the company didn’t go TIME
bankrupt.
1.3.3. Fill in the blanks with ten of the following fifteen phrasal verbs from the
list. Use the remaining five in sentences of your own. You may want to consult
a dictionary for the meaning of certain verbs.

call back call upon call for call up call out

set out set back set forth set off set aside
bring forth bring back bring about bring out bring up

1. We had to ... the help of a consulting firm in order to solve our queries
regarding auditing.
2. They finally ... to invite their business partners to the annual conference on
regional development.
3. I’m sorry to ... the subject of solvency but I’m afraid we have to deal with this
issue as well.
4. Given that the new procedure failed, he decided to ... the previous one.
5. Please, don’t hesitate to ... me ... as soon as you’ve got word from our main
investor.
6. I suppose we will have to ... our differences and concentrate our efforts on
solving the problem in hand.
7. I wouldn’t like the problem of travel costs to ... you ... in your intention to take
part in this year’s trade fair.
8. Following the news of the market crash, desperate firm owners began to ...
for help through all media.
9. I am sorry that Mr. Brown is not in his office now, but please don’t hesitate
to ... in an hour.
10. The new management restructuring has ... significant changes in the
company’s policy.

1.4. Language focus: Reflexive Pronouns

1.4.1. Reflexive Pronouns
Look at the following example of a reflexive pronoun:
They are thus called upon to commit themselves to maximum performance and
investment of their full potential in teams and project.

Fill in with the suitable reflexive pronoun forms:

I it
you we
he you
she they themselves

1.4.2. Fill in the blanks with the right reflexive pronouns.

1. You should commit ... more to our line of action.
2. She couldn’t find ... a better position.
3. I should have more confidence in ... when it comes to work involvement.
4. He keeps deluding ... about how efficient a manager he is.
5. The firm didn’t manage to protect ... from cut-throat competition.
6. We should show more consideration to ... when we have to deal with
unscrupulous business partners like them.
7. I doubt whether they have given ... a second chance to set things straight in the
department affairs.
Writing. In not more than 300 words, describe the leader that you admire most.

2. Work relationships

2.1. Lead-in
Consider the following questions:
1. Would you find it difficult to communicate with your boss? Why?
2. Would you prefer a male boss or a female boss? Why?
3. Should your boss get involved in your personal problems? Why?
4. Should you compete with your colleagues to win favour with your boss?
Why?
5. To what extent does age difference count in work relationships?

2.2. Reading
Collaborative Team Leadership (2)

Collaborative team leadership is best learned and built as a team is

chartered and begins its work together. A team needs to develop the capacity to
collaborate as leaders while fulfilling their team charter. Progress in developing this
capacity will be visible in the effectiveness with which members:
 Make decisions
 Manage disagreements and conflict
 Craft agreements
 Solve problems
 Clarify roles and responsibilities
 Build consensus and coalitions for action
As individual leaders in a collaborative environment, for instance, team members
must first establish a clear, mutually satisfying identity or purpose. A team’s purpose
is clarified as members negotiate agreement on their collective vision, mission, and
values. This clarity allows them to establish clear, measurable outcomes.
Team members must work to align their individual perspectives and positions
first with one another, and then with the business priorities and goals of the
organisation. Once team members are aligned as a group, they can communicate
with passion and precision, and are more likely to effectively influence and enrol
partners outside the team.
During early discussions and throughout its life span, a team is continuously
confronted by the challenge of difference, and the differences will be the source of a
team’s strength and conflict. When team members collaborate as leaders, they use
conflict as a productive step by building individual capacities to manage the team’s
relationship process.
To manage differences based on work style, personalities, race, gender,
education, technical background and experience -- as well as less visible issues --
all team members must be able to initiate and negotiate at the interpersonal level.
Consequently, this type of skill development should be a priority from the beginning
of a team’s work charter.
Often, this is when well-timed, focused consultation and facilitation can give a
team a boost toward success.
(Source: http://www.innolectinc.com/collaborative_team_leadership.html)

2.3. Vocabulary development

2.3.1. Find words in the text above which mean:
contract, agreement, bond (par. 1)
skill, dexterity, expertise (par. 2)
agreement, accord, harmony (par. 2)
mental picture, foresight (par. 3)
result, product, conclusion (par. 3)
bring into line, line up, make parallel (par. 4)
extent, duration, period (par. 5)
sexual category (par. 6)
subject, matter, topic, concern (par. 6)
increase, enhancement, advancement (par. 7)

2.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. We had a very ... discussion after he mentioned the AGREE

difficult financial position of his family.
2. They do not consider competition to be a real ... to their THREATENINGLY
success.
3. The change in the company policy ... changed our sales EXPECT
figures.
4. They had a ... role to the development of our human CONTRIBUTOR
resources policy.
5. I wouldn’t want to sound ..., but the job you’ve done RESPECT
leaves a lot to be desired.
6. They ... attempted a major change in their company SUCCESS
structure; everything failed.
7. Through his ... we managed to come first in the contest COMPETE
with the other firms.
8. The ... of this problem requires more extensive COMPLEX
consideration.
9. The ... manager hesitated for days before firing half of DECIDE
his personnel.
10. There is a huge ... of ways to tackle the issue of DIVERSE
unemployment.

2.3.3. Fill in the blanks with the required dependent preposition:

1. I feel deeply committed ... my employees.
2. We should contribute more ... the development of this business.
3. The board of directors finally decided ... a plan for future restructuring.
4. She should pay more attention ... the way in which she treats her
subordinates.
5. There have been no changes ... salary agreements.
6. The influence ... human resources policy is due ... the increased pressure ...
the part of international competition.
7. ... what means do you think we could reduce costs?
8. I’m afraid that the manager is opposed ... our strategy of concentrating ...
cost reduction only.
9. Our cooperation could be conducive ... further success.
10. I would like to ensure ... particular that no change ... the company has taken
place ... the absence of careful deliberation.
2.4. Language focus: The tense system: Present Simple vs. Present
Continuous

2.4.1. The tense system: Present Simple vs. Present Continuous

Compare:
Human resources management works in close collaboration with senior executives.
(permanent situation)

Jane is working for Mr. Jones this week because his secretary is on holiday.
(temporary situation)

Present Simple
Form: short infinitive;! 3rd pers. sg: + s;? do/ does(3rd pers. sg.); - don’t/ doesn’t
He writes. Does he write? Yes, he does/ No, he doesn’t.

It indicates:
- habitual actions/ regular, repeated actions: He goes to work at 7
every morning.
- general truths, permanent situations: The sun shines.
- planned future actions, performed according to a schedule: The train
leaves at 8 o’clock.
Specific adverbs: every day/ month/ year…, often, usually, always, never
Present Continuous
Form: to be (in the present) + verb + -ing
It indicates:
- an action happening now: I am reading now.
- an action happening in a limited period of time, a temporary situation:
I am writing the paper today.
- an arrangement in the near future: We are visiting them next week.
- complaints about bad habits: Why are you always interrupting?

! STATE VERBS ARE NOT normally used in the continuous form:

- verbs of perception: see, hear, smell, feel, notice, recognize
- verbs of emotion: want, refuse, forgive, wish, like, hate, dislike,
prefer
- verbs of mental activities: think, understand, know, mean, believe,
suppose, remember, forget, realize
- verbs of possession: have, own, possess, belong
- verbs of appearance/ seeming: seam, signify, appear (= to seem),
contain, consist, keep (= to continue), concern, matter
- the auxiliaries; exception: to have = to eat: I am having lunch.

Their progressive meaning is suggested by using CAN in front of some of them: I

can hear. He can see.

2.4.2. Find the mistakes in the following sentences and correct them.
1. We work in your office till they finish painting ours.
2. Our firm is usually getting in touch with customers by mail.
3. Their company does not do very well these days.
 4. Since we all work in the same office, we are spending most of our time
together.
5. They want to know if the price is including VAT.
6. Human resources policy is giving consideration to various internal and
external factors.
7. At present our CEOs try to establish the priorities for the further development
of the firm.
8. What do you think this job is involving?
9. Are you realising that if we don’t apply the new procedure in due course we
will suffer great profit losses?
10. Most managers are not able to attend the meeting because they are having
flu.
11. I know that the competition is tough this year, but we survive on the market.
12. We sell our shares in the company. Do you want to buy them?
13. While Sarah is on holiday, Tracy handles her work as a secretary.
14. To be honest, I am doubting whether you will be able to succeed in this
move.
15. You shouldn’t pay any attention to the new manager. He is just sarcastic
again.

Discussion topic
Choose a leader that you admire. Explain why you admire them.

Writing. What is the strongest motivation at the place of work? Write approximately
300 words.

3. Multinationals

3.1. Lead-in
Consider the following questions:
1. What determined the need for multinational corporations?
2. Why is it more difficult to manage a multinational corporation?
3. Would you like to work in a multinational corporation? Why?
4. What factors influence communication in a multinational corporation?
5. Do you think that Esperanto could solve communication problems in
multinational corporations?

