Marketing

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: [email protected]
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
2
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.
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.
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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 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
Unit 19 (pp. 107-113)
Units 38 – 39 (pp. 152-165)
The infinitive (p. 212-227)
The gerund (pp. 228-233)
Infinitive and gerund constructions (pp. 234-238)
ACTIVE/PASSIVE
Units 6-7 (pp. 30-40)
Units 15 – 16 (pp. 58-63)
The passive voice (pp. 263-268)
MODALS
Units 11-12 (pp. 59-70)
Units 17 – 18 (pp. 64-71)
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 Language Study......................................................................................12
UNIT ONE – INTRODUCTION TO BUSINESS COMMUNICATION..............15
UNIT TWO – PRESENTATIONS..........................................................................28
UNIT THREE – THE STRUCTURE OF THE FIRM...........................................39
UNIT FOUR – BUSINESS ETHICS......................................................................50
UNIT FIVE – MANAGEMENT...............................................................................59
UNIT SIX – RECRUITMENT..................................................................................75
UNIT SEVEN – BUSINESS TRAVEL..................................................................89
UNIT EIGHT – CULTURE AND CIVILISATION..................................................95
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
1.3.1. Match the phrases in column 1 with their meaning in column 2.
1. at the hands of sb A. to have finished

2. be at an end B. (not) give careful attention to sb/sth
3. be in sb’s debt C. show your respect for sb by visiting
them, going to their funeral, attending a
memorial service, etc.
4. beyond the call of duty D. at the beginning of sth
5. give rise to sth E. feel grateful to sb for their help, kindness,
etc.
6. have the honour of doing sth F. die in order to protect or save sb/sth
7. hold sway G. say or do sth to show your respect and
admiration for sb
8. in large part H. to a great extent
9. lay down you life (for sb/sth) I. make sth definite or complete
10. lay waste to sth J. used to indicate the result or
consequence of a situation or action
11. on the threshold of sth K. performed with greater courage or effort
than is usual or expected
12. pay (no) heed to sb/sth L. cause something to happen or exist
13. pay tribute to sb M. completely destroy a place or area
14. pay your respects (to sb) N. because of sb’s actions
15. set the seal on sth O. start disagreeing or arguing with sb
about sth
16. take issue with sth/sb P. be given the opportunity of doing sth that
(over/about sth) makes you feel proud
17. therein lies sth Q. polite formula when disagreeing with sb
18. with (all due) respect to R. have power or influence over a group of
people or a region
1.3.2. Fill in the gaps in the following texts by using the phrases 1-18 given in
the vocabulary task 1.3.1.
A.
(1) ___ the Prime Minister, it is the people of this country who have, (2) ___,
suffered (3) ___ his government, and I am sure they will want to (4) ___ his last
remark.
B.
Thousands of people gathered to (5) ___ the many local servicemen who (6) ___
their country.
C.
Terrorists still (7) ___ in many of the rural areas and (8) ___ the problem. They have
already (9) ___ much valuable farmland, and we could be facing yet another
drought. Any hopes that this awful situation might (10) ___ look premature.
D.
James Mauplin’s groundbreaking research not only (11) ___ his highly esteemed
books and (12) ___ a glistering academic career, it also put us (13) ___ a major
breakthrough in the treatment of Parkinson’s Disease. I now (14) ___ introducing
Professor Mauplin.
E.
I would like to (15) ___ the young police officer who, (16) ___ his own safety, went to
the help of our daughter and saved her from certain death. It was an act of
considerable bravery, way (17) ___, and we will forever (18) ___.
1.3.3. Look at the phrases given in 1.3.1. Then match 1-8 with a-h.
1. have A. rise to something

2. pay B. the seal on something
3. take C. waste to something
4. give D. the honour to do something
5. hold E. tribute to somebody
6. set F. issue with somebody
7. lay down G. sway
8. lay H. your life for something
1.4 Functions
Information exchange
Asking for information – useful expressions
 Could you tell me...?  Could you find out...?
 Do you know...?  I'm interested in ...
 Do you happen to know...?  I'm looking for...
 I'd like to know...
1.5. Writing
Comment on the following quotation:
Words, words, words! They shut one off from the universe. Three quarters of
the time one's never in contact with things, only with the beastly words that
stand for them.
Aldous Huxley
2. Communication and the media
NOTE
the media noun [uncountable]
The noun should always be accompanied by the definite article and should be
followed by a verb in the plural.
2.1. Lead in
What role do the media play in the society?
Are you interested in the news? Do you read newspapers or watch news bulletins
on TV?

Group the following words into the three categories given in the table below.
Use a dictionary.
journalism newspapers and magazines radio and television
investigative circulation broadcast
circulation colour scoop news bulletin

gonzo supplement broadcast investigative
correspondent satellite transmit airtime
columnist article frequency cable
editor edition editorial commercial
tabloid feature station broadsheet
pay-per-view column show network
channel chequebook reporter
compact review episode.
2.3. Reading
Read the following text. To what extent do you agree with it? Give your pros
and cons. While reading, fill in the gaps with ONE word.
The growing role of the media in our society

Paragraph 1
In the world of today, the media have become almost as necessary 1 ___ food and
clothing. It is true that the media are playing an outstanding role in strengthening the
society; they are a mirror of 2 ___ society. Their duty is to inform, educate and
entertain the people. They help us to know what is going on 3 ___ the world. They 4
___ their lives in danger during attacks or natural disasters, just to inform us of the
situation. It is partly due to them that awareness is spreading in the society. It is the
media 5 ___ shape our lives. Our lives would be incomplete 6 ___ the media.
Paragraph 2
The media 7 ___ the watchdog of the political democracy. If they 8 ___ their role
honestly, they will be a great force in building the nation but, nowadays, the media
have become a commercialised sector eying only for news that is hot and sells. 9
___ of giving important information and educative programmes, all that one gets on
television is sensational depiction of all news stories, their only goal being gaining
television rating points (TRPs).
Paragraph 3
Every issue is hyped for a day or two, so much so 10 ___ you switch to any channel,
they all will be flashing the same story but then when the heat is over there is no
following of the case. The news then jostles 11 ___ space with other stories that are
carrying the heat then. Even 12 ___ we cannot think of a world without television
sets, media has become so much a part of us that to recognise its impact, we need
to step 13 ___ and consciously think about how they shape our lives and what they
are saying.
Paragraph 4
The media affects people’s perspective not 14 ___ through television, but 15 ___
through radio and newspapers. In this way, even many messages 16 ___ which we
cannot agree inevitably come to us from diverse constellations of media. They can
even be turned 17 ___ our benefit by whetting our understanding and articulation of
what we believe; today news channels and even some newspapers are mouthpiece
of some political parties. Their work then limits only to spread the ideology of the
party 18 ___ than give correct news. People have to judge 19 ___ their own by
looking and listening to different channels for the same news and then form a
conclusion.
Paragraph 5
The media are an integral part of our society. However, a matter of concern is their
excessive intervention in everything. Sometimes, just for making money,
insignificant news is given so 20 ___ priority that the real news is not even brought
21 ___ notice. Yes, it does also entertain but again it’s a debatable issue because by
’entertainment’ we mean healthy entertainment and not those nonsense TV serials.
So 21 ___ last, like science they are a tool, which we have to use by our judgment
to provide maximum satisfaction side by side without harming ourselves. The other
disadvantage is that sometimes they also publish or broadcast some vulgar news,
and sometimes unessential activities are served 22 ___ very important news and
broadcast again and again. This does not broaden the reach of the media.
Paragraph 6
In spite of being sensational and biased, the significance of the media cannot be
ignored, especially in an age, in which globalisation and liberalisation have become
the order of the day. In this globalised world, the task and duties of the media are
increasing day by day. There is still a lot to be done by the media for the betterment
of the society.
(adapted from http://www.merinews.com/article/the-growing-role-of-media-in-our-

society/136579.shtml)
2.3.1. Match the following words or phrases from the text with their
appropriate definition.
1. awareness (par. 1) a. increase someone’s desire for something

2. watchdog (par. 2) b. a person, newspaper etc. that expresses the opinions
of a government or a political organisation
3. hyped (par. 3) c. unfairly preferring a person or a group over another
4. whet(ting) (par. 4) d. a person or group of people whose job is to protect the
rights of people who buy things and to make sure
companies do not do anything illegal or harmful
5. mouthpiece (par. 4) e. to amuse or interest people in a way that gives them
pleasure
6. entertain (par. 5) f. very excited or nervous and unable to keep still
7. biased (par. 6) g. knowledge or understanding of a particular subject or
situation
8. betterment (par. 6) h. (formal) improvement, especially in someone’s social
and economic position
Make up sentences of your own to illustrate the meaning of the words above.
Show them to your neighbour and ask them whether they understand the
meaning illustrated. If they don’t, make the necessary corrections.
2.3.2. Write one word in each gap.

1. Obviously it goes ___ saying that I don’t want you to tell anyone else about this.
2. Reading ___ lines, it seems that the government’s considering tightening media
regulations.
3. I’m afraid that book is ___ of print, but I’ll see if we can find a second-hand copy
for you somewhere.
4. I followed your instructions ___ the letter but I still couldn’t get the printer to work
properly.
5. Getting Elaine to edit your article is just asking ___ trouble; you know how
pedantic and opinionated she is!
6. ___ answer to your question, no, I have never had any business dealings with
Mr Partridge.
7. Even if you’ve got a great idea for a novel, it’s incredibly hard putting pen ___
paper for the first time.
8. Put your ideas down ___ paper and we’ll discuss them at the next meeting.
9. You’ve had some good news, haven’t you? It’s written all ___ your face.
2.3.3. Use the words given in brackets to form a word that fits in the space.
A.
The (1) ___ (SAY) “never judge a book by its cover” could not be more true for
Ridiculous Rules by Marjorie Allen. The cover is completely blank, whereas the book
is crammed full of wonderful examples and anecdotes. Allen is an (2) ___ (SPEAK)
critic of much of what is taught to native and non-native speakers of English, and
has issued a (3) ___ (DECLARE) of war against textbooks and style books which
tell lies. Take the ridiculous and (4) ___ (MEAN) rule of never ending a sentence
with a preposition. The lovely – if famous – story goes, that Winston Churchill, well
known for his numerous (5)___ (WRITE) as well as for being British Prime Minister
during the Second World War , received a manuscript back from an ignorant (6) ___
(EDIT) who had told him rather rudely that he had to (7) ___ (PHRASE) a sentence
which ended with a preposition. Churchill responded by making the simple yet
forceful (8) ___ (STATE) in the margin: “This is an impertinence up with which I will
not put.” – the (9) ___ (IMPLY) being that not to end a sentence with a preposition
often sounds ridiculous in English. Sadly, Allen informs us that the story is probably
mere (10) ___ (HEAR), and that Churchill may have actually only written “rubbish!”
in the margin.
B.
I love watching (1) ___ (DISCUSS) programmes, and I love politics, so you’d think
I’d enjoy watching (2) ___ (POLITICS) being interviewed on TV. But I don’t. All too
often, (3) ___ (JOURNAL) ask them the most (4) ___ (RIDICULE) questions, and,
when they do get an interesting question, sit there watching in (5) ___ (BELIEVE) as
some of the most (6) ___ (POWER) people in the country give totally (7) ___
(CONVINCE) responses. It’s as if they don’t care whether their reply is (8)
(BELIEVE) or not. Often, they’re very poor (9) ___ (COMMUNICATE), and they’re
frequently even more (10) ___ (INFORM) about key issues than I am. I don’t expect
them to be particularly (11) ___ (HUMOUR)– they are serious people, after all – but
at least they could say something interesting occasionally. It makes me want to
stand for election myself.
2.3.4. Study the vocabulary given below and then fill in the gaps in the
following text by using the appropriate phrases.
 add up – (informal) seem reasonable or logical (used mainly in a negative