3.2. Reading

For telcos with global ambitions, success in the next twenty years will stem
from successful joint ventures and alliances. But while it is a simple matter to draw
lines across the globe in the manner of the nineteenth century colonial powers and
to devise a Concert, an Atlas, or a Unisource, there is no guarantee that such
alliances will thrive or even endure. Where once a global company such as Coca
Cola simply sold its product or imposed a taste, and multinationals geared the
names or colours of identical products to the results of market research, the survival
of transnational telcos will depend on flexibility in managing cultural diversity.
Primarily, this entails the successful management of a multicultural workforce
in a global context. But it also means being able to vary services across cultures: not
simple marketing ploys imposed from outside, but an understanding of how culture
drives differences from within. A simple example of this is the way in which different
cultures use the phone: an American walks into his apartment after a week away
and switches on the answer phone; an Italian rings his mother. One requires an
add-on device; the other needs single number dialling and favoured-number
discounts. These differences may appear trivial, but they are profoundly culture-
driven.
The development of genuinely transnational business organisations
therefore requires managerial approaches and systems which allow for variations
which derive from such diversity. This might be national cultural diversity between
nations, races or ethnic groups (for example in a two-nation joint venture), intra-
national diversity involving the range of cultures within a single nation (for example
in the USA), or internal cultural diversity, where managers need to deal with foreign-
owned transnational companies in their own country (for example a British telco
manager dealing with a Korean manufacturer in the UK). All this is well known, and
there is indeed a burgeoning literature on the management of cultural diversity. But
the problems go deeper than is often appreciated: it is not simply a matter of
minding matters or learning to deal with varying attitudes to punctuality. These are
the surface manifestations of much deeper differences in mental structures. [...]
No comprehensive solution to the problems of cultural diversity in the context
of the telecommunications industry has yet been conceived. Indeed, there has been
little specific research. Yet it is clear that preparation for the successful management
of such diversity in all its ramifications will be a vital component of long-term success
in the global market.
(Adapted from Managing Cultural Diversity in a Global World by Edward Burman,
http:// www.eurodata.co.uk/body_burman.html)

3.3. Vocabulary development

3.3.1. Match the following words and phrases from the text with their right
definitions:

1. derive from a. discount

2. make, create b. genuine
3. prosper c. burgeoning
4. last (in time) d. thrive
5. adapt something e. conceive
6. trigger, have something as a f. entail
consequence
7. artifice g. trivial
8. price reduction h. stem from
9. unimportant i. ploy
10. authentic j. devise
11. prospering k. endure
12. make, create l. gear sth. to sth.

3.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. We have decided to form a(n) ... with partners we have so far ALLY
considered rivals.
2. Companies like Coca-Cola are world famous ... . NATION
3. I wouldn’t like to create any ... as concerns the terms of this UNDERSTAND
contract.
4. All countries in the third world need relief supplies given DEVELOP
their ... state.
5. I am sorry that because of your incompetence the problem MANAGE
we are dealing with has become ... .
6. No discrimination based on ... will be exercised by this ETHNIC
multinational company.
7. I don’t want to sound ... of your achievement but I think you APPRECIATE
need to practise PR a bit more.
8. ... –issued ordinance enables small companies to retain a GOVERNMENT
larger part of their profits.
9. Turning on the answer phone I discovered to my dismay that COMPREHEND
all messages were rather ... .
10. She is a brisk, ... woman who has shown great competence BUSY
in dealing with all our clients so far.

3.3.3. Fill in the blanks with the required dependent preposition:

1. We are sure that the present crisis stems ... our MD’s inability to deal ...
cultural diversity in our company.
2. I am afraid I cannot find any solution ... our major problem.
3. In order to make it a perfect match you will have to gear the components of
this device ... the abilities of the other.
4. Our success is dependent ... your manner ... coping ... this merger.
5. I wouldn’t like to impose my way ... you, but you should understand my
concern.
6. By allowing ... slight variations ... the original design, you will be able to
manage this problem ... your own.
7. Differences ... cultural attitudes have to be taken ... account.
8. What is your attitude ... the Italian way?
9. His approach ... cultural diversity lacks ... careful preparation.
10. You have to possess ample preparation ... management to ensure a
successful outcome of this meeting.

3.4. Language focus: The tense system: Past Simple vs. Past Continuous
3.4.1. The tense system: Past Simple vs. Past Continuous
Simple Past
Form:
Regular verbs: - ed: worked, dropped, played, tried
Irregular verbs: 2nd form: see, saw; write, wrote; buy, bought

Interrogative: Did he buy?

Negative: did not/ didn’t

It indicates:
- a past, finished action, having no connection with the present: He told
me to be punctual. When I was 20 I lived in London.
- An action performed in the past: We met two weeks ago.
- a past habit: He played football twice a week. = He used to play… =
He would play…..
Specific adverbs: yesterday, last week/ month/ year…, two days/ months/
years….ago, when
Past Continuous/Progressive
Form: to be (in the past tense) + verb + -ing
I was running.
Was I running?
Yes, I was. No, I wasn’t.

It indicates:
- past actions in progress: I was writing when he entered the room.
- gradual development: It was getting cold.
- Parallel actions in the past, one of which is in development: We
listened to the radio while we were having lunch.
- A gradual action, interrupted by a past, momentary action: I was
writing when he entered.
- An action continuing, especially after the time it was expected to
finish: At ten I was still reading.
Specific adverbs: at….o’ clock, at that time, this time yesterday, this time last
month…
!!! Simple and Progressive Past
while, as, when, whenever introduce the Past Progressive:
While/ as I was crossing the street, I saw him.
When I was talking to him, she came in.
They listened carefully whenever he was delivering a speech.

3.4.2. Choose the correct tense in the following sentences:

1. When the manager arrived he noticed/was noticing that the secretary had left.
2. I was trying/tried to get in touch with your secretary all day yesterday but I
couldn’t.
3. He typed/was typing the contract when his boss came/was coming in.
4. What did you do/were you doing yesterday as I tried/was trying to get through to
you?
5. At that time he worked/was working in a pharmaceutical company.
6. I realised/was realising that somebody was ringing me up/rang me up as I was
going/went into the conference room.
7. My secretary did not understand/was not understanding how the new computer
programme was working/worked.
8. It was only later that I found out/was finding out there was somebody who
knew/was knowing that she spent/was spending time in prison at the time for tax
evasion.
9. As nobody watched/was watching, it was easy for me to conduct the transaction
my way.
10. He was going/went on his business trip to France when her plane crashed/was
crashing.

Discussion topic
Draw a list of advantages and disadvantages of multinational corporations.

Writing. Using the list you have drawn in the previous activity, comment (in
approximately 300 words) on the statement ‘Multinational corporations are robbing
poor countries of their national assets’.
UNIT SIX – RECRUITMENT

1. Jobs

1.1. Lead-in
Consider the following questions:
1. Where can you find information about job vacancies?
2. What information do companies generally give when they advertise for
vacancies?
3. What are the steps that one has to take in order to apply for a job?
4. What are your expectations when looking for a job?
5. Should people accept any employment conditions simply because they
are unemployed? Why?

1.2. Reading
Henkel Cosmetics

Our Philosophy
Consumer orientation is the main philosophy of the Henkel cosmetics business. All
our efforts serve to make peoples’ lives more attractive and comfortable by offering
high quality cosmetics products that provide beauty and wellness to people all over
the world. Our highly emotional and trend oriented cosmetics business is strongly
marketing-driven and requires multicultural teams. Small but experienced
competence centres with young and international marketing teams are fully
responsible for brand development. The fascination and flair of the world of
cosmetics can be felt in our working environment.

Task And Perspective

After university, you can start your career at Schwarzkopf and Henkel, e.g. as a
marketing assistant, receiving training on the job and taking part in international
exchange and development programmes to broaden your marketing and
management skills. As a product manager with several years of successful
experience you have full responsibility for products and brands while employing all
modern marketing tools. Your target is to manage well-tailored market strategies
and brand concepts leading to the achievement of an optimum market share and
profit contribution for the specific brand at national or international level. Further
career steps are group product manager, marketing or sales director, leading you to
general management tasks in the international Henkel Group.

Requirements
You have just graduated (preferably in business administration) at university level or
you have already worked for several years at a consumer goods producer
(cosmetics experience is beneficial). Obviously, your theoretical knowledge and
practical experience is excellent. Your professional orientation and your personality
profile is clearly international. In addition, you possess very good knowledge of and
practical experience in English and at least one other foreign language. Beyond your
organisational and analytical skills, you should have an especially high level of
creativity and conceptual thinking. If you are at the same time socially competent,
highly motivated, mobile and flexible, your perspectives in the Henkel cosmetics
business are almost unlimited.
(http://www.9.henkel.com/int_henkel/cosmetics)
1.3. Vocabulary development
1.3.1. Match the following words and phrases from the text with their right
definitions:

1. market share a. type of product or trade mark

2. well-tailored b. intuition
3. brand c. best suited, most suitable
4. obviously d. having healthy or profitable effects, results
5. beneficial e. evidently
6. optimum f. targeted audience (public, customers)
7. flexible g. set of characteristics
8. perspective h. prospect, expected outcome
9. profile i. adaptable, multipurpose
10. flair j. suited, appropriately adapted

1.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. If you are looking for a job you should carefully read the ... APPOINT
page of newspapers.
2. Generally companies decide to advertise their job ... in a VACANT
newspaper.
3. If you decide to apply for a job you must be sure that you REQUIRE
meet the ... specified in the job description.
4. You should send your CV and a letter of application at the SPECIFIC
address ... in the advertisement.
5. Your letter of application should ... your suitability for the job EMPHATIC
you are applying for.
6. After reading the CVs and the letters sent by the ..., the APPLY
company will draw a shortlist of candidates, who are invited to
attend an interview.
7. Henkel needs young candidates for position in ... teams. CULTURE
8. The company offers a ... salary and generous benefits. COMPETE
9. ... count as much as work experience. QUALIFY
10. It is useful to have recommendations from two or three ... REFER
(e.g. former employers, teachers, etc. ).

1.3.2. Fill in the blanks in the following sentences with the required
preposition.
1. Our company finally decided to advertise ... their newly launched products.
2. As Mr. Jones retired, Peter decided to apply ... the position of senior
production manager.
3. Should you need further information, apply ... our PR assistant.
4. If you want this job you should be ready to work ... pressure.
5. You will be responsible ... all aspects of production if you want this position.
6. Our employees are very committed ... our company’s goals.
7. Try not to be envious ... John’s success! You know he deserves a promotion.
8. My letter comes ... reply to your advertisement for the position of operations
officer.
 9. Mr. Jackson is not really interested ... the position of customer services
assistant.
10. This position involves looking ... very young children.

1.4. Language focus: The tense system: Present Perfect Simple

1.4.1. The tense system: Present Perfect Simple
The verbs in bold in the following sentence are in the Present Perfect tense.

You have just graduated (preferably in business administration) at university level

or you have already worked for several years at a consumer goods producer
(cosmetics experience is beneficial).

Form: to have (in the present) + the Past Participle

I have seen her. /Have I seen her?/ Yes, I have. No, I haven’t.

It indicates:
- action begun in the past that continues in the present: I have known
him for two years.
Specific adverbs: for, (ever) since, all day, often, seldom, ever, never always, yet

- past action with results in the present: He has broken his leg.
Specific adverbs: already, recently, lately, so far, till now, up to now, up to the
present,

- just finished action: He has just entered. Have you seen him yet?
Specific adverbs: just, yet, already
- an action that has been completed: They have repaired the fax.

1.4.2. Choose the correct tense (Past Simple, Present Perfect Simple) of the
verbs given in brackets to fill in the blanks in the following sentences:
1. Our company (to buy) ten new computers last month.
2. They (not hear) from their business partner since last summer.
3. Jane (attend) a seminar on recruitment techniques yesterday.
4. It is the first time that we (find) the right person for the job.
5. She (work) as a marketing assistant for twenty years, that is between 1960
and 1990.
6. He already (send) three letters of application to three different companies.
7. How many times you (apply) for a job?
8. When (come) the new manager to this factory?
9. Until recently nobody (know) how to operate the new security system in the
office.
10. When the executive (arrive) we (feel) very confident of the company’s
success.

Discussion topic
Imagine that you are speaking to a group of students from another university who
are interested in applying for a research project in your particular field of study.
Discuss the different job opportunities in this field.

Writing. Describe your favourite job in approximately 300 words. Give reasons in
support of your choice.
2. CVs and letters of application

2.1. Lead-in
Consider the following questions:
1. What information do you think you have to give in a curriculum vitae?
2. What is the role of the letter of application?
3. To what extent do the CV and the letter of application represent one’s
suitability for a certain position?
4. What aspects referring to your private life are of real interest to your potential
employer?
5. What personal quality do you consider to recommend you as a potential
reliable employee?

2.2. Reading

The most common contents of a CV include:

Personal Details
Skills and Career Summary
Key Achievements
Qualifications
Career History
Don't forget: The ultimate test of YOUR CV is whether it meets the needs of the
person making the buying decision, and whether YOU feel comfortable with its
content and style.
(http://www.contentmonster.co.uk/Job_hunting)

a) Look at the structure of a CV.

CURRICULUM VITAE
PERSONAL DETAILS
Name:
Date of birth:
Nationality:
Marital status:
Address:
Telephone:

EDUCATION/QUALIFICATIONS

PROFESSIONAL EXPERIENCE/WORK HISTORY/WORK EXPERIENCE

(you can mention your employment periods either in ascending or in descending
order; you may want to mention outstanding achievements during each period)

ADDITIONAL SKILLS
(mention any training courses or periods of part-time employment that you consider
relevant)

INTERESTS
(mention your favourite pastime activities, organisations or associations that you
may belong to especially if they are in a field relevant to the position you are
applying for)
REFERENCES
(give two or three names of persons who have known you for some time and can
recommend you for the job)

b) Consider the following advice on writing a letter of application (also called

covering letter).

The letter of application introduces you and your CV to a recruitment consultant or

potential employer. Such a letter should contain three distinct parts:

Introduction and statement of source

Statement of relevance to role advertised
Conclusion

Introduction and Statement of Source

The first section should clearly state the source of the advertisement, ie the
newspaper name, Internet or other source, the date that it was advertised, the job
number and reference number, if provided.
Examples of the first paragraph in a letter of application are:

"I am writing to express my interest in applying for the role of Sales Manager,
advertised in The Times on 13 May, 2000, Reference number MX/67845."
Or
"Following our recent conversation, I am writing to express my interest in the
position of Architect that was advertised on your Internet site on 13 February,
2000."

The purpose of this first paragraph is to clearly put you in the running for the
job you have applied for. Busy recruiters recruit a number of positions with similar
titles at the same time, and advertise these on similar dates. The first paragraph
should give you a fighting chance for the job by at least getting your application into
the right pile.

Statement of Relevance to Advertised Role

The second section of your letter of application should clarify why you are an
appropriate candidate for this particular job. In preparing to write the second section,
you should read the advertisement clearly and identify the selection criteria
articulated in the advertisement. You should also be guided by conversations that
you have had with recruitment consultants or company recruiters, so that you clearly
understand what they think is important in the role. They often give you extra clues
that are not in the advertised media. How you express this section is up to you. For
example, you might be more comfortable with the succinct:
"I believe I am ideally suited to this role because I have over 15 years
experience in sales, tertiary qualifications, managed accounts in excess of Ł10,000
etc, etc"
or you may prefer bullet-point form, for example:
"I believe I am ideally suited to this role because:
I have 15 years experience in sales
I have tertiary qualifications in sales and marketing
I have managed accounts well in excess of Ł10,000"
Concluding Section
In concluding your letter, express your interest in the job and provide any
particular contact details that may be unique, for example:
"I look forward to discussing this application with you in the near future. I can
be contacted on XXX or alternatively, XXX during work hours."
Another example might be:
"I look forward to discussing this application with you in greater detail in the
near future and will be available for interview at a mutually convenient time."
(www.contentmonster.co.uk/Job_hunting)
2.3. Writing
2.3.1. Using the models above, write a CV and a letter of application in
response to the following job advertisement:

Research Executive / Executive Assistant

We are currently looking for researchers to join MORI's Social Research

Institute.

 To fill these roles you will need the following skills & experience:
 An understanding of issues facing the public sector and their relevance
to SRI's work
 An ability to work on a wide range of research projects under the
supervision of a project manager
 First class report writing skills
 An understanding of the demands of working in commercial environment
 An ability to work on a number of different projects simultaneously and
to prioritise a demanding workload

A Research Executive is generally expected to have at least 1-2 years' relevant

research experience, while those with less experience generally join at the
Executive Assistant level.

To find out more about our work, visit the Social Research Institute.

If you're interested in this vacancy, please send your CV and your letter of
application to
(http://www.mori.com)

2.3.2. Fill in the blanks in the following text with the words and phrases given
below:
ago among hygiene suppliers brand
styling sales market field worldwide
kind leading since consistent continuously

... its foundation over 126 years ... our company has put ... focus on
customer oriented product development.
The Schwarzkopf & Henkel division is one of the largest of its ... in the world and
its ...-name products business is ... expanding. With our cosmetic products we
achieved ... of 2085 million Euro (2001) in 150 countries .... We hold ... market
positions in all of the international ... segments of our strategic business units. Our
company stands for brand-name products in the ... of hair colorants, hair ... and
care, toiletries, skin care, oral ... and fragrances. The Schwarzkopf Professional
hairdressing unit is ... the world’s four leading ... of hair salon products.
(http://www.9.henkel.com/int_henkel/cosmetics)

2.3. Look up the following phrasal verbs. Fill in the blanks in the sentences
below with the required tense form of the suitable phrasal verb.

break in break off break out break through break

with
look after look for look forward to look into look out

1. The meeting was interrupted when the secretary ... to say that the building
was on fire.
2. They ... negotiations weeks ago because of the financial crisis.
3. The value of our shares fell dramatically when the scandal about the
merger ... .
4. The new management had almost no difficulty in ... the lines of competition.
5. We are deeply sorry, but we had to ... our allies after more than one flaw
were identified in the contract.
6. We are very disappointed to find out that our MD is always ... his own
interests only.
7. Our company ... an experienced production manager.
8. In conclusion, we ... for your reply.
9. We will have to ... the possibility of hiring more PR assistants.
10. If you don’t ... you may end up in bankruptcy.

2.4. Language focus: The tense system: Present Perfect Continuous

2.4.1. The tense system: Present Perfect Continuous
Present Perfect Continuous/ Progressive
Form: to be (in the present perfect) + verb + ing:
He has been writing for two hours. Has he been writing?/ Yes, he has. No, he
hasn’t.

It indicates:
- an action or situation in progress (and not the completion of that
action): I have been reading the book.
- Temporary actions or situations: I’ve been living in London (for two
years).
- Actions in the recent past we know about because of a present
evidence: You are wet. You have been walking in the rain.
- Actions indicating ‘how long’ something has been going on: How long
have you been playing chess?

!!!!!!
If you want to emphasize a situation in progress and not its completion present
perfect progressive can be used with verbs like: see, hear, look, taste, smell, want,
realize, remember: I’ve been wanting to meet you for ages.

But
If you want to emphasize the completion of the action, present perfect is used: I’ve
always wanted a good computer.
 - there are verbs that suggest an action in progress by their meaning:
live, rain, sit, study, wait, work (they can be used both with the
present perfect simple and the present perfect progressive, with little
difference in meaning): He has worked/ has been working in this
office for two years.