sense)
 boil down to sth – if a situation or problem boils down to one thing, that
thins is the main point in the situation, or the main cause of the problem
 capitalise on sth – gain a further advantage for yourself from a situation
 come/be under fire – be criticised severely for sth you have done
 in the final analysis – used to state a basic truth after everything has been
discussed and considered
 neck and neck – (of two people or groups) level with each other in a race or
competition
 pluck sth out of the air – say a name, number, etc. without giving it any
thought
 quick/slow off the mark – fast/slow in reacting to a situation
 stop the rot – stop a bad situation from getting worse
 talk sth up – describe or discuss sth in a way that makes it sound better
than it is
The prime minister has (1) ____ during the election campaign for being slow to
respond to events, but he was (2) ___ this morning. In a speech in Dover, he
claimed that the Opposition’s tax policies didn’t (3) ___, and that they were (4) ___
numbers ___. Meanwhile, the Opposition were trying to (5) ___ the latest bad
unemployment figures, which clearly illustrated, in their view, that the only thing
which could (6) ___ was a change of government. They also (7) ___ the latest
opinion poll-figures, which now put them (8) ___ with the government. (9) ___ it will
just (10) ___ who the voters choose to believe.
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
delighted to meet you. to meet 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 the advantages and disadvantages that you can identify.

3.3.1. 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
3.3.2. If the word in bold is correct, put a tick. If it is incorrect, replace it with
one of the words in bold from the other sentences.
1. The Internet is a really vast console of computers, all connected together.
2. Since we got resource, we’ve been watching music videos online.
3. Early computer games seem quite nuclear compared with today’s games.
4. It seems to me that primitive power is far cleaner than oil.
5. These ancient tools have been crafted with an enormous amount of skill.
6. The next generation of games technique will have better graphics.
7. There’s a network in computing called ‘beta testing’, which means you test
something to see if it works properly before it becomes official.
8. This latest breakthrough will mean cheaper, faster internet access for all.
9. The computer has finished analysing all the broadband.
10. The sea is a great natural data but we need the right technology to use it.
3.3.3. Use the word given in capitals to form a word that fits in the space.
We often think of ourselves as living in a time of 1___ (CONTINUE) technological
change and development. We tend to believe that we are unique in history in
dealing with a constantly 2 ___ (EVOLVE) world of gadgets, devices and
innovations. However, the end of the nineteenth century and the start of the
twentieth was also a time that saw many 3 ___ (REVOLT) changes.
People had needed to show 4 ___ (FLEXIBLE) throughout the nineteenth century,
as the effects of the Industrial Revolution meant constantly making 5 ___ (ADJUST)
to deal with changing working conditions. Towards the end of the century, though,
people had to become more 6 ___ (ADAPT) than ever before. The typewriter
(1873), the telephone (1876) and other 7 ___ (INFLUENCE) developments gave
people the 8 ___ (CAPABLE) to live and work in ways their grandparents could not
have imagined. Over the next 30 years, little remained 9 ___ (ALTER) as the
camera, the cinema, the phonograph, the plane and radio all had an 10 ___
(ELECTRIC) effect on people and society.
3.4. 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….? Any reaction to that?
What are your feelings about…? Has anybody any strong feeling about /
views on that?
What do you think of ….? What’s the general view on/ feeling about
that?
What’s your opinion about that? Has anybody any comments to make?
4. Writing:
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. Business presentations
Lead-in
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.
1.1. Reading comprehension
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."
1.2. English in use
1.2.1. Read the article below and fill in the gaps with ONE word.
15 Strategies for Giving Oral Presentations
Lynn F. Jacobs, Jeremy S. Hyman
More 1 ___ death and taxes, the thing people fear most is speaking 2 ___ public.
Needless to say, college students are not immune 3 ___ this terror, which, for you
psychology hounds, even has a 4 ___: glossophobia. Unfortunately, in college, it’s
not always so easy to avoid public speaking. Some schools have required courses
in speech. And even in colleges 5 ___ speech isn’t a subject, there often is a broad
variety of courses that incorporate presentations or reports–and sometimes full-
length seminars–into the regular class activities. Still, there’s 6 ___ need to lose
your breakfast (or lunch or dinner) 7 ___ your upcoming presentation. Our 15 tips for
improving your public speaking will make even a garden-variety speaker into a real
Cicero:
1. Do your homework. Nobody 8 ___ give a good presentation 9 ___ putting in

some serious time preparing remarks. Many gifted speakers look as if they’re just
talking off the cuff, saying 10 ___ comes to mind. But, in truth, they’ve spent
considerable time figuring out what they’re going to say. You should, too.
4-Star Tip. It’s always a good idea to try out your presentation on your professor 11
___ giving it in class. Office hours work well for this.
2. Play the parts. Good presentations are structured in sections. Many

presentations need only two or three main points. Organizing your points 12 ___ a
few main parts and telling your audience 13 ___ these parts are – both before and
as you go through your presentation – can be the difference 14 ___ a winning
presentation and a loser.
3. Do a dry run. It’s always good to do a run-through (or even a couple of run-
throughs) the night 15 ___ the presentation. This can help 16 ___ both your timing
and your manner of presentation. Be sure to make mental notes if you went on 17
___ long or got nervous or stuck. Some people find it useful to have a friend pretend
to be the audience: He or she can build up your confidence and maybe even ask a
question or two.
4. Look presentable. No need to wear a suit, but it’s hard for people to take a
presentation seriously when you look like someone 18 ___ just rolled out of bed.
5. Talk; don’t read. Nobody enjoys seeing a speaker burying his or her face in a
script, reading stiffly 19 ___ a piece of paper. Try to talk from notes, or, if you use a
written-out text, try to look down 20 ___ it only occasionally. It’s less important that
you capture the text word for word than that you present the main ideas in a natural
and relaxed way.
6. Take it slow. The single biggest mistake inexperienced speakers make is going
too fast. Remember that your audience hears the material for the first time and isn’t
nearly as familiar 21 ___ the topic as you are.
Extra Pointer. If you find yourself running 22 ___ of time, either drop or briefly
summarize any leftover material. If your presentation includes a discussion period,
gesture at the points you haven’t fully covered and suggest them as things that
could be discussed later.
7. Use aids. For certain sorts of presentations, visual 23 ___– such as PowerPoints,
handouts, even things written on the board – can help your audience locate and
grasp the main points. Just be sure to explain these materials fully in your
presentation: No one is happy to see an outline that can’t be made heads or 24 ___
of.
8. Don’t bury the crowd. Including massive numbers of quotations or unfathomable

amounts of data can overwhelm even the 25 ___ attentive audience.
9. Be yourself. As important 26 ___ the content you present is your authenticity in

presenting it, so don’t try to be someone you’re not. You’ll never succeed.
10. Play it straight. There’s 27 ___ harm in including a little humor in your
presentations, especially if you can carry it off well. But in most college
presentations, clowns will get C’s.
11. Circle the crowd. A very important part of public speaking is to make 28 ___
contact with people seated in all parts of the room – even those nodding off in the
back. That shows people that you’re interested 29 ___ communicating with them –
not just getting 30 ___ this experience as quickly as possible. And it wouldn’t hurt to
go out from in back of the podium or desk and walk around the room a little. Sharing
space with the audience can also communicate your interest in sharing your results
31 ___ them, something you surely want to do.
12. Appear relaxed. You don’t have to actually be relaxed–few speakers are – but
at least try to appear as relaxed as possible. Bring along some water or a drink, take
short 32 ___ from time to time, and think pleasant thoughts. No one enjoys speakers
33 ___ are trembling and sweating bullets.
13. Finish strong. Always be sure to have a satisfying conclusion 34 ___ your
presentation in 35 ___ you make clear to the listeners what they now know. It
creates a warm feeling in the minds of your listeners and shows them that they’ve
really learned something from your talk — which they probably have.
14. Welcome interruptions. Some speakers are terrified that someone will interrupt
them 36 ___ a question or comment. Actually, this is one of the 37 ___ things that
can happen, because it shows that someone in the audience has engaged 38 ___
what you’re saying, and, if you have the time to offer a brief response, it can actually
lead to genuine progress on the point you were making. And two-way conversation
(assuming you’re minimally good at it) is always a tension-reducer.
15. Know when to stop lecturing. Certain presentations – especially in advanced

or upper-division classes or seminars – can require you to present some material,
then lead a discussion. Be sure to attentively listen 39 ___ any comments or
questions your classmates might raise 40 ___ starting on your answer. And in a
discussion period, never lecture (only discuss), and be sure to answer exactly the
question asked. In many classes, how you discuss is as important as how you
present.
(adapted from http://www.usnews.com/education/blogs/professors-

guide/2010/02/24/15-strategies-for-giving-oral-presentations)
Study the following phrases.
 a nervous wreck (informal) – very upset and worried

 jump in – interrupt somebody while they are talking
 lose sight of sth – forget an important fact about a situation
 nod off (informal) – to fall asleep
 nothing could be further from the truth – used to emphasize that something
is definitely not true
 pare sth down – to reduce something, especially by making a lot of small
reductions
 sit through sth – to attend a meeting, performance etc. and stay until the end,
even if it is long and boring
 set in – if something sets in, especially something unpleasant, it begins and
seems likely to continue for a long time
 (talk) at cross purposes – if two people are at cross purposes they do not
understand each other because they are talking about different things but fail to
realize this
Use the phrases above to fill in the gaps in the following text:
We had to 1 ___ Rob’s disastrous presentation to the group today. We were

overloaded with information, and he completely 2 ___ the main points; he should 3
___ it ___. He thought a good powerpoint would compensate for poor presentation
skills, but nothing could have been 4 ___. Most of the time he spoke too slowly (one
or two people were 5 ___). Then Dr Jones asked him a tricky question and you
could see the panic 6 ___. When Elaine asked about projected sales he 7 ___
before she’d finished, and they ended up 8 ___. He was hoping it would be the
presentation 9 ___, but instead he ended up a 10 ___.
2. First meetings
Lead-in
Are you a sociable person?
What kind of persons do you find it difficult to relate to?
What factors can influence the success of a first meeting?
2.1. Reading comprehension

given in the box below the text. They are lettered A to L. Read the text and fill
in the blanks numbered 1 to 10 with the corresponding missing parts A to L.
There are two letters that you do not need.
What to Say When Meeting Someone for the First Time

It can be quite a nervous time when you are meeting someone new and often
people can wonder what they should say. It doesn't matter if it is a date, a new work
colleague, a business meeting or someone you meet in a social situation, you can
find yourself stuck for what to say when meeting someone for the first time.
However, 1 ____ and begin a relationship on good terms.
The greeting
The first thing to do when meeting someone is to smile and greet them, telling them
your name. A smile will relax you as well as making you appear friendly and open,
so the other person also relaxes and 2 ___.
You should say your name (probably just your first name unless it is a business
situation). Again, this relaxes you and the other person because it makes you
appear open and 3 ___. It doesn't matter that they may well forget your name later;
you made yourself appear open to them.
Use the situation

You have met together for a purpose, whether that is a meeting, a party, or
whatever. You can find some connection between you to talk about in that. If you are
at a company meeting you 4 ___. Or at a party you might ask how they know the
host.
Beyond that, you could use your physical surroundings to find something to talk
about. So you may ask about the other person's journey or remark upon the decor
etc. Ask their opinion about something and show that you are interested in what they
think.
Keep it light
Keep your comments light and positive and you should get a response that is also in
the same manner. Don't voice 5 ___ until you know the person better as it is
possible you could offend them. Keep controversial conversation topics for a later
meeting.
Relax
You have reason to be confident when meeting someone for the first time because
in this situation they have never met you either. You are equals, both in the same
position in that respect.
Even though you have to be a little careful not to offend people, don't feel you need
to put on an act. It is the real you 6 ___ if you are to have a lasting and positive
relationship so that is what you should present to them.
Use your manners

Even if you have offended someone on a first meeting, you can rescue the situation
so there is no need to panic about it. Simply apologize and let it be known that 7
___. If people can see that your apology is sincere and that you meant no offence,
the vast majority of people will be fine with your apology and not hold a grudge
against you.
Don't outstay your welcome

If you are meeting someone for the first time, 8 ___, or at least work out some kind
of exit strategy if the meeting is not going well. Often, this is simple; all you have to
do is say that you need to go talk to a friend you have just spotted across the room.
Be sure to thank them for their time in speaking with you and 9 ___ and the door is
open for you to go back to talk with them again.
So, what to say when meeting someone for the first time should be light, open and
friendly. It should 10 ___. It is enough to smile and be open and interested in the
other person and make light conversation about the situation that brings you
together.
(adapted from http://ezinearticles.com/?What-to-Say-When-Meeting-Someone-For-
the-First-Time&id=4343369)
A that you need the other person to connect with and to like
B feels more happily disposed toward you
C could ask how long the other person has worked for the company
D it is out of your reach
E you may well want to keep the meeting quite short
F not probe too deeply into personal issues nor disclose too much of yourself
G any particularly strong opinions
H all of these situations offer you opportunities to strike up a conversation
I leave on good terms so they are left with a good impression of you
J nothing bad can happen
K it connects the two of you
L it was not your intention to cause offence
2.2 Vocabulary development

2.2.1. Study the following phrases.
 a meeting of minds – a situation in which people have similar ideas and

opinions
 be on the same wavelength (informal) – think in a similar way about sth
 be struck by sb/sth (informal) – be impressed by or interested in sth
 (feel) at home – (feel) comfortable and relaxed
 make sth of sb/sth – understand or regard sb or sth on a particular way
 my heart was in my mouth – used to say you felt very nervous or frightened
about sth
 play it by ear – deal with a situation by reacting as things happen rather than
having a plan
 (right) from the word go – (right) from the beginning
 to start/begin with – at the beginning
 with open arms – welcome sb in a very affectionate and enthusiastic way
Use the phrases above to fill in the gaps in the following text:
When I met my new boss, it wasn’t exactly 1 ___. I didn’t know what 2 ___ him
really, and 3 ___, I just had to 4 ___. But we’re OK now.
My first host family are fantastic! We got on really well 5 ___ . They welcomed me 6
___, and I 7 ___ almost immediately.
I met my boyfriend on the Internet and I reckoned we’d 8 ___. But as I was driving to
meet him in person, 9 ___. He was lovely, though, and I 10 ___ his quirky sense of
fun immediately.
2.2.2. Replace the underlined word/phrases with another word/phrase that has
the same meaning.
1. How’s life?
2. They were very unwilling to leave.
3. She recognizes and is grateful for everything you’ve done.
4. In the beginning it was a difficult relationship.
5. He is prepared to take responsibility for what happened.
6. There is widespread admiration for what he has achieved.
7. We’ve had good times and bad times in our relationship.
8. I had a tough time last year but things are improving now.
9. I like the situation as it is.
10. Because of the special connection parents have with their children, they often
give up many important things for them.
3. Business meetings
2.1. 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). Identify the mistakes and correct them.
Why are you presenting?

This is the first thing that 1. you will need asking to ask yourself. Why are you
presenting? Is 2. it there an important message to give or are you simply making up
numbers? Are you looking 3. to rise raise your personal profile or are you standing in
for someone who has dropped out? Are you comfortable 4. about with your subject
matter or have you been given the topic of the presentation? If you have serious
doubts now is the time to start 5. to consider considering if you need to be speaking
or if you can start to change the topic of the presentation.
Block out some time in your diary.

This is one of 6. the most commonly common mistakes that we see a lot of. For an
important business presentation, we suggest 7. that you block out around 20 hours
of your time. This is how much time it will take to do a good job - in research,
planning and most importantly in rehearsing. 8. If you haven't got that much space in
the diary then you will simply have to move something out, or you 9. will must have
to work in evenings or weekends. This is what most of us end up doing.
Your competitive advantage

We have 10. sat in through thousands of business presentations - and many can be
quite boring affairs. The one common factor that we see a lot is bullet points. These
are 11. a very uneffective ineffective way of communicating. If there is only one
piece of advice that you could follow from this site - it would be to use pictures rather
than bullet points. Business research shows 12. that the chances of achieving your
objectives increase from around 33% up to around 66%. And that is a major
competitive advantage.
Rehearsing
This is an absolute must. You may be 13. quick-witted and like to ad lib, but I'll tell
you one thing. Learn 14. your speech word with for word and you will be able to ad
lib better! Remember the comedian Frankie Howard with his bumbling delivery -
"ooh now where was I?" Every one of those remarks 15. was carefully scripted and
practised for hours in front of a mirror.
2.2. Fill in the gaps in the text below with the most appropriate words or
phrases in the following box.
irrelevant issues fall apart lifeblood more than enough
all the way up to shapes and sizes on average any clear result
evidence effective project coordination
Business Meetings that Matter - it's Possible!

Meetings come in all 1. ___. There are the everyday office meetings, board
meetings, seminars – 2. ___ major conferences. And meetings can now be face-to-
face, teleconference, videoconference, or online via the Internet. And when is the
last time you heard someone say, "Gee, we need to have more meetings."? There
are 3. ___ meetings to go around these days, and for a good reason. Meetings are
more important than ever. Modern workplaces are built on teams, sharing of ideas,
and 4. ___.
If communication is the 5. ___ of any organization, then meetings are the heart and
mind. The place where we communicate our ideas, hash them out, share our
passion for better or worse, develop new understandings and new directions. It's
where deals can happen or 6. ___, where strategies are articulated and debated --
in short -- where we engage with others. That's what it's all about, people meeting
with people.
Survey results published by the Annenberg School of Communications at UCLA and

the University of Minnesota's Training & Development Research Center show that
executives 7. ___ spend 40%-50% of their working hours in business meetings.
Further 8. ___ of the pervasiveness of meetings comes from a recent issue of Fast
Company magazine, where organizational psychologist Jon Ryburg says he advises
corporate clients to provide twice as much meeting space as they did 20 years ago.
How to Plan a Meeting

Studies also point out a discouraging trend: Surveyed professionals agree that as
much as 50% of that meeting time is unproductive and that up to 25% of meeting
time is spent discussing 9. ___. Typically, they complain that meetings are too long,
are scheduled without adequate time to prepare and end without 10. ___.
2.3. Fill in the gaps in the following text with a word derived from the word
given in brackets.
Most of us have been to seminars or conferences where we've left feeling inspired
and 1. ___ (JUVENILE). But how many of us have ever left everyday meetings
feeling the same way. Rarely, no doubt. The reason is that good seminars and
conferences are organized precisely to engage us. Sadly, most office meetings are
not.
Believe it or not, meetings can and should be the most 2. ___ (INTEREST) and 3.
___ (PRODUCE) part of your day. And if you've ever been to a great conference or
seminar, you already have seen some of the basic principles at work. These can be
4. ___ (SUMMARY) as:
1) preparation
2) facilitation
3) inspiration
4) results
Preparation means making sure your meeting has a clear, stated purpose, and an
agenda. Participants are chosen carefully, invited in 5. ___ (PROFESSION) way and
given sufficient prior information. Preparation also means attention to details
including: room 6. ___ (BOOK), catering, a/v equipment, 7. ____ (MIND).
Facilitation means that someone or a team is responsible for guiding the meeting, a
plan for the meeting is reflected in the agenda and the facilitator (or chair) keeps
things on time and on track.
Inspiration is probably the most 8. ___ (LOOK) aspect of everyday meetings. All the
attention to detail and process can push the opportunity for 9. ___
(SPONTANEOUS) and enthusiasm aside. Build in activites that engage participants,
use strategies to generate discussion, or visual aids to grab attention.
Results means that every meeting should be directed toward one or more 10. ___
(COME). Participants must feel that something has been accomplished, and they
must see all of their meetings as part of the bigger strategy to involve them in the
future of the organization. Achievements at one meeting should be recapped in the
next, and so on.