2.4.2. Choose the correct form of the verb in the following sentences:
1. This morning our secretary has written/has been writing more than twenty
letters to our suppliers.
2. I have been applying/have applied for various jobs since September.
3. They have been trying/have tried to attract them into a profitable partnership
for a very long time, but with little success.
4. Our production manager has made/has been making the same mistake
again.
5. How many times have you brought up/have you been bringing up the issue
of working overtime in a production meeting?
6. Sales figures have improved/have been improving lately.
7. He has answered/has been answering the phone since 10 o’clock. That’s
why he is so tired.
8. We haven’t seen/haven’t been seeing our partner since the end of July.
9. The candidate hasn’t said/hasn’t been saying a word about his qualifications
yet.
10. Why haven’t we thought/haven’t we been thinking of this solution earlier? It
could have saved us.

3. The interview

3.1. Lead-in
Consider the following questions:
1. What is the role of the job interview?
2. How much attention should one pay to appearance when attending a job
interview?
3. Why is the presence of a psychologist useful in an interviewing team?
4. How can you fight stress during a job interview?
5. What questions do you expect to be asked in a job interview?

3.2. Reading
Job interview Advice

Before your interview, find out everything you can about the company (read
their annual report which can be obtained by telephoning them). Re-read your
application, thinking through your own career and the questions they might ask you.
You should try to anticipate the general questions which they will ask and also
prepare some questions to ask them.
To do well at the interview you will need to convince the interviewer you are
technically qualified to do the job. You will also need to show that you are sufficiently
motivated to get the job done well and that you will fit in with the company’s
organisational structure and the team in which you will work.
You should dress smartly for the interview and should leave home earlier
than you need to on the day of the interview – you may de delayed by traffic or for
other reasons. Be courteous to all employees of the company. At the interview itself
you must be positive about yourself and your abilities – but do not waffle.
 When you are being interviewed it is very important that you give out the
right signals. You should always look attentive – so do not slouch in your chair.
Never lie to anyone in an interview, your body language and tone of voice or the
words you use will probably give you away – classic body language giveaways
include scratching your nose and not looking directly at the other person when you
are speaking to them.
If you have a moustache you may want to consider shaving it off – people
with moustaches can be perceived as being aggressive. You can always grow it
again once you have got the job.
(http://www.contentmonster.co.uk/Job_hunting)

3.3. Vocabulary development

3.3.1. Match the words and phrases with their corresponding definitions:

1. anticipate a. yearly
2. waffle b. expect, foresee
3. annual c. pleasantly neat and clean in appearance
4. slouch d. polite, respectful and considerate
5. smartly e. talking a lot without saying very much that is clear
or important
6. delay f. rub
7. giveaway g. realise, notice, see or hear it especially when it is
not obvious to other people
8. courteous h. sit/stand/walk in a lazy or tired way, with your
shoulders and head dropping down
9. scratch i. cause somebody to be late
10. perceive j. revealing, disclosing (usually something secret)

3.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. ... should be dressed smartly when attending a job interview. VIEW

2. This handbook will offer you ample ... on how to best use the GUIDE
computer system.
3. The auditor will ... have done the right thing while going HOPE
through our papers.
4. You must be well-prepared ... if you want to succeed in being HAND
recruited for a promising job.
5. She couldn’t ... her shyness in front of the recruitment board. COME
6. Your CV is sadly ... . We are sorry to inform you that you have CONVINCE
not been offered this position.
7. Being ... prepared, you risk missing out on one of the biggest SUFFICE
career opportunities you’ve ever had.
8. Thanks to her ... skills the candidate selection process left us ORGANISE
with one of the best professionals we could have ever found.
9. Without wanting to sound ..., I think that this firm is not really COURT
one of the best.
10. The failure of certain candidates to submit a complete QUALIFY
application package resulted in their immediate ... from the job
contest.
3.4. Language focus: The Subjunctive

3.4.1. The Subjunctive

Form:
Synthetic: present subjunctive: identical with the short infinitive: be, have, work….
It indicates:
- a possible action: It is necessary that you be here. It is important that
the president inform the investors…
- expressions: Suffice it to say…. So be it!

Synthetic: past subjunctive: identical with the past tense simple

It indicates:
- an action contrary to reality: I wish I were a doctor. (but I’m not) It’s
time you went home. She behaved as if she were the headmaster.

It is used after:
- if, if only, as if, as though
- wish (to indicate regret, an unreal fact)
!!!!!!!!!!!!!!! The synthetic subjunctive is rarely used.

Analytical:
Form:
Should/ would/ may/ might/ could + short infinitive
Should/ would/ may/ might/ could + perfect infinitive
It indicates:
- hypothetical facts/actions (suppositions, doubts, conditions,
concessions, purposes): They took the airplane so that they might
arrive in time.
- A less probable condition: If he should succeed, I will be happy.
- In negative purpose sentences, after lest, for fear, in case: They paid
for fear they shouldn’t get the merchandise.

It is used with:
- impersonal expressions: it is advisable/ important/ essential/
desirable/ possible/ likely/ probable/ strange/ unusual/ impossible/
(un)fortunate/, remarkable, surprising: It is important that the
chairman should call the meeting.
- it is/ was a pity/ shame/ surprise/ wonder: It was a pity (that) they
should be fired.
- the nouns: idea, hint, thought, reason, supposition: The idea that they
should be present annoyed her.
- the verbs: command, order, demand, insist, request, suggest,
propose, arrange, offer, agree, settle: They requested the goods
should be delivered fast.
- adjectives: to be + glad, anxious, pleased, sorry: I was glad that he
should graduate this summer.
- After: although, though, whatever, however, no matter: He will win
whatever he should do. // so that: They phoned so that I wouldn’t be
taken by surprise. I took the money so that they could buy the firm.
3.4.2. Put the verbs in brackets in an appropriate form, depending on the
subjunctive patterns required by the context:
1. My boss suggested I ... (look for) another job.
2. I insist they ... (make) all the required arrangement for the upcoming
conference.
3. We really wish you ... (do) us the favour of not disclosing our bank account to
the press last week.
4. If only my secretary ... (work) right now!
5. The resources manager wishes you ... (not behave) like this at press
conferences again.
6. My advice is that you ... (apply for) the post of superintendent.
7. It is essential that our company ... (employ) a larger number of staff.
8. At the conference he spoke as though he ... (know) about our plan before.
9. Supposing you ... (not be told) about this job offer, what would you have
done?
10. It’s odd that such a small number of people ... (apply for) the job.
11. Certain candidates are behaving as if they ... (not see) a computer before.
12. The recruitment officers wish that you ... (include) more details on your CV.
13. We think it is time that you ... (seek) employment elsewhere.
14. The initial arrangement that we ... (publish) some promotional leaflets for the
vacancies we have in this department was unfortunately unfeasible.
15. Suppose you ... (be given) this job; would you seek promotion soon?

Writing. Write a list of personal qualities that you would be looking for in a candidate
for the position of personal assistant. Would you qualify for this position? Give
reasons in approximately 250 words.

Language focus: Active/Passive Voice

Active/Passive Voice
Look at these examples:

Performances are held everywhere (3)

His photographs were exhibited…………..were presented (5)
Works that have never been shown (5)
Life couldn’t be imagined (6)

Active/ Passive Voice

Rule: to be (any tense required) + the Past Participle of the verb to be conjugated

They give her flowers.

Flowers are given to her.
She is given flowers.

The use of the passive

 When the logical subject is obvious or is not important: Goods should be
delivered as soon as possible.
 When the object is more important than the logical subject: The manager
was informed on the situation.
 When the speaker avoids mentioning the logical subject: The order has
already been placed.
 In formal notices: Passengers are requested not to…
  Newspapers: President sacked because…
 Processes in science or engineering: The wheel is tested…

Rules for changing from active into passive

Active Passive
1. Subject + tr. Verb + direct object S (=dir. Obj.) + passive + (by….)
I wrote a report. A report was written (by me).
2. Subject + tr. Vb. + Dir. Obj.1 + Dir. Obj. 2 S1(= dir. Obj.1) + passive + Dir. Obj.2
I asked him a question. + (by….)
He was asked a question (by me).
S2 (=dir. Obj. 2) + passive + (by…)
A question was asked (by me).
3. Subject + tr. Vb. + Direct object + Indirect S(=dir. Obj.) + passive + ind. Object.
object The money will be paid to us.
They will pay us the money. S(=ind. Obj.) + passive + direct object
We will be paid the money.

4. Subject + intr. Prep. Vb. + prep. obj. S (prep. Obj.) + passive + preposition
I rely on Tom. Tom is relied on.
Ex. to talk to/ about, to send for, to agree
upon, to look at/ after, to explain to, to speak
to/ of, to arrive at, to account for, to laugh at,
to refer to…

5. Subject + verb phrase + prep. object S (prep. Object) + passive +

You have to pay attention to the problem. preposition
Ex. to put an end to, to take care of, to take The problem must be paid attention
notice of, to make use of, to take hold of, to to.
find fault with, to take possession of, to lose
sight of, to do away with, to put up with

6. Passive constructions:
It is said that
It is believed that…
It is understood that…
It is reported that
It is expected that….
It is thought that…

7. Intransitive verbs with a passive

meaning: read, eat, wear, wash, act,
sell, open, feel, taste, shut, peel,
perform: Sweets sell well.
8. Passive forms with ‘to have’, ‘to get’: S
+ have + direct object + past
participle: I had my car repaired.
S + get + past participle: We got stuck
in the traffic.

Verbs that have no passive: escape, fit, get, have, let, like, suit, survive: The skirt
doesn’t suit me. They escaped from prison.
Verbs used with the passive: to be born, to be said: He is said to be a good
businessman.

Passive Structures:
 modals + passive: The meeting can be postponed.
 Passive + infinitive + object: with the verbs: advise, believe, expect, feel,
forbid, mean, order, report, request, require, say, teach, understand: They
were advised to negotiate the price.
 It + the passive of: agree, announce, discover, expect, hope, suggest: It was
suggested that they would work hard.