Study the following phrases.
 forge ahead (with sth) – make strong and steady progress with sth
 hold the floor – speak during a discussion, especially for a long time so that
nobody else can speak
 in dribs and drabs – gradually and in small amounts or numbers
 lay sth down – officially state rules, principles, etc. that people must obey or
follow
 leave sth hanging – fail to make a definite decision or statement about sth
 ramble on (informal) – speak about sth for a long time in a boring or
confusing way
 run over – continue for longer than planned
 rush into sth – do something without thinking carefully about it first
 throw sth together – make or produce sth in a hurry
 to the detriment of sth/sb – resulting in harm or damage to sth/sb
Use the phrases above to fill in the gaps in the following text.
The chairperson may be responsible when a meeting goes badly. Here’s why:
- Participants are allowed to arrive 1 ___.
- They don’t know what’s happening because the chairperson has 2 ___ the
agenda at the last minute and hasn’t 3 ___ clear rules for the conduct of the
meeting.
- Without firm guidance from the chair, one or two people may 4 ___ and 5
___ for ages, and as a result, the meeting 6 ___ with nothing achieved.
- Poor time management may mean people 7 ___ decisions, or that decisions
are 8 ___.
- One person at the meeting (often the chairperson) 9 ___ their own agenda,
10 ___ the meeting and the other participants.
3. Writing
Comment on the following statement: Meetings are a waste of time.
UNIT THREE – THE STRUCTURE OF THE FIRM
1. Types of Businesses
1.1. Lead-in
How much do you know about the private business activity?

Would you plan to set up your own small business after graduation?
What sort of business would it be?
What makes, in your opinion, a successful businessman/woman in your country?
1.2. Reading
Read the following text and fill in the gaps with ONE word.
Types of Companies under the Companies Act UK
Legislation governing Companies

The internal governance procedures and management, rights of shareholders and
duties and responsibilities of company officers are governed 1 ___ the Companies
Act 2 ___ 1985.
Registering a Company
To register a company, the required documents must be filed and certain conditions
imposed by the Registrar of Companies satisfied. A certificate of incorporation will
then be issued and the company brought 3 ___ existence. A company’s first
shareholders are ‘subscribers’ and can be natural persons or other companies.
Incorporation Documents
The documents which must be filed include, importantly, the memorandum of
association and the articles of association. The memorandum lists the company
name, its objects, the country of its registered office, the liability of its shareholders
and the share capital. The articles list the company regulations and rules 4 ___ the
internal administration.
After the certificate of incorporation is issued, the company is considered as

registered and can commence trading. A public limited company must 5 ___ specific
capital requirements before it can commence business. A private limited company
requires only one member, whereas a public limited company requires a minimum of
two.
Classification of Companies
The Companies Act broadly categorises companies as either public 6 ___ private
companies. There are three categories of liability of the company shareholders,
which refer to their liability for the company’s debts if or when it enters liquidation:
Shareholders' liability for companies limited by shares is limited to any amount still
owing to the company for their shares. This is referred to as 'limited liability' and is
the 7 ___ popular form of company, as the directors and shareholders do not
become personally liable for the debts and conduct of the company, except in
special circumstances.
For companies limited by guarantee, members’ liability is limited to their undertaking
to pay certain sums on its winding 8 ___, and unlimited companies offer no
protection to shareholders for company debts.
Moving on from these basic models for shareholders' liability, the Companies Act
permits incorporation of private companies limited by shares; public companies
limited by shares; private companies limited by guarantee and private unlimited
companies.
Private Companies
Private companies are defined by reference to public limited companies. All
companies that are not public companies are private companies. A private company
is not permitted to offer its shares to the public. Due 9 ___ the capitalisation
requirements, the vehicle tends to be used for smaller businesses.
Where a private company is limited by its shares, shareholders are liable to

contribute to the assets any unpaid amount on shares issued to that shareholder.
The nominal value of the shares, including premiums payable on subscription,
determines the amount 10 ___ is payable. The memorandum of association has to
be generally in the ‘form’ prescribed by the Secretary of State.
Where a private company is limited 11 ___ guarantee, shareholders will be liable to

contribute to the assets of the company the amount required for payment of the
company’s debts and costs of winding up, up to the maximum set out in the
memorandum. This is usually £1.
Public Companies
A public company must be limited by shares; the memorandum must explicitly state
that 12 ___ is a public company. The name must end with “public limited company”
or the abbreviation "PLC". The share capital must not be less 13 ___ £50,000. At
least one-quarter of each share’s nominal value and the whole of any premium on it
must be paid before it can be allotted. If there are less than two shareholders of the
company for more than six months, the single member will be jointly and severally
liable with the company for its debts, thus limited liability protection 14 ___ be lost,
as the company does not satisfy the requirements of the Act. The Stock Exchange
may deal with the shares of a public company, or the Alternative Investment Market.
Such companies are described as ‘publicly quoted’, ‘publicly traded’ or ‘listed
companies’.
Unlimited Companies
A member of such a company has no limit on their liability for a company’s debts
and obligations if it becomes insolvent. Shareholders may not 15 ___ sued by
creditors, who must petition for the winding up of the company. Any share capital
must be stated in the articles of association.
Overseas Companies
This is where the company has been incorporated 16 ___ than in Great Britain,
though has an established business in Great Britain. The provision contained in the
Act includes those concerning their constitution and officers and an address for
service within the jurisdiction, the preparation and delivery of accounts, and the
registration of charges over property.
The formation of a company for most trading enterprises means forming a company
limited by shares.
http://www.gillhams.com/articles/135.cfm

1.3.1. Match the following words from the text with the correct definitions:
1. jurisdiction a. (legal) responsibility

2. partnership b. the right to use an official power to make legal
decisions, or the area where this right exists
3. capital c. to use a particular amount of time for something, or
give a particular share of money, space etc to
someone or something
4. liability d. not having enough money to pay what you owe
5. insolvent e. to include something as part of a group, system,
plan etc
6. to petition f. two or more owners who have agreed to divide, in
some proportion, the risks taken and the profits
earned by the firm
7. memorandum g. to ask the government or an organization to do
something by sending them a petition; to make a
formal request to someone in authority, to a court
of law, or to God
8. to incorporate h. money or property, especially when it is used to
start a business or to produce more wealth:
9. shareholder i. differently and separately
10. severally j. a short legal document that contains the important
details of an agreement
11. to allot 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
1.3.4. Complete the sentences by changing the form of the word in capitals.
1. How dare they ___ blame without knowing all the facts first? PORTION
2. At the ___ of summer, the temperature can reach 500C. HIGH
3. I’d like to make a ___ from my bank account, please. DRAW
4. Doris Carter, who is 107 today, puts her ___ down to having a loving family, and
seven cups of tea a day. LONG
5. A ___ of residents now support the proposal to build a new roundabout in the
town centre. MAJOR
6. What strength ___ do those binoculars have? MAGNIFY
7. We took out a loan from the bank, so we’re going to have to make monthly ___
for the next five years. PAY
8. Liskeard and Callington are basically ___ from here, so it’ll take about the same
time to get to either of them. DISTANT
9. Their help was hugely ___. BENEFIT
10. Please keep e-mails short. ___ makes everyone’s lives easier. BRIEF
11. The school’s football pitch has been ___ over the summer to conform to new
national standards. LONG
12. I don’t want to ___ the agony for you, but I’m afraid you’ll have to wait another
two days to know how much money you’ve won. LONG
1.4. 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
Can you imagine what jobs will be the most frequent in the future?
What jobs will disappear? Why?
What will the workplace be like? Describe it.
What are the factors that contribute to job satisfaction?
2.2. Reading
given in the box below the text. They are lettered A to I. Read the text and fill in
the blanks numbered 1 to 8 with the corresponding missing parts A to I. There
is one letter that you do not need.
The Natural Productivity Cycle

In your personal life, when attending to business or working on side projects, how
often do you spend 8 consecutive hours in front of a computer? It doesn’t make
sense because 1 ___.
Everyone goes through alternating periods of high and low mental acuity. There are
days when I work on personal projects for well over 8 hours, but the time is always
divided into multiple sessions. I might spend a few hours coding a design, a few
hours writing, and a few hours reading feeds, moderating comments, and
responding to email.
I work this way because 2 ___. Any more than 3 hours in front of a computer and my
eyes start hurting and I become restless. I lose the ability to do my best work.
Instead of forcing myself to continue, 3 ___. These breaks maximize productivity by
eliminating down periods. It’s counter productive to force work when the mental
energy isn’t there.
The Problem with an 8 Hour Work Day

A continuous 8 hour work day is a relic of the past. It makes sense for physical
labour and manufacturing work, but with information workers it 4 ___. The ability of a
factory worker to think analytically is irrelevant, he’s either cranking widgets or he
isn’t.
In the case of the modern information worker, nearly all tasks involve creative or
strategic thinking. The way someone answers an email or interprets a piece of
information can differ drastically depending on his or her energy level. Nobody does
their best work 5:30 in the afternoon after 5 ___
I can’t speak for all workers, but I’ve observed that productivity levels generally peak
twice a day — first thing in the morning and shortly after lunch. The most productive
period is the beginning of the day. People are capable of creative tasks like writing
and solving complex technical problems. After a couple hours of intense work, 6 ___
like responding to email and tinkering with existing creations. Towards the end of the
cycle, the mind is so cluttered and drained that workers resort to “work related
activities” that appear productive but don’t contribute to the bottom line. The
afternoon cycle is similar but the productivity peak isn’t as high. For different people
the peaks and valleys will vary, but 7 ___
This number isn’t caused by slacking. You can’t force an information worker to be
highly productive when the energy isn’t there. Workers can try their hardest, but the
work just won’t have that creative edge. The low ratio of highly productive hours to
total hours worked is the result 8 ____.
When workers reach the low energy part of the cycle, they can’t recharge with a
non-work activity. The only option is office purgatory. You can’t be highly productive
because you’re mentally fatigued, but you can’t recharge because the 8 hour work
day requires the appearance of constant productivity. The result is millions of
unproductive workers trapped at their desks when they’d rather be doing something
else.
A energy levels drop and workers downgrade to less demanding tasks

B we lose the ability to concentrate effectively within a few hours.
C doesn’t account for the mental energy cycle.
D overall I’d estimate only 3-4 hours a day could be classified as highly productive.
E I switch to an activity that allows my mind to recharge.
F of the continuous 8 hour work day.
G the environment has become more accommodating.
H it aligns with my mental energy cycle
I they’ve been sucking down coffee all day to stay awake.
2.3. Language in use

Fill in the gaps in the following text with ONE word.
Alternative Work Arrangements
The obvious solution 1 ___ this problem is planning around the mental energy cycle
2 ___ breaking the work day into multiple segments. The traditional office setting
doesn’t accommodate this because there are few available recharge activities.
People can’t 3 ___ household chores, run errands, or engage in recreational
activities without leaving the workplace.
Some companies have tried to make the work environment 4___ accommodating by
offering meals, fitness centres, and special areas 5 ___ relaxation. Although these
amenities are certainly an improvement, they’re expensive for employers and only
partially satisfy employees.
The solution that 6 ___ the most sense is a remote work arrangement because it
reduces employer costs and allows employees to adjust their work schedule 7 ___
their mental energy cycle. When a worker becomes mentally fatigued, they can go
off the clock and engage 8 ___ recharge activities that are personally productive like
exercise or relaxation. When energy returns, the worker can start working again 9
___ a high level, effectively cutting 10 ___ the low productivity period of the cycle.
Employers don’t pay for unproductive time and employees get to work in a more
natural pattern that adjusts to their personal lives.
Why isn’t everyone doing this already? Many workers already are, and 11 ___
commutes get worse and communications improve, the number will continue to
increase. Of course there will always be a need 12 ___ office workers in businesses
(like doctor’s offices and law firms) that require daily customer interaction, but for
most companies it really isn’t necessary.
There is also the argument that people need to collaborate 13 ___ person. This is
steadily becoming less essential. Most office communications are already done
through email 14 ___ instant messenger. Face to face meetings are certainly
necessary, but for the vast majority of lower and mid level employees meetings are
the exception and could be conducted via phone/video conference or condensed
into one or two days 15 ___ week.
Another common objection is that employees will abuse remote work arrangements
by slacking off. I’m inclined to believe that most adults value their employment
enough that this isn’t a problem. In cases where supervision is required, web cams
and other technology can 16 ___ used to monitor a worker.
I suspect the real reason remote work arrangements are still the exception is inertia.
Companies are used to doing business in the office and are reluctant to change.
There is also the presence of office politics. If one person is given a remote
arrangement, jealous employees will complain. Doesn’t it make sense to give
everyone what they want and save a boat load of cash on office space?
I may only be a kid in his 20′s, but I can tell when something just makes sense. I
perceive an increasing number of people are noticing the same phenomena. Forty
years from now we’ll be telling our grandchildren about the olden days when
everyone’s mommy and daddy went to work in an office.
(http://www.pickthebrain.com/blog/why-the-9-to-5-office-worker-will-become-a-thing-
of-the-past/)
2.4.1. Match to make sentences.
1. I put a lot of effort … A on hold for ages.

2. They’ve made their decision … B about who’s going to get promoted.
3. It’s not in your interest to … C of work for over two months now.
4. The secretary’s kept me … D into writing this report.
5. I don’t know why you didn’t apply… E business along.
6. I think we’re all in agreement … F in your work.
7. Dean’s been out … G for that position.
8. The shop hasn’t been in … H accept a pay cut.
9. I’m glad you’re finally taking an I work, doesn’t he?
interest …
10. Jason lives fairly near his place of… J on this, aren’t we?
Although a certain percentage of graduates will still be 1 ___ (EMPLOY) six months
after leaving university, the majority will have found 2 ___ (EMPLOY) by
then. Many of these will even have been offered a job while at university, as
a result of visiting a job fair. Job fairs are held at many universities each year.
Companies come along to advertise jobs, which are usually in 3 ___
(MANAGE), and the career structures and benefit packages that go with
them. Job fairs are an 4 ___ (EFFECT) way for undergraduates to find out
what kind of job they might be interested in. If you go to a job fair, dress 5
___ (PROFESSION). Don’t wear jeans and a T-shirt. Wear a suit! You don’t
want to look 6 ___ (RESPONSIBLE) when you have your first 7 ___ (MEET)
with your potential 8 ___ (EMPLOY). If you’re interested in a job on offer, you
may have to fill out an 9 ___ (APPLY) form, so it’s 10 ___ (HELP) to take
along relevant information with you. You’ll also need proof of all your 11 ___
(QUALIFY), so don’t forget to take photocopies of all your certificates with
you.
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. Fund Raising
3.1. Lead-in
Is it necessary for a company to have its own fund-raising policy?

Does a well-defined policy contribute to the success of the company in the business
world?
3.2. Reading
Read the following text and fill in the gaps with ONE word.
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 1 ___ owns stock decides
to sell some or all of their shares, that stock is typically traded on one of the national
2 ___ exchanges, which are specialised 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 3 ___, 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 4 ___ 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, 5 ___ a designated time. If a corporation goes out of
business, it is legally required to pay 6 ___ 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 7 ___ paid out to
stockholders as dividends or held as retained earnings to use in running and
expanding the business. Those retained earnings come 8 ___ 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.
( http://www.the-unitedstatesofamerica.com/admin/rechterframes/2704.htm)

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
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

1 ___ (WORK) at Shepparton Carpets Ltd voted today to continue with their
industrial action. Union leader Elaine Watkins issued a statement saying:
“Although we do not envisage an all-out strike at this stage, everyone at the
plant will continue to refuse to work 2 ___ (TIME) until this dispute is settled.
We urge (3) ___ (MANAGE) to reconsider their proposals.” The industrial
action, which began three weeks ago, has affected 4 ___ (PRODUCE) at the
factory. Joe Turner, Managing Director of Shepparton Carpets, has, however,
refused to bow to union demands. “If Shepparton Carpets wants to survive, it
has to become more 5 ___ (COMPETE),” he said. “It is my responsibility as
an 6 ___ (EMPLOY) of over 500 7 ___ (EMPLOY) to ensure this company
continues to make a profit. 8 ___ (PERIOD), we have to make changes to
improve efficiency. If we don’t, we’ll be all out of a job. It may not be
pleasant, but it is essential. Some of the working practices at the factory are,
frankly, 9 ___ (ANTIQUE) and totally 10 ___ (APPLY) to the modern world. I
just wish the unions would work with me on this, rather than fighting me
every step of the way.”
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:
Imagine that you are the CEO of a car manufacturing company. How would you
choose to raise funds in the present context?
UNIT FOUR – BUSINESS ETHICS
1. Lead-in
In your opinion, what is business ethics?
Have you ever been in a difficult situation which involved taking a decision that you
were not sure was ethical?
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.
Categorise 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
* 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.
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. organise
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.
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 exists in a utopian 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 is about prioritising moral values for the
workplace and ensuring behaviours are aligned with those values -- its 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 behaviour of the organisations’ founder or
current leader is a strong moral influence, or directive if you will, on behaviour or
employees in the workplace. Strategic priorities (profit maximization, expanding
market share, cutting costs, etc.) can be very strong influences on morality. Laws,
regulations and rules directly influence behaviours to be more ethical, usually in a
manner that improves the general good and/or minimizes harm to the community.
Some are still sceptical 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. Sceptics 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 behaviour 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
behaviours in the organization, (15) and establishing associated policies and
procedures to ensure those behaviours 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.
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 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 practise using our word processor. What should I do?"
4. "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?"
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."
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. Management – Art or Science?
1.1. Lead-in
How would you define management?
What is the importance of management?
What is the role of a manager?
Could you be a manager? Explain.
1.2. Reading
Read the following article. While reading, fill in the gaps with ONE word.
Which of the two approaches do you favour?
The Art and Science of Management

One of the enduring questions in the field of management is whether it is an art or a
science. Webster's College Dictionary defines an art as “skill in conducting any
human activity" and science as "any skill or technique that reflects a precise
application of facts or a principle." Reflected in the differences in these definitions is
the use of precision in science, in that 1 ___ is a particular, prescribed way in which
a manager should act. Thus, management as a science would indicate that 2 ___
practice, managers use a specific body of information and facts to guide their
behaviours, but that management as an art requires no specific body of knowledge,
only skill. Conversely, those who believe that management is an art are likely to
believe that there is 3 ___ specific way to teach or understand management, and
that 4 ___ is a skill borne of personality and ability. Those who believe in
management as an art are likely to believe that certain people are 5 ___
predisposed to be effective managers than are others, and that some people cannot
6 ___ taught to be effective managers. That is, even with an understanding of
management research and an education in management, some people will not be
capable of being effective practising managers.
Foundations of the Management as a Science Perspective

Practising managers who believe in management as a science are likely to believe
that there are ideal managerial practices for certain situations. That is, when faced
with a managerial dilemma, the manager 7 ___ believes in the scientific foundation
of his or her craft will expect that there is a rational and objective way to determine
the correct course of action. This manager is likely to follow general principles and
theories and also create and test hypotheses. 8 ___ instance, if a manager has a
problem with an employee's poor work performance, the manager will look to
specific means of performance improvement, expecting that certain principles will
work in most situations. He or she may rely 9 ___ concepts learned in business
school or through a company training programme when determining a course of
action, perhaps paying 10 ___ attention to political and social factors involved in the
situation.
Many early management researchers subscribed to the vision of managers as
scientists. The scientific management movement was the primary driver of 11 ___
perspective. Scientific management, pioneered by Frederick W. Taylor, Frank and
Lillian Gilbreth, and others, attempted to discover "the one best way" to perform
jobs. They used scientific processes to evaluate and organise work 12 ___ that it
became more efficient and effective. Scientific management's emphasis 13 ___ both
reducing inefficiencies and on understanding the psychology of workers changed
manager and employee attitudes 14 ___ the practice of management.
Foundations of the Management as an Art Perspective