3.4.2. Read the following text and change some of the sentences from active
into the passive. The italicised words will help you. Make all the other
necessary changes.
Sometimes it is a real adventure not being sure if you have downloaded a virus or if
it is only a hoax. You cannot be sure whether you are alone or not: is there someone
else working on my computer or it is only me? To have more security you have to
install a firewall, buy anti-virus programmes and up-date them regularly. So, you
have to spend much money only for preventing a virus-caused break down or
hacker-attacks. It is annoying not being sure if the money you have spent will
prevent all those things or if they create a new virus and a new way of hacking into
computers.
UNIT SEVEN – BUSINESS TRAVEL

1. Lead-in
1) Think of three problems that a businessperson may encounter in his/her
business trip
2) Now think of a solution or a way to prevent each of these problems from
occurring
3) Have you ever had a bad journey? What happened?

2. Vocabulary

a. Match the following words meaning ‘trip’ with their definitions:

1) journey 7) crossing
2) voyage 8) ride
3) travels 9) expedition
4) flight 10) outing
5) drive 11) excursion
6) tour

a. a long trip, either by sea or in space

b. a trip that involves travelling by plane
c. a trip to a place to see specific things of interest
d. a short trip in a car or bus, or on a bicycle or motorbike
e. a short trip made by a group of people, usually lasting less than a day
f. an organized trip for a group of people
g. a trip to a very distant place for a long period of time, often with a specific
aim such as scientific research
h. a trip from one piece of land to another, across water
i. a trip that involves travelling by car
j. a series of trips made over a period of time, especially to a place that is far
away
k. a trip from one place to another, often one that is long or difficult

b. Fill in the blanks with the words from II.a.:

How long is the ……………… to New York?
1. Did you have a tiring ………………?
2. Their ……………… across the Atlantic was full of problems.
3. His essays are based on his ……………… in South Africa.
4. They went on a two-week ……………… to Italy last month.
5. My ……………… to work usually only takes 15 minutes.
6. Come on, I’ll give you a ……………… to the museum.
7. An overnight ferry ……………… is quite dangerous in this area.
8. The school ……………… to the science museum was boring for the kids.
9. Their ……………… to the South Pole was very adventurous.
10. The travel agency organized a(n) ……………… to local places of interest.

3. English in use
a. Read the first part of a text about travel tips and fill in each gap with one
suitable word:
e.g. 0 - a
1. Business travel can become 0……………… rut. Challenge yourself and your
corporate travel agent to come up 1……………… alternatives to save money or
time. It is surprisingly easy to get into a familiar pattern when 2……………… travel
to the same destination repeatedly.

2. Assess where you stay. Are you staying in the 3……………… effective place
when you visit your customers? Are you being lulled into complacency
4……………… frequent traveller programs? Check out the business alternatives.
There are several newer chains of budget hotels for the business traveller. Use
5……………… Internet to see which other hotels have last minute deals in your
area.

3. Organize your office - at work and 6……………… the road. This is the time to
evaluate your electronic gadgets and consolidate your important information. Clean
out your address book 7……………… organize your computer files. If you have an
assistant or colleagues, 8……………… together to brainstorm ways to improve
communication and coordination while you are out 9……………… the office. What
new technologies 10……………… help you? Fax boxes? Picture messaging? Fast
mobile data connections? Don't forget the batteries!

b. Read the second part of the text. Some of the underlined parts are correct;
some have a mistake in them (a grammar mistake, a vocabulary mistake, a
missing word, an unnecessary word, and inappropriateness in the context). If
the part is correct, write CORRECT in its corresponding numbered space; if
the part is incorrect, write the correct version in its corresponding numbered
space:
4. Review your car rental company choice. As car rental fleets shrink and prices
rise, (1) you may find it is more cheaper to use a taxi. These sites can help you
budget for the taxi fares. Can you get a better corporate deal from a car hire
company (2) if everyone uses them for their business travel?

5. Review your travel safety skills. Do you know (3) how to avoid from getting
robbed? Escape a hotel fire? (4) Choose one safe taxi? Business travellers are
prime targets. (5) Take old labels off your luggage - they shout business traveller to
the crooked. Have a map of (6) where are you going.

6. Improve your stress management skills. Accept it, (7) business travel is stressing.
Current issues with airport security make it inevitable that your next business trip will
include (8) a significant amounts of stress. There are many coping techniques (9) to
effectively reduce stress. Practice deep breathing or muscle stretches. They will
come in handy the next time you're stuck in the system.

7. Review your business travel programme and frequent fliers schemes. Have you
access to lounges, now and next year? (10) Use these to ease those business travel
journeys.
(adapted and abridged from http://www.nrgpax.com/businesstravel/article001.htm)

4. Reading comprehension
a. Read the following article about how airlines have changed their offers
since September 11, 2001. Some sentences have been removed from the
extract. Choose from sentences A- I the one which fits each gap (1- 9).
A. It could be anything from a sole trader running a news agency to a firm employing
several hundred people with an annual travel budget of about £100,000.
B. The scheme runs until June, but SAS plans to continue to operate some kind of
SME programme.
C. But the points are awarded on any airline as part of an itinerary that includes a
segment flown on Swiss.
D. Under the scheme, cash credits are offered against any KLM flight of any class or
fare type and redeemed as free flights.
E. We decided on a web-based corporate loyalty programme to make it cost
effective.”
F. Unable to qualify for corporate deals because they do not generate enough travel,
SMEs have been ignored by travel providers.
G. However, the market exists and we have been working hard to find ways to
develop a relationship with this sector
H. “We are looking at extending On Business to include semi-restricted tickets,”
says Stuart Beamish, BA’s senior manager, loyalty marketing.
I. “It would be a huge benefit for our customers to get our partner airlines on board,”
says Thomas Brandt, Delta’s general manager, distribution planning.

Will small businesses fill the airlines’ large gaps?

Airlines discover, post-9/11, that small can be profitable

Airlines striving to hold on to their share of a tough corporate market are increasingly
looking to nurture business travellers they have previously ignored.
Small to Medium Enterprises (SMEs) are companies which have a fraction of the
travel budgets of the £1m-plus spend of large firms.
1…………………………………………....

Not any more. Pressures to fill aircraft and the competitive threat of low-cost airlines
have seen airlines launch rafts of incentives, including cash rewards, free flights and
upgrades, to show SMEs that they really are wanted.
Airlines use different criteria, such as number of trips, value of travel spend or size
of company, to define an SME. 2………………………………………......

Typically, a PA (Personal Assisstant), financial director or company boss will be

responsible for administering the schemes in-house. Over the past 12 months,
airlines including KLM, Swiss, and SAS have all introduced initiatives to try and win
such managers on board.
KLM estimates that the 3.8 million or so UK-based SMEs can save up to 10 per cent
of their travel costs through its cashback loyalty programme, BlueBiz.
3…………………………………………………………………………………

As with most airline schemes, not only does the company benefit, but the individual
can also collect frequent flier mileage points on flights taken.
KLM’s e-commerce manager Glyn Duggan explains: “Due to their volume levels,
SMEs had fallen off our radar.
“But after the US terror attacks of 9/11, we began looking at various options to get
this market back on track. 4…………………………………………………

SAS’s new PayBack Programme offers cash rewards of up to 15 per cent of the
annual travel spend or a maximum of 20 return tickets between the UK and
Scandinavia depending on the level of expenditure. Bmi’s Company Returns
scheme has similarly gone down the cash reward and points route.
SAS spokesman Jeff Rebello says the incentive is a two-pronged attack — to
increase the loyalty of existing customers and to switch passengers from other
airlines. 5………………………………………………………………………

British Airways is planning to relax some of the restrictions of the On Business

scheme that it introduced for SMEs four years ago. More discounted fares will be
included in the programme across all cabins to appeal to cost-conscious SMEs, a
move partially driven by the impact of low-cost carriers.
6…………………………………………………………………………………

About 10,000 companies have enrolled with On Business, with half “actively
redeeming” points for travel rewards, he says. Eligible BA fares earn companies
points that can be exchanged for travel rewards, including free flights, hotel
accommodation and limo transfers.
Swiss has gone a step further by offering credit points, each worth 1 euro, towards
free flights. 7…………………………………………………………

The development of airline alliances has prompted Delta Air Lines to try to extend its
SkyBonus scheme to cover partner SkyTeam carriers, including Air France and
Korean Air.
8………………………………………………………………………………

The US-based airline ventured into the SME market three years ago, courting
companies with an annual travel spend of between £8,000 and £80,000.
“The SME is notoriously hard to pinpoint, quite a complex group of companies.
9……………………………………………………………….,” adds Brandt.
(adapted and abridged from http://www.timesonline.co.uk/section/0,,5466,00.html)

b. Read an article about the impact of terrorism on business travel. For

questions 1-10, choose the answer (A, B, C or D) which you think fits best
according to the text.
The cut and thrust of survival
War, terrorism and Sars have changed the nature of business travel. Security
and cost-cutting are the main issues and the corporates are calling the tune.