Practising managers who believe in management as an art are unlikely to believe
that scientific principles and theories will be able to be implemented in actual
managerial situations. Instead, these managers are likely to rely on the social and
political environment surrounding the managerial issue, using their own knowledge
of a situation, rather 15 ___ generic rules, to determine a course of action. For
example, as a contrast 16 ___ the example given previously, a manager who has a
problem with an employee's poor work performance is likely to rely on his or her
own experiences and judgement when addressing this issue. Rather than having a
standard response to such a problem, this manager is likely to consider a broad
range of social and political factors, and is likely to take different actions depending
17 ___ the context of the problem.
Henry Mintzberg is probably the most well-known and prominent advocate of the
school of thought that management is an art. Mintzberg is an academic researcher
whose work capturing the actual daily tasks of real managers was ground breaking
research for its time. Mintzberg, through his observation of actual managers in their
daily work, determined that managers did not sit at their desks, thinking, evaluating,
and deciding all day long, working for long, uninterrupted time periods. Rather,
Mintzberg determined that mangers engaged in very fragmented work, with constant
interruptions and rare opportunities to quietly consider managerial issues. Thus,
Mintzberg revolutionized thinking 18 ___ managers at the time that his work was
published, challenging the prior notion that managers behaved rationally and
methodically. This was 19 ___ line with the perspective of management as an art,
because it indicated that managers did not necessarily have routine behaviours
throughout their days, but instead used their own social and political skills to solve
problems that arose throughout the course of work.
Another scholar that promoted the notion of management as an art was David E.
Lilienthal, who in 1967 had his series of lectures titled Management: A Humanist Art
published. In this set of published lectures, Lilienthal argues that management
requires 20 ___ than a mastery of techniques and skills; instead, it also requires that
managers understand individuals and their motivations and help them achieve their
goals. Lilienthal believed that effective managerial behaviour meant combining
management and leadership into practice, by not only getting work done but
understanding the meaning behind the work. Thus, he promoted the idea of the
manager as a motivator and facilitator of others. This manager as an artist was likely
to respond differently to each employee and situation, rather than use a prescribed
set of responses dictated 21 ___ set of known guidelines.
Another proponent of the management as art school of thought is Peter Drucker,

famed management scholar who is best known for developing ideas related to total
quality management. Drucker terms management “a liberal art". He argues that the
discipline (i.e., the science) of management attempts to create a paradigm for
managers, in which facts are established, and exceptions 22 ___ these facts are
ignored as anomalies. He is critical 23 ___ the assumptions that make up the
management paradigm, because these assumptions change 24 ___ time as society
and the business environment change. Thus, management is more of an art, 25 ___
scientific "facts" do not remain stable over time.
(http://www.enotes.com/management-encyclopedia/art-science-management)
1.3.1. 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 statistics. CREDIBLE
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.
1.3.2. 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.
1.3.3.
A. Fill in the blanks with an appropriate word derived from the one given in
brackets.
Art and Science in Management Research

Noted 1 ___ (RESEARCH) Thomas Kuhn, in his book The Structure of Scientific
Revolutions, addresses issues associated with the state of current 2 ___
(SCIENCE) research and the opportunities for scientific discovery. Kuhn, in his
previous editions of this text, drew distinctions between mature and 3 ___
(MATURE) fields of study. In mature fields of study, many of the central questions of
that field have been answered, and strong consensus exists among researchers
regarding the fundamental 4 ___ (ASSUME) of that field. Conversely, in immature
fields of study, there is still a great deal of debate on major questions in the field,
and gains in 5 ___ (KNOW) come sporadically. In many ways, management is an
immature science. While its 6 ___ (FOUND) in psychology, sociology, and other
related areas give it a long and rich history, the nature of the areas of study renders
it immature. That is, due to the difficulties of studying human behavior in a number
of disparate 7 ___ (SET), the study of management is still very young when
compared with other fields of research (e.g., in the physical sciences). In fact, many
scholars have argued that the social sciences (e.g., management research) suffer
from envy of the physical sciences, in which "truths" are able to be determined
through research. As such, social sciences researchers may strive to create a more
"scientific" approach to their fields in order to grant them more 8 ___ (LEGITIMATE).
B. In some of the sentences there is an extra word which does not fit with the
meaning of the text. Find the extra word.
Despite of its relative immaturity, some consistent answers have been developed in
the field of management. In many ways this is due to the many increased
sophistication of management research. However, there are still a number of
research of gaps in management; despite our increased knowledge in some areas,
there is still a very great deal of disagreement and confusion in other areas. In these
circumstances, the practice of management is likely to will be dictated by the
perspective of management as an art. Because of there are no hard and fast rules in
certain circumstances, individual managers' experiences and skills must to guide
them.
Today, much of the management research conducted in academic institutions

blends with the notion of management as an art and as a science.
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 ideal manager.
2. Motivation and Work Relationships
2.1. Lead-in
How would you define motivation?
It is the role of the manager to motivate employees. Would you prefer a male boss
or a female boss? Why?
Should your boss get involved in your personal problems? Why?
Should you compete with your colleagues to win favour with your boss? Why?
To what extent does age difference count in work relationships?
2.2. Reading
A. Read the following text and choose the motivation theory that you like best.
Motivation and Communication

The ability to motivate others and improve morale is a “soft skill” – difficult to acquire
and almost impossible to measure. Four key thinkers contributed to this field in the
1950s and 60s, and their work is still the basis for contemporary approaches:
1. Maslow developed his ‘hierarchy of needs’

a. self-actualisation needs
b. ego (self-esteem) needs
c. social needs
d. security needs
e. physiological needs
We move to the next stage up only when the lower need is met. And as soon as any
need is met, then it is no longer a motivator. The bottom two are usually not an issue
in business (unless you are hungry or in danger). After that, our next need is to feel
accepted and part of a group (social need). If that happens, then next we have ego
needs: recognition and acknowledgement from others, as well as a sense of status
or importance. Finally, if that need is met, we want self-fulfilment (‘self-actualisation’
in Maslow’s terms): to achieve, to develop to our fullest potential.
2. Herzberg expressed similar ideas. He agreed that the most important motivators
at work were the sense of achievement, earned recognition and interest in the job
itself. But then there was another set of job factors (‘hygiene’ or ‘maintenance’
factors) that do not motivate employees, but can cause dissatisfaction if they are
missing. These include salary, job security, working conditions and good relations
with co-workers
3. McGregor observed that managers generally fall into two categories: Theory X
and Theory Y. Theory X managers believe that most people dislike work and must
be controlled and directed to achieve the organisation’s goals. Theory Y managers
believe that most people like work and actively seek responsibility. They believe in
empowerment (= giving employees the authority to make decisions without
traditional managerial approval) and enabling (= giving them the tools).
4. Drucker believed in ‘management by objectives’ (MBO). MBO calls on managers

to work with employees to formulate clear, ambitious but achievable goals. There
has to be monitoring and measurement to ensure objectives are being met, and
workers who achieve their objectives can be rewarded with pay rises, bonuses, etc.
Communication
Communication is two-way: top-down and bottom-up. It can also be external: the PR
function handles this.
Inside an organisation, informal communication happens all the time; everyone

enjoys discussing ‘office politics’ at the water cooler and picking up information ‘on
the grapevine’ (= passed from one person to another in conversation). Formal
communication is through the medium of meetings, presentations, reports, etc. But
two other key communication skills are required:
 ‘Active listening’. This means listening with full attention, not interrupting
except to ask for clarification, and giving consideration to the other person’s
point of view.
 ‘Assertiveness’. This means stating your needs and opinions confidently and
clearly, without on the one hand being indirect or ‘suffering in silence’, or on
the other being aggressive and rude.
B. Read the following text and choose the personality type that you think you
belong to.
Teamwork
A team (or ‘taskforce’ or ‘working party’) needs a variety of personality types to
perform well:
 ‘Head’ people who are good at thinking and problem-solving
 ‘Hands’ people who are good at doing and acting
 ‘Heart’ people who are good at networking and resolving conflicts
Once a team has been set up, it usually goes through the five stages identified by
Bruce Tucker:
1. Forming – people get to know each other
2. Storming – this refers both to ‘brainstorming’ as ideas get suggested for the first
time, and also to conflicts that arise as team members clarify their roles and
expectations.
3. Norming – members sort out a way of working together and begin to ‘own’ and
share the team objectives.
4. Performing – members focus on solving problems and doing tasks. Progress can
be seen as they pass various milestones (= events that mark an important stage in a
process).
5. Adjourning – the job is finished, and there is often a public recognition and
celebration of achievements.

2.3.1. Fill in the missing letters.
1. The level of confidence and positive feelings that people have, especially people
who work together, is their level of ‘mo_ _ _ e’ (slightly different from ‘motivation’
which is linked to doing things).
2. When we have the recognition and respect of the others, it adds greatly to our
‘self-es_ _ _ m’ (= the feeling that we are valued and important).
3. When we have been successful, it is good to have the ‘ackn_ _ _ _ _ _ _ _ _ nt’
(= public recognition and thanks) of others.
4. Developing to our fullest potential was called ‘self-actualisation’ by Maslow. A
more common term is ‘self-ful_ _ _ ment’.
5. Being successful after a lot of effort gives us a ‘sense of ach_ _ _ _ _ _nt’.
6. Giving people more control over their work is called ‘em_ _ _ _ _ _ _nt’.
7. Giving someone the tools and skills to do something is called ‘en_ _ _ing’ them.
8. Successful managers are neither passive nor aggressive. Instead, they are
‘ass_ _ _ _ve’.
9. Business leaders need to have vision and ‘comm_ _ _ _ nt’ (= enthusiasm,
determination and a strong belief in what they are doing).
2.3.2. Read the text and then answer the questions below.
The work of Maslow and Herzberg has been developed into the theory of ‘job
enrichment’. This theory states that there are five characteristics affecting an
individual’s motivation and performance.
1. Skill variety – the extent to which the job demands different skills.
2. Task identity – the degree to which a job has visible outcome.
3. Task significance – the degree to which a job has an impact on the work of
others.
4. Autonomy – the degree of freedom and choice that people have in
scheduling work and determining procedures.
5. Feedback – the amount of direct and clear information that is received about
performance.
The first three factors above contribute to the meaningfulness of the job. The fourth
gives a feeling of responsibility. The fifth contributes to a feeling of achievement and
recognition.
Job enrichment tries to maximize the above five factors within the constraints of the
organisation. It also includes two specific strategies:
a. job enlargement – combining a series of tasks into one challenging and
interesting assignment
b. job rotation – moving employees from one job to another
Find a word in the text which means:

1. making something better and more enjoyable
2. result
3. power to make independent decisions
4. quality of being serious, useful and important
5. making something bigger
6. piece of work that you must do as part of your job or course of study
2.3.3. Study the collocations referring to decision making. Check any

unknown words in the dictionary.
achieve, define, establish, fail in, fall short of, fulfil, identify, meet, an objective
reach, set
address, cause, clear up, create, deal with, give rise to, handle, a problem
overcome, resolve, solve, tackle
accept, agree to/with, come up with, make, offer, put forward, a suggestion
reject, rule out, take up, turn down
arrive at, come to, defer, make, overrule, overturn, postpone, put a decision
off, reach, reverse, take
collective, critical, crucial, difficult, hard, important, joint, key, decision
major, tough, unanimous
anticipated, desirable, eventual, expected, favourable, final, likely, outcome
satisfactory, successful
Now divide the words in each box into three groups, based on their meaning.
achieve, meet, define, identify, fail in, fall short of an objective

reach, fulfil establish, set
a problem
a suggestion
a decision
decision
outcome
2.3.4. Match the team roles in the box to the descriptions below. This task is
based on the ideas of Belbin and Margerison-McCann.
Coordinator Innovator Evaluator Finisher Implementer

Promoter Shaper Specialist Team worker
‘Head people’
1. ___________ - solves difficult problems with creative ideas; not afraid to
challenge norms; may ignore details.
2. ___________ - thinks carefully and accurately about things; listens patiently;
may lack energy to inspire others.
3. ___________ - has expert knowledge in key areas; may be uninterested in all
other areas.
‘Hands people’
4. ___________ - takes basic ideas and makes them work in practice; methodical
and organised; can be slow.
5. ___________ - gets involved quickly with lots of energy; more interested in the
final result than the process; may be impatient.
6. ___________ - likes completing things on time, on budget, and to specification;
can worry too much.
‘Heart people’
7. ___________ - central person who makes sure everyone works well together;
helps everyone focus; can be seen as too controlling.
8. ___________ - caring, a good listener, and works hard to resolve problems; may
have difficulty making decisions.
9. ___________ - enthusiastic, sees the big picture and good at explaining it to
people outside the group; can be too optimistic and lose initial energy.
2.3.5. 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.
2.5. Writing
Choose a leader that you admire. Explain why you admire them. Write
approximately 300 words.
3. Multinationals
3.1. Lead-in
What determined the need for multinational corporations?
Why is it more difficult to manage a multinational corporation?
Would you like to work in a multinational corporation? Why?
What factors influence communication in a multinational corporation?
3.2. Reading
Read the following text and fill in the blanks with ONE word. Then answer the
question in the title.
Multinationals: heroes or villains of the global economy?

Foreign-owned multinationals employ one worker in every five in European
manufacturing and one in seven in US manufacturing. They sell one euro in every
four of manufactured goods in Europe and one dollar in five in the United States.
Yet policy-makers and the public 1 ___ the world have mixed feelings about
multinationals: they see them 2 ___ as welcome bearers of foreign wealth and
knowledge or as unwelcome threats to national wealth and identity. Policy-makers
want multinationals to invest in their country, but are unhappy when national
firms close 3 ___ domestic activities and open up foreign ones or when foreign
brands compete successfully with national ones.
This Jekyll and Hyde perception of multinationals stems more 4 ___ ambiguous
feelings about large market players with no national identity than from rigorous
economic analysis. Indeed, the debate 5 ___ multinationals is rarely grounded
on economic arguments and there is little understanding of what multinationals
are, or of what costs and benefits they bring to local economies.
Multinationals are often different 6 ___ purely national firms and some concerns
are legitimate. They are relatively large and they do have competitive power in
the market place and bargaining power in the policy-making arena, particularly in
smaller developing countries. They are global players that can circumvent local
regulations and policies 7 ___ easily than national firms. They are footloose, able
to move activities between their plants 8 ___ relatively low cost, removing
benefits as rapidly as they deliver them. And they do mass-produce standardised
products, jeopardising product variety.
Yet other features of multinationals also explain why countries compete fiercely
to attract them. They often bring scarce technologies, skills and financial
resources. They are fast in 9 ___ advantage of new opportunities and
contributing to national wealth creation. They are bound by international
standards and market competition and they often offer better employment
conditions and product qualities 10 ___ national firms.
Moreover, multinationals are 11 ___ just giant corporations like Microsoft or
Coca Cola. Many small and medium-sized enterprises, firms with limited market
power in domestic and foreign markets, have one or more foreign subsidiaries.
Investing abroad and thus becoming a multinational is a strategy open to many
types of firms.
What are multinationals?

Multinationals are firms that own a significant equity share – typically 50% or
more – of another company operating in a foreign country. They include modern
corporations 12 ___ IBM, General Motors, Intel and Nike, but also small firms
like Calzaturificio Carmens, a shoemaker employing 250 workers divided 13 ___
Padua (Italy) and Vranje (Serbia).
The activities of multinationals are best measured by firm-level data like sales or
number of employees. Unfortunately, these data 14 ___ not widely available.
Instead, researchers rely on data on flows of foreign direct investment (FDI)
recorded from balance of payment statistics and which are available across time,
industrial sectors and for many receiving and sending countries.
FDI is an investment in a foreign company where the foreign investor owns at

least 10% of the ordinary shares, undertaken 15 ___ the objective of establishing
a ‘lasting interest’ in the country, a long-term relationship and significant influence
on the management of the firm. FDI flows are different from portfolio investments,
which can be divested easily and do not have significant influence on the
management of the firm. Thus, to create, acquire or expand a foreign subsidiary,
multinationals undertake FDI.
(http://cep.lse.ac.uk/pubs/download/CP167.pdf)
3.3.1. 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.
3.3.2. 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.
3.3.3. Write ONE word in each gap:
I was working as an IT Manager for a small publishing company (in fact, I was
standing 1 ___ for the actual manager while she was away on maternity leave)
when the company was taken 2 ___ by a large multinational media organisation. It
was in the depths of the recession, and initially our new owners promised to see our
small company 3 ___ the hard times. Things got worse, though, and they finally
backed 4 ___ of their agreement. Our company closed 5 ___. We were all made
redundant – it was horrible!
I wasn’t sure what I wanted to do next. I 6 ___ down several offers of work as I didn’t
want to rush into anything. Then, one day, I woke up and thought: “I’m going to set 7
___ my own business!” At first it was tough. I had to 8 ___ to everything myself – I
was the only employee! – but I set 9 ___ it with dedication and refused to give up,
whatever happened. Over the last five years, as the company’s grown, I’ve taken 10
___ more and more staff. Dickson’s now employs over five hundred people. I set 11
___ to be successful, and I’ve managed it, I feel very lucky, although, to be honest,
luck has nothing to do with it. It just takes hard work and commitment. I don’t feel
satisfied yet, though. We’re bringing 12 ___ new products all the time, and I want to
continue doing that. I also want to speed 13 ___ our production process to make it
more efficient. I’m not planning to slow 14 ___ any time soon!
3.3.4. Complete the following passage, using suitable words from the box
below:
agreement equity stalemate/deadlock deal

compromise (v) inflexible counter-proposals concession
investment negotiate shareholding withdraw/pull out
Many countries, such as Nigeria and India, are trying to get more control over their
economies. They welcome foreign 1 ___ but insist that their own nationals own a
percentage of the company’s 2 ___. The size of the 3 ___ varies, ranging from 20%
to 60%, though it can be higher or lower.
When governments try to increase their nationals’ equity shareholding, foreign
companies are not pleased. Generally, they try to 4 ___ with the government to keep
the percentage as low as possible. They argue and haggle, make proposals and 5
___, to persuade the government to give way and make some kind of 6 ___. If the
foreign company employs many local people, or earns a lot of foreign currency, the
government may be willing to 7 ___.
Some governments are very 8 ___ and will make no concessions. In this case, the
negotiations end in a 9 ___, with neither side giving way. The foreign company ends
up by 10 ___ from the country. This usually leads to feelings of great bitterness on
both sides. No company wants to leave a country. In general, the foreign firm will
make every effort to reach 11 ___ or make some sort of 12 ___ with the host
government.
3.3.5. Study the following list of expressions. If necessary, use a dictionary.
get back on one’s feet (again) get a foot in the door

fall on one’s feet have/get cold feet
put one’s foot down put one’s foot in
have a foothold in
Rewrite the following sentences replacing the words in italics with the correct
forms of the expressions above.
1. The management has acted firmly concerning smoking in the factory.

2. We don’t have a contract with them but we’ve taken the first steps towards getting
one.
3. I was laid off in January but I was really lucky because I found an even better job
a month later.
4. I made a bad mistake when I told our Marketing Director that the new product
would fail.
5. For some time, we were planning to enter the US market. Then, at the last
moment, we lost our nerve and decided not to.
6. The group of department stores made losses for three years running. However,
now it has recovered.
7. It took three years’ hard work, but at last we’ve got a secure position in the
Japanese market.
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. The Recruitment Process
1.1. Lead-in
Where can you find information about job vacancies?
What information do companies generally give when they advertise for vacancies?
What are the steps that one has to take in order to apply for a job?
What are your expectations when looking for a job?
Should people accept any employment conditions simply because they are
unemployed? Why?
1.2. Reading
Read the text below and fill in the gaps with ONE word.
Main Recruitment Process Steps

The aim of the HRM Function is 1 ___ the recruitment process design as simple as
possible. The HR Recruiters should not forget about this main goal during the
design phase of the recruitment process development.
The recruitment process is simple on the high level, but it contains a lot of
interaction 2 ___ different participants in the recruitment process. The HRM
Function, the line manager and candidates need to receive and share a lot of
information and their interaction is usually the main issue during the recruitment
process.
The main steps of the recruitment process are:

1. Job Design
2. Opening Job Position
3. Collecting CVs
4. Preselection of CVs
5. Job Interviews
6. Job Offer
The job design is the most important part of the recruitment process. The job design
is a phase about design of the job profile 3 ___ a clear agreement between the line
manager and the HRM Function. The Job Design is 4 ___ the agreement about the
profile of the ideal job candidate and the agreement about the skills and
competencies, which are essential. The information gathered can be used during
other steps of the recruitment process to 5 ___ it up.
The Opening of the Job Position is generally the job of the HR Recruiter. Skilled and
experienced HR Recruiters should decide 6 ___ the right mix of the recruitment
sources to find the best candidates for the job position. This is another key step in
the recruitment process.
The next step is collecting CVs and preselecting them. This step in the recruitment
process is very important today 7 ___ many organisations waste a lot of time in this
step. Today, the organisation cannot wait with the preselection of the CVs.
Generally, this should be the last step done purely by the HRM Function.
The job interviews are the main step in the recruitment process, which should be
clearly designed and agreed 8 ___ HRM and the line management. The job
interview should discover the job candidate who 9 ___ the requirements and fits
best the corporate culture and the department.
The job offer is the 10 ___ step of the recruitment process, which is done by the
HRM Function; it finalises all the other steps and the winner of the job interviews
gets the offer from the organisation to join.
http://hrmadvice.com/hrmadvice/hr-processes/recruitment-and-
selection/recruitment-process-design-and-development/main-recruitment-process-
steps.html

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.
1.3.3. Read the following tips to help you get on at work. Then match the
phrases in the first column with their appropriate explanation in the second
column in the table.
 First, you need to get your foot in the door.