On Virgin Atlantic flight VS022, which arrived at Heathrow from Washington DC at

7am on Monday, passengers travelling Upper Class could have no 1……… about
service.
Of 50 business-class seats in the new Airbus A340-600, only eight were taken.
There were more 2……… members in the front cabin than passengers. One senior
business travel agency executive commented: “They say things are getting better. I
say, ‘Emperor’s new clothes.’”
Transatlantic business 3……… are a crucial barometer to airline health and
although British Airways said last week that there has been “some improvement” in
premium traffic, it has not been as fast as predicted.
If it is bad for BA, it is even worse for its transatlantic 4………. Until next Friday,
United Airlines is offering a return business-class fare to New York for £999. The
standard BA return costs just over £4,000.
War, terrorism and Sars have 5……… British business travel badly. From a peak of
8.87 million travellers in 2000, numbers fell by 10 per cent to eight million in 2002.
Government figures for the nine months to September 2003 show a further slump of
170,000 business passengers over the same period in 2002.
Yesterday, BA announced a fresh round of job cuts, knowing that the only way to
compete with the no-frills airlines and its traditional rivals is on cost. Unfortunately
for BA, cost-cutting is also top of the 6……… for its passengers.
A London-based economic think tank, the Centre for Economics and Business
Research (CEBR), says in a new report that it expects business 7………in Europe
to grow by 2.7 per cent this year.
But Douglas McWilliams, coauthor of the report, added: “The business travel sector
is increasingly exposed in a world where a blowtorch is being applied to every
conceivable kind of corporate expense. Business travel is typically 2-3 per cent of
corporate cost and is generally regarded as the largest single controllable 8……….”
The report says surveys of American corporate travel purchasers indicate that they
believe that, since 2000, they have managed to negotiate down their prices for
business travel by 20 per cent.

1. A. complaints B. complainings C. demands D. misgivings

2. A. team B. crew C. pilot D. flying
3. A. trips B. crossings C. travels D. routes
4. A. rivals B. enemies C. partners D. foes
5. A. kicked B. punched C. hit D. damaged
6. A. tree B. head C. world D. agenda
7. A. trip B. voyage C. excursion D. travel
8. A. expense B. tax C. fine D. fare

5. English in use
Read the second part of the article. Use the words below to form a word that
fits in the same numbered space in the text.

0. busy
1. emphasize 9. supply
2. provide 10. address
3. increase 11. stable
4. large 12. stringent
5. power 13. agent
6. improve 14. profit
7. place 15. warn
8. global

e.g. 0 - business

The decline in passenger numbers is now levelling off, but the nature of
0……………… travel has changed irrevocably: events since September 11 have
made that inevitable.
There is a new 1……………… on briefing travellers and staying in touch.
Information 2……………… such as Control Risks and Country Briefings provide
assessments, while technology 3……………… allows employees to stay in touch
while on the road.
Executive jet travel, 4……………… because of concerns over security, is also now
“extremely buoyant” according to Christian Rooney, marketing and sales director of
Bookajet, one specialist operator. The company has just opened a new base at
Southampton airport and now uses five jets.
Technology, while helping corporates track and control expenditure, has also
5……………… employees to book flights and hotels themselves while still following
company travel policy. According to Delta Airlines, only 29 per cent of UK business
travellers now prefer to book with a travel agent, with two-thirds choosing to book
using the internet.
British Airways will, in April, no longer issue paper tickets on the 75 per cent of its
routes where electronic tickets can be used. Fast 6……………… technology on
board aircraft is also now delivering live TV news and e-mail, while wireless-free use
of laptops in hotels and airports is rolling out at a frenetic pace.
The idea that videoconferencing will one day 7……………… travel has largely been
disproved, however. While it does have a role, the underlying need for face-to-face
contact is growing due to the “ratcheting up” of 8………………, according to the
CEBR report.
McWilliams said: “Maintaining and enhancing business relations, both in-house and
with customers and 9………………, needs a regular dose of direct contact.”
It is a point being echoed by all sectors of the industry, not least those hotel, airline
and credit card suppliers desperate to see a return to regular corporate flying. But
they also argue that companies, having 10……………… the issue of cost cutting,
will be leaner and more positive about travelling.
A report out this week from Company Barclaycard concludes: “Overall, the figures
indicate that business travellers are on the move more, thanks to confirmed new
business rather than trying to secure it, an indication of greater 11……………….”
This positive view relies, naturally, on the continued stability of world events.
Corporates may be starting to travel again, but the increasing 12……………… of US
immigration is one striking example of how fragile confidence remains in travel.
John Melchior, executive vice-president of global corporate travel 13………………
Radius, summed up the mood: “Companies have adjusted and are becoming more
14………………. Those who have survived know that there won’t be such a big dip
in world events again.
“There are certain dangers out there, but we still have to travel. Now we have to
know where travellers are, and to give them 15……………… of potential problems.
We all have to accommodate that.”
(adapted and abridged from
http://www.timesonline.co.uk/section/0,5466,00.html)

6. Writing

In no more than 200 words, write an argumentative essay about the

advantages and disadvantages of travelling by plane. Use at least 5 words
from the box.

air hostess arrival airport check-in

connecting point economy class landing
airline office business class security check
departure lounge excess baggage take off
air turbulence baggage reclaim unclaimed luggage
airport hotel ground transportation weight limit
direct flight boarding pass
airport terminal booking procedures
Functions
Inviting
accepting invitations

Invitations Thanking Accepting

Neutral I was wondering if you Thank you very much. That would be very
would like to join us That’s very kind of nice.
for a meal. you. I’d like that very much.
Would you like to… Thank you for inviting I’d like to come.
me. I’d be delighted to
come.
I’ll look forward to it.
Informal How about …..ing? Thanks. That’s a good idea.
Why don’t you join us What a good idea.
for a drink? That sounds fun.
What about going out
for a meal?
Why not come round
for a drink?

declining invitations
Thanking Declining Reason
Neutral Thank you for inviting But I’m afraid I can’t
I’ve already arranged
me. come. something else.
Thank you very much. But unfortunately I won’t be here
That’s very kind of tomorrow.
you. But I can’t. I’m busy on Thursday.
Informal Thanks. but I can’t make it I play squash every
then. Monday.

Thanking and showing appreciation

thanking people for hospitality/ personal help/ a service

Thanks Positive comment Response

Neutral Thank you very much. It’s been a very
I really appreciate pleasant weekend.
your hospitality. You really have a
It was very kind of you lovely house.
to invite me. It’s an excellent That’s quite all right.
Thank you very much restaurant. That’s okay.
for the meal. The meal was It was no trouble.
Thank you very much delicious.
for organizing this I have enjoyed myself.
evening. You’re welcome.
Thank you very much Don’t mention it.
for everything. That’s okay/ all
right.
Thank you for all your
help.
 Thank you very much
for finding out
about….

Thanks for the

information.
Thank you.(very
much)
Informal Thanks for asking me It was great fun.
out. It was very good.
Thanks for the meal. I enjoyed that.
Thanks John.
UNIT EIGHT – CULTURE AND CIVILISATION

1. What is cultural diversity?

1.1. Lead-in
Consider the following questions:
1. How would you define cultural diversity?
2. What separates members of multinational teams?
3. What unites members of multinational teams?
4. What are the “disadvantages” of diversity?
5. What are the “advantages” of diversity?

1.2. Reading

A diverse organisation is one which values difference. It is one which

recognises that people with different backgrounds, skills, attitudes and experiences
bring fresh ideas and perceptions. Diverse organisations encourage and harness
these differences to make their services relevant and approachable. A diverse
organisation draws upon the widest possible range of views and experiences, so it
can listen to, and meet, the changing needs of its users, staff, volunteers, partners
and supporters.
The Chartered Institute of Personnel and Developments (CIPD) describes
managing diversity as:

"Managing diversity is based on the concept that people should be valued as

individuals for reasons related to business interests, as well as for moral and social
reasons. It recognises that people from different backgrounds can bring fresh ideas
and perceptions which can make the way work is done more efficient and products
and services better.
Managing diversity successfully will help organisations to nurture creativity
and innovation and thereby to tap hidden capacity for growth and improved
competitiveness".
(Managing diversity - a CIPD position paper, 1996)

The CIPD explains that the effective management of diversity can help
"counteract prejudice against a wide range of personal differences, for example:
academic or vocational qualification, accent, age, caring responsibilities, ethnic
origin, gender, learning difficulties, marital status, physical and mental abilities,
political affiliation, previous mental illness, religion, sexual orientation, spent or
irrelevant convictions and trade union or non-trade union membership".
(http://www. mori.com/digest/2000)
1.3. Vocabulary development
1.3.1. Match the following words and phrases from the text with their right
definitions:

1. trade union a. origin, set of values defining a person

2. vocational b. guide, set in order, curb, stop
3. affiliation c. available, easily accessible
4. prejudice d. champion, advocate, one who stands by
somebody or something
5. counteract e. nourish, support, foster, sustain
6. nurture f. retort, retaliate, strike back
 7. supporter g. preconceived idea
8. approachable h. sense of belonging
9. harness i. occupational
10. background j. organisation for the defence of labour rights

1.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. A knowledge of cultural difference is ... to any definition of VALUE

cultural interaction.
2. Sometimes cultural traits may suffer changes beyond ... . RECOGNISE
3. A(n) ... traveller will fail to do justice to cultural difference. EXPERIENCE
4. A visitor to your country should be offered plenty of ... in COURAGE
exploring local culture.
5. You might find a lot of ... locals while travelling in foreign APPROACH
countries.
6. Nationalists would like their country’s traditions to be ... . CHANGE
7. Sometimes it’s difficult to choose when you are faced with DIVERSE
a huge ... of tourist attractions.
8. I wouldn’t like to sound ..., but you should get more REASON
involved in the mores of your host country.
9. I am neither moral, nor immoral. My ... is often a mystery MORAL
to my friends.
10. Her ... at Heathrow airport made her miss her connecting ORIENTATION
flight.

1.3.3. Fill in the blanks in the following sentences with the required
preposition.
1. I am sorry to say that you are a candidate ... a suitable background for this
job involving talking ... foreigners.
2. My approach ... dealing ... cultural difference is a most successful one.
3. My experience draws ... my travels ... the world.
4. What is prejudice based ... and how could you steer clear ... it?
5. My job is related ... handling a wide range ... tourist services.
6. He is ... a background not entirely suited ... his job description.
7. He finally succeeded ... setting things straight.
8. Her capacity ... hard work in PR is overwhelming.
9. His prejudice ... other nationals boils down ... xenophobia.
10. My affiliation ... this political party will be ... an extremely short duration.

1.4. Language focus: The tense system: Past Perfect

1.4.1. The tense system: Past Perfect
Form: had + Past Participle: I went to work after I had finished my lunch. Had I
finished…? Yes, I had. No, I hadn’t.

It indicates:
- a past, completed action that takes place before another past action:
He gave me the book when he had finished reading it.
- An action finished before a certain moment in the past: I had written
the paper by ten o’ clock.
The Past Perfect is not compulsory when after and before establish the sequence of
the actions.

1.4.2. Use the Past Perfect where necessary.

1. The two parties (reach) an agreement when the member of our group made
the suggestion, so he had to accept it.
2. The Parliament (pass) this law a very long time ago.
3. By the time I called the office the secretary (leave).
4. When we wanted to complain about the PR officer being rude, the manager
(fire) him.
5. Discrimination (be) a current practice in the company long before she
brought up the issue.
6. They changed their policy after a group of unsatisfied clients (sue) the
company.
7. When they arrived the conference (begin) and they did not want to disturb
the participants, so they left.
8. The chairman opened the session after everybody (consult) the agenda.
9. We wanted to help them but by the time we got there they (finish) writing the
recommendations.
10. When she decided to accept the offer it was too late. Someone else (hire) as
an assistant manager.

Writing. Comment on the following statement: Cultural diversity makes teamwork

almost impossible because of culture clashes.

2. How does diversity differ from equal opportunities?

2.1. Lead-in
Consider the following questions:
1. What do you mean by equal opportunities?
2. How can you account for the fact that discrimination still persists in our
world?
3. What types of discrimination do you know?
4. Have you ever been discriminated? If yes, under what circumstances?
5. To what extent does gender influence recruitment decisions?

2.2. Reading

While diversity and equal opportunities are both about making the idea of
equality real in your organisation, diversity and equal opportunities are not exactly
the same thing. Equal opportunities has a history dating back to the 1970s, while
diversity is quite a recent idea, starting to become influential in the UK in the 1990s.
In the International Journal of Public Sector Management, Wilson and Iles (1)
identify five main areas of difference between equal opportunities and diversity.
While the article was written primarily with the public sector in mind, there are a
number of points that translate well into the voluntary sector and to volunteer
management.
Wilson and Iles’ five main areas of difference between equal opportunities
and managing diversity are:
1. The reasons for adopting equal opportunities or managing diversity (summary:
Equal opportunities is often seen as a legal requirement, which is imposed by
external forces. Managing diversity is internally driven)

2. Operational or strategic focus (summary: Organisations effectively managing

diversity look at outcomes as well as processes and procedures, and shift equal
opportunities to be more strategic rather than operational).

3. The perception of difference (summary: The equal opportunities approach is

trying to right a wrong for certain groups, whereas by managing diversity
organisations are trying to get it right for everyone)

4. The focus of initiatives (summary: Organisations which work within the equal
opportunities framework adopt a group approach, whereas the focus in the diversity
model is on developing individuals).

5. Different theoretical bases (summary: The equal opportunities style of

management assumes there is a single best way of doing things, whereas diversity
accepts that one perspective is no more ‘correct’ than any other.
(http://www. mori.com/digest/2000)
2.3. Vocabulary development
2.3.1. Fill in the blanks in the following text with the words given in bold:

requirements diversity pressures sense arguments

Many companies and organisations adopt equal opportunities policies because of
external .... Wilson and Iles suggest that this response "varies between a narrow
minimalist response to legislative ..., and a wider concern that people should be
treated equally, based on ethical and human rights or moral .... Managing ... on the
other hand is internally driven, from a .... of commitment by the organisation and its
key players".
opportunities force staff
The driving ... behind introducing diversity management policies is seen as the
‘business case’ - that a diverse workforce will result in more focused marketing,
greater creativity and decision making and happier ... who stay longer and benefit
from organisational ....
public range profile volunteers organisation
Looking at the marketing example - the voluntary sector supports and works with a
diverse ... of service users, supporters and partners. If the ‘public face’ of an ...
reflects that diverse public, then individuals will more easily identify with it, thinking
"this is an organisation for me". Volunteers are the ... face of many organisations,
and if diverse, will be more welcoming to users and members. Also, if ... are drawn
from a wide sector of the community, then they each tell their friends and family,
raising the ... of your service.
(adapted from http://www. mori.com/digest/2000)

2.3.2. Fill in the blanks in the following sentences with a word derived from the
word given at the end of each sentence:

1. ... at the working place is a topical issue in both the western EQUAL
and eastern world.
2. Women usually contend that they have ... work opportunities EQUAL
as compared with men.
 3. Bill Clinton’s visit to Romania was a ... moment. HISTORY
4. Exploring the ... sites of London could be a quite rewarding HISTORY
experience.
5. He is a government official extremely ... with different people INFLUENCE
in very high circles.
6. After months of strenuous research, the main causes of their IDENTIFY
failure to meet international standards remained ... .
7. This question ... addresses those prone to xenophobia. PRIMARY
8. ... tourists flock to the big cities of the world every day in NUMBER
search of yet unimagined sensations.
9. Because your application is incomplete, it will rest ... until a PROCESS
further date.
10. After accumulating lots of practice in organising package THEORY
tours, the travel agency decided to ... their findings in a report
published in a local journal.

2.3. Fill in the blanks in the following sentences with the required preposition.
1. My methods differ a lot ... the more conventional ones.
2. The history of this project dates back ... 1985.
3. What did you have ... mind when you called that company?
4. The reasons ... establishing a new basis ... cooperation are ...my depth.
5. Let’s focus ... this issue now and we will look ... the other one ... a later date.
6. ...the present framework of rules, we have to abide ...each one of them.
7. Equality ... job opportunities is essential.
8. Her influence ... the whole project is undeniable.
9. There’s no visible difference ... the way they are treating immigrants ... their
country.
10. There has been no shift ... our regulations since they came ...force.

2.4. Language focus: The tense system: Past Perfect Continuous

2.4.1. The tense system: Past Perfect Continuous
Form: to be (in the past perfect) + verb + ing: I had been writing. Had I been writing?
Yes, I had. No, I hadn’t.

It indicates: a past action in development before another past action and also
continuing that moment: When he came she had been reading for two hours.

!!!!!!!!!!!!
often used in past perfect and past perfect progressive sentences: when, after, as
soon as, before, by the time
e.g. After they had been quarrelling for minutes, I asked them to stop.
We had been waiting for weeks before we got the money.
They had been negotiating for hours by the time I got there.

2.4.2. Choose the correct form of the verb in the following sentences:
1. The staff complained that they had asked/had been asking for better working
conditions for two months.
2. We had hoped/had been hoping to solve our problem easily and were very
disappointed when we couldn’t.
 3. Our partners had looked forward/had been looking forward to the contract to
be signed and became quite angry when it had been cancelled/had been
being cancelled.
4. The whole staff had worked/had been working until the last minute and they
had no time left to decorate the room for the meeting.
5. The newspapers had been publishing/had published a lot of articles on the
accident for weeks when they found out about it.
6. We had been discussing/had discussed all day with our partners and by 10
o’clock the agreement wasn’t signed.
7. Our competition had done/had been doing everything they could to attack us
and we had to take steps towards fighting back.
8. When the PR assistant arrived, the customers had waited/had been waiting
for her for hours.
9. He asked us why we had written/had been writing such a long preamble to
our report.
10. After the President had looked/had been looking through our papers for a
while, he decided to speak.

Writing. Comment on the following statement: People are born equal and therefore
they should benefit from equal opportunities in society.

3. National stereotypes

3.1. Lead-in
Consider the following questions:
1. What do you understand by ‘stereotype’?
2. To what extent are national stereotypes fair?
3. What sources do people use when establishing national stereotypes?
4. What are the main characteristics of the Romanian people?
5. How can you fight prejudices related to national stereotypes?

3.2. Reading

What is "Britishness"?
The survey conducted by MORI on behalf of the British Council among the
successor generation in thirteen countries reveals what foreigners think about all
aspects of British society and culture.
The United Kingdom is both loved and loathed for its traditions. The images
most often quoted of the Great Britain in the survey are the Queen and the Royal
Family, kilts, castles and rugby. This has implications for public diplomacy. What can
be done to close the gap between perceptions overseas and the reality of
contemporary Britain without ignoring the strengths of our traditions for which we are
respected?

Arts
"British arts represent their culture - very reserved and grey" - Malaysia
"Avant-garde, eccentric, mad" - France
"They don't have any famous artists. They like soccer." - Saudi Arabia

Sixty-six percent of those polled believe that Britain’s reputation in the arts is
based more in the past than in the present. There is a clear lack of knowledge about
British contemporary arts. When asked to identify one or two contemporary artists
Elton John and Hugh Grant topped the list with 5% each. A worrying 60% were
unable to name a single artist. The area of British culture where people had the
most knowledge was pop music and film.

Business and finance

"The British are managers by nature." - Egypt
"They manufacture things carefully. You buy a British garment and you know it will
last forever." - Mexico

Whilst 81% of people rated British goods and services as "good" overall and
74% think British managers are good, the country comes behind the United States,
Japan and Germany when it comes to having world-beating companies. British
business is seen as too risk averse. "This permanent up-and-down risk which the
Americans take is much too exhausting for the Britons." - Germany. However Britain
is recognised as a b financial centre, though still behind the USA and Japan.