 Learn to take things in your stride whatever happens.
 Don’t pin your hopes on others. If necessary, have the courage to go it alone.
 Don’t put all your eggs in one basket – try to keep your options open.
 Keep in with your colleagues – you may need their support.
 Keep your ear to the ground – you hear important things on the grapevine.
 If you can make a name for yourself, things will get easier.
 Always keep your feet on the ground.
1. get your foot in the door a. have a sensible and realistic attitude
2. take sth/things in your stride b. make sure you find out about recent
developments in a particular situation
3. pin (all) your hopes on others c. rely on only one thing for success
4. go it alone I d. become well known and respected by
many people
5. put all your eggs in one basket e. get your first opportunity to work for an
organisation or business, which could later
bring you success
6. keep in with sb. f. stay friends with sb. because you think you
will benefit from it
7. keep your ear to the ground g. hope that sb. will help you or that sth. will
happen because all your plans depend on
this
8. on the grapevine h. accept and deal with sth. difficult without
letting it worry you
9. make a name for yourself i. do sth without help from anyone
10. keep your feet on the ground j. by talking in an informal way to other
people
1.3.4. Complete the text.
Sandra got her 1 ___ in the door when she was very young, and once she started at
Berwick’s, she took everything in her 2 ___ and quickly made a 3 ___ for herself.
She was offered jobs in other cities but wanted to keep her 4 ___ open by staying in
London where she could keep her ear to the 5 ___ and wait for something really
exciting to come up. She was 6 ___ her hopes on getting a top job with C&M, and
when she heard on the 7 ___ that they wanted someone to run the Singapore office,
she applied for it and got it. In a couple more years, she’ll have enough experience
to go it 8 ___ if she wants to, but I know she has continued to 9 ___ in with her
colleagues at Berwick’s, so who knows where she’ll end up.
1.3.5. Make up sentences of your own to illustrate the meaning of the phrases
in the table above.
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
What information do you have to give in a curriculum vitae?
What is the role of the letter of application?
To what extent do the CV and the letter of application represent one’s suitability for a
certain position?
What aspects referring to your private life are of real interest to your potential
employer?
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)

2.3.1. 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 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)
2.3.2. 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 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. The value
of our shares fell dramatically when the scandal about the merger ___. The
new management had almost no difficulty in ___ the lines of competition.
3. We are deeply sorry, but we had to ___ our allies after more than one flaw
were identified in the contract. We are very disappointed to find out that our
MD is always ___ his own interests only.
4. Our company ___ an experienced production manager.
5. In conclusion, we ___ to your reply.
6. We will have to ___ the possibility of hiring more PR assistants.
7. If you don’t ___ you may end up in bankruptcy.
2.3.3. Study the phrases given in the table below.

close on (used with time, age, distance, etc.) almost; very nearly
part of the furniture sth/sb so familiar that you no longer notice it/them
take sb under your wing look after sb who has less experience than you
the tricks of the trade the clever ways of doing things in a particular job
pass sth on (to sb) give sth to sb else, especially after receiving it yourself
take some doing (inf.) be difficult to do, or involve a lot of effort or time
throw your weight (inf.) tell people what to do in a bossy way
around/about
Correct the mistake in each sentence.

1. You need someone to show you the tricks of the business.
2. I’ve been there all my life, so I’m some of the furniture.
3. It’s a hard job and it’ll make some doing.
4. The boss tells me what to do, and I pass it through to the others.
5. It was lucky for me that Mary took me under her arm and helped me.
6. Simone has worked here close by ten years.
7. He’s very bossy and likes to throw his size about.
2.3.4. Make up sentences of your own to illustrate the meaning of the phrases
in 2.3.3.
2.4. Writing
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)
Deborah Poole
Human Resources Administrator
MORI House
79-81 Borough Road
2.5. Language focus: The tense system: Present Perfect Continuous
2.5.1. 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.
2.5.2. 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
What is the role of the job interview?
How much attention should one pay to appearance when attending a job interview?
Why is the presence of a psychologist useful in an interviewing team?
How can you fight stress during a job interview?
What questions do you expect to be asked in a job interview?
3.2. Reading
Read the following text and fill in the gaps.
Job interview Advice
Before your interview, find 1 ___ everything you can about the company (read their
annual report which can be obtained 2 ___ 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 3 ___ need to show that you are
sufficiently motivated to get the job 4 ___ 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 5 ___ you
need to on the day of the interview – you may de delayed by traffic or 6 ___ 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 7 ___ language and tone of voice or the words you
use will probably give you 8 ___– 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)

3.3.1. 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)
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.
3.3.3. The following text describes a typical selection process, but the
sentences are in the wrong order! Re-arrange the sentences in each section
so that the whole text makes sense. The first sentence has been done for you.
1. Firstly, a vacancy is advertised
2. and suitable candidates are invited for interview.
3. These are sorted
4. and applications are received.
5. and applicants are interviewed.
6. After that, a final short list is drawn up.
7. Next, appointments are arranged
8. A job offer is made to the successful candidate,
9. and one of them is selected.
10. and finally, an employment contract is signed.
11. The candidates on the list are interviewed again,
3.3.4. Read the text below and select the best option from the drop-down
menu of words.
If you have 1 ___ the interview stage, your CV and letter of application must have
been 2 ___! The company now wants to know more about you. But there is still
more work to do if you want to get that job! Make sure you have 3 ___ the company
as thoroughly as possible - use the Internet, company reports, recruitment literature
etc. 4 ___ yourself of why you applied to this company. Make a list of the skills,
experience, and interests you can 5 ___ the organisation. Finally, try to 6 ___ the
questions you will be expected to answer - imagine you are the interviewer!
1. A gained B reached C arrived D achieved

2. A effective B important C impressive D significant
3. A researched B inquired C examined D discovered
4. A remember B remind C imagine D summarise
5. A showB present C offer D demonstrate
6. A ask B suggest C give D predict
3.4. Language focus

A. 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.
B. 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…
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.
3.5. 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.
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.:

1. How long is the ___ to New York?
2. Did you have a tiring ___
3. Their ___ across the Atlantic was full of problems.
4. His essays are based on his ___ in South Africa.
5. They went on a two-week ___ to Italy last month.
6. My ___ to work usually only takes 15 minutes.
7. Come on, I’ll give you a ___ to the museum.
8. An overnight ferry ___ is quite dangerous in this area.
9. The school ___ to the science museum was boring for the kids.
10. Their ___ to the South Pole was very adventurous.
11. The travel agency organised 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 6. improve 11. stable
2. provide 7. place 12. stringent
3. increase 8. global 13. agent
4. large 9. supply 14. profit
5. power 10. address 15. warn
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
UNIT EIGHT – CULTURE AND CIVILISATION
1. Human rights and cultural diversity
1.1. Lead-in
How would you define cultural diversity?
What separates members of multinational teams?
What unites members of multinational teams?
What are the “disadvantages” of diversity?
What are the “advantages” of diversity?
1.2. Reading
Read the following text and express your opinion on the “new world order”.
The Challenge of Human Rights and Cultural Diversity

by Diana Ayton-Shenker
The end of the cold war has created a series of tentative attempts to define "a new
world order". So far, the only certainty is that the international community has
entered a period of tremendous global transition that, at least for the time being, has
created more social problems than solutions.
The end of super-power rivalry, and the growing North/South disparity in wealth and
access to resources, coincide with an alarming increase in violence, poverty and
unemployment, homelessness, displaced persons and the erosion of environmental
stability. The world has also witnessed one of the most severe global economic
recessions since the Great Depression of the 1930s.
At the same time, previously isolated peoples are being brought together voluntarily
and involuntarily by the increasing integration of markets, the emergence of new
regional political alliances, and remarkable advances in telecommunications,
biotechnology and transportation that have prompted unprecedented demographic
shifts.
The resulting confluence of peoples and cultures is an increasingly global,

multicultural world brimming with tension, confusion and conflict in the process of its
adjustment to pluralism. There is an understandable urge to return to old
conventions, traditional cultures, fundamental values, and the familiar, seemingly
secure, sense of one's identity. Without a secure sense of identity amidst the turmoil
of transition, people may resort to isolationism, ethnocentricism and intolerance.
This climate of change and acute vulnerability raises new challenges to our ongoing
pursuit of universal human rights. How can human rights be reconciled with the
clash of cultures that has come to characterize our time? Cultural background is one
of the primary sources of identity. It is the source for a great deal of self-definition,
expression, and sense of group belonging. As cultures interact and intermix, cultural
identities change. This process can be enriching, but disorienting. The current
insecurity of cultural identity reflects fundamental changes in how we define and
express who we are today.
http://www.un.org/rights/dpi1627e.htm
1.3.1. Match the following words and phrases from the text with their right
definitions:
1. tremendous (adj.) a. a state of confusion, excitement, or anxiety

2. disparity (n) b. a state in which someone can be easily
harmed or hurt
3. emergence (n) c. to have a lot of a particular thing, quality, or
emotion:
4. prompt (v) d. to have a good relationship again with
someone after you have quarrelled with
them
5. confluence (n) e. when something begins to be known or
noticed
6. brim (v) f. to make people say or do something as a
reaction
7. turmoil (n) g. a difference between two or more things,
especially an unfair one
8. vulnerability (n) h. the action of trying to get, achieve, or find
something in a determined way
9. pursuit (n) i. a situation in which two or more things
combine or happen at the same time
10. reconcile (v) j. very big, fast, powerful
1. Good knowledge of cultural differences is ... to any VALUE

definition of 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.
preposition.
1. I am sorry to say that you are a candidate___ a suitable background for his
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. Universal human rights and cultural relativism
2.1. Lead-in
What human right do you consider to be the most important?
How can you account for the fact that discrimination still persists in our world?
What types of discrimination do you know?
Have you ever been discriminated? If yes, under what circumstances?
To what extent does gender influence recruitment decisions?
2.2. Reading
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.
How can universal human rights exist in a culturally diverse world? As the
international community becomes increasingly integrated, how can cultural diversity
and integrity be respected? Is a global culture inevitable? If so, is the world ready for
it? How could a global culture emerge based on and guided by human dignity and
tolerance? 1 ___
Cultural relativism is the assertion that human values, far from being universal, vary
a great deal according to different cultural perspectives. Some would apply this
relativism to the promotion, protection, interpretation and application of human rights
which could be interpreted differently within different cultural, ethnic and religious
traditions. In other words, according to this view, human rights are culturally relative
rather than universal.
Taken to its extreme, this relativism would pose a dangerous threat to the
effectiveness of international law and the international system of human rights that
has been painstakingly constructed over the decades. If cultural tradition alone
governs State compliance with international standards, then widespread disregard,
abuse and violation of human rights would be given legitimacy