Education
"They are well educated, well brought up people, able to keep up conversation." -
Russia
"There is a high educational standard which the English are associated with, and if I
wanted to go abroad to study, this would be the only place." - Poland

Seventy-six percent of people questioned regard the British as well

educated. British higher education is particularly well respected with 88% of people
rating it as "good". However the United States still emerged as the market leader in
higher education. Fifty-eight percent of respondents believe that qualifications from
the United States have the most credibility with potential employers.

Media
"Even the more cultured people read the tabloids to be informed. Most of the
scandals coming from the Royal Family are found there." - Mexico

A significant minority (28%) believe that the British media cannot be relied on
to tell the truth. In Germany only 5% of people trust the truthfulness of the British
media. However the British media were regarded as being more truthful than their
counterparts in most of the countries surveyed.

Science and Technology

"The British are exploring more...cloning sheep and genetics and scary stuff." -
South Africa

Whilst 62% of respondents agree that Britain has a b reputation for scientific
and technological innovation, the UK was ranked well behind the United States,
Japan and Germany.

Society
"They are well brought up people. Even if they don't like you too much, they try to be
nice." - Russia
"The UK are one of the first democracies in Europe" - France

Sixty-five percent of people questioned agree that the UK is a good model of

democratic government. A grudging 58% agree that the British legal system ensures
that everyone gets a fair trial. Sixty-five percent also believe that the country has a
good health care service. British institutions may be respected but a significant 41%
believe that British people are not very welcoming towards foreigners.
(http://www. mori.com/digest/2000)
3.3. Vocabulary development
3.3.1. Match the words and phrases with their corresponding definitions:

1. tabloid a. hate, detest

2. grudging b. poll, research of public opinion
3. emerge c. pause, break, distance
4. averse d. aesthetically new and experimental
5. counterpart e. popular, relating to the tastes of common
people
6. avant-garde f. opposed, objecting to, unfavourable to
7. gap g. exit, appear as
8. loathe h. newspaper publishing scandalous material
9. pop i. equivalent, analogue
10. survey j. hesitant, ill-disposed towards

3.3.2. Fill in the blanks in the following sentences using a suitable word
derived from the word given at the end of each sentence:

1. He sometimes uses ... language. LOATHE

2. Please give me a ... of prices for oil. QUOTE
3. The tabloids made much ado about the fact that she IMPLICATE
was ... in the royal scandal.
4. Your ... behaviour could irremediably harm the DIPLOMATIC
relationship between the two countries.
5. These are just a few of the ... underscoring our excellent STRONG
policies regarding cooperation among states.
6. My ... has often been reviled in tabloids. ECCENTRIC
7. I hereby wish to ... your contribution to our success. KNOW
8. Their ... efforts led to fruition. EXHAUST
9. Her ... skills are impeccable at all social gatherings. CONVERSATION
10. I’m sorry to say that the degree of your intelligence is ... SIGNIFY
in this case.

3.3.3. Fill in the blanks in the following sentences with the required
preposition.
1. I am speaking ... behalf ... all those who feel wronged by the Romanian
Constitution.
2. ... the survey appear the figures ... this year’s rate ... diplomatic blunders ...
the part ... Romania.
3. Your behaviour will have consequential implications ... public diplomacy.
4. The gap ... my abilities as a diplomat and yours is enormous.
5. I respect this small country ... its great traditions.
6. His fame ... successfully handling conflict situations is one ... his advantages.
7. Teenagers are prone ... identifying themselves ... pop stars.
8. How do you rate ... a diplomat?
9. The English are associated ... a proverbial reserve ... definition.
10. Our country is the market leader ... button manufacturing.
3.4. Language focus: Modal Verbs

3.4.1. Modal Verbs

Read the following examples from the text:
Later on… you may be able… (par. 4)
You must enter as an immigrant… (par. 5)
The job seeker…should be prepared… (par. 4)
A college in foreign commerce would definitely help… (par. 1)

Modals
May
Form: may// May he?// may not
It indicates:
Possibility: He may come today. (to be possible)
Probability: We may get that contract. (to be probable)
Permission: You may leave. (to be allowed/ to be permitted)

Might
Form: might/ might he// might not
It indicates:
- NOT the past of may BUT a stronger possibility/ probability/ uncertainty: You might
be right (but I strongly doubt).

Must
Form: must// Must he……..?// must not = mustn’t
It indicates:
necessity/ obligation imposed by the speaker: I must be punctual.
invitation, emphatic affirmation: You must see the exhibition.
Probability, logical necessity: He must be at home.
An unexpected/ contrary action: They must annoy us with their problems!
It is replaced by: to have to, to be obliged/ forced/ compelled to….

Should
Form: should// Should you?// should not = shouldn’t
It indicates:
obligation: You should be present at the meeting.
Instructions/ advice: He should welcome them at the airport.
Expectation: The business should be profitable.
Past, unfulfilled expectation: They should have discussed the matter in detail.

Ought to
Form: ought to/ ought not to
It indicates:
Moral obligation: You ought to visit him at the hospital
Duty: You ought to write that report.
Not a very strong obligation in the past, present or future: He ought to play chess
that day/ now/ to morrow.
Advisability: You ought to organise that meeting as soon as possible.
Necessity: He ought to be present at the conference.
Desirable, not performed action: You ought to have helped them. They ought not to
have gone there alone.
Supposition, probability: You ought to communicate them the decision by now.
Would
Form: would/ would you?/ would not = wouldn’t
It indicates:
Polite request: Would you listen more carefully?
Opposition/ resistance/ unwillingness: They would not meet us.
Past habit = used to: I would stay in that chair, drink my tea and read a book.
Invitation: Would you have some more cake?
Refusal (in the negative): I wouldn’t accept that.
Criticism of somebody’s behaviour: She would keep talking without listening to her
friends.

3.4.2. Rephrase the following sentences so that they contain one of the
modals above:
1. If you cannot find a job in your country, you emigrate to a foreign job-rich
place.
2. Don’t consider heading overseas to seek work without money in your pocket.
3. Don’t go unless you are prepared to accept any job.
4. Sometimes you are forced to accept a monotonous job.
5. There are jobs you didn’t accept in your native country.
6. Later on, of course, you will have the opportunity to apply for creative work.
7. The job seeker heading overseas has to take on jobs that have been turned
down flat by natives.
8. To work overseas you need to obtain a work permit.
9. It is advisable you find a job for which no work permit is needed.
10. Women will be able to work au pair. Under this arrangement, any girl is
supposed to get bed and board.
11. Their duty is to act as baby sitters. Their daily activity is to give general
household help.
12. Their employers are also obliged to pay them a sum of money.

3.5. Functions

Cause, effect and purpose

Cause Effect Purpose
Result in…. This means that…. So that
Lead to… As a result of…. In order to
Since
As
Due to…
Owing to the fact that…
Because of…

The tense system: Revision

Simple tenses – Continuous tenses

Present Simple Present Continuous/Progressive

used for actions in the present, for things used for actions or events that are happening
that are always true or that happen or developing now, for future plans, or to show
regularly, and for opinions and beliefs that an event is repeated
I/we/you/they enjoy (do not enjoy)
he/she/it enjoys (does not enjoy)
Past Simple
used for completed actions and events in
the past
I/we/you/they enjoyed (did not enjoy)
he/she/it enjoyed (did not enjoy)
Future Simple
used for actions and events in the future
I/we/you/they will enjoy (will not enjoy)
he/she/it will enjoy (will not enjoy)
Perfect tenses – Continuous tenses
Present Perfect
used to show that an event happened or an
action was completed at some time before
the present
I/we/you/they have enjoyed
(have not enjoyed)
he/she/it has enjoyed
(has not enjoyed)
Past Perfect
usually used to show that an event
happened or an action was completed
before a particular time in the past
I/we/you/they had enjoyed
(had not enjoyed)
he/she/it had enjoyed
(had not enjoyed)
Future Perfect
used to show that something will be
completed before a particular time in the
future
I/we/you/they will have enjoyed
(will not have enjoyed)
he/she/it will have enjoyed
I am enjoying (am not enjoying)
we/you/they are enjoying (are not enjoying)
he/she/it is enjoying (is not enjoying)
Past Continuous/Progressive
used for actions or events in the past that were
not yet finished or that were interrupted
I was enjoying (was not enjoying)
we/you/they were enjoying (were not
enjoying)
he/she/it was enjoying (was not enjoying)
Future Continuous/Progressive
used for actions or events in the future that will
continue into the future
I/we/you/they will be enjoying
(will not be enjoying)
he/she/it will be enjoying
(will not be enjoying)
Present Perfect Continuous/ Progressive
used for actions or events that started in the
past but are still happening now, or for past
actions which only recently finished and whose
effects are seen now
I/we/you/they have been enjoying
(have not been enjoying)
he/she/it has been enjoying
(has not been enjoying)
Past Perfect Continuous/Progressive
used for actions or events that happened for a
period of time but were completed before a
particular time in the past
I/we/you/they had been enjoying
(had not been enjoying)
he/she/it had been enjoying
(had not been enjoying)
Future Perfect Continuous/Progressive
used for actions or events that will already be
happening at a particular time in the future
I/we/you/they will have been enjoying
(will not have been enjoying)
he/she/it will have been enjoying
(will not have been enjoying)
(will not have enjoyed)
Adjectives of nationality
Try to fill in the following table referring to adjectives of nationality.

Country Adjective Person

(if different
from adj.)
Croatia
Denmark
Finland
Greenland
Holland
Iceland
Israel
The Philippines
Poland
San Marino
Scotland
Slovenia
Spain
Sweden
Switzerland
Turkey

Writing. Try to define the stereotype for your nationality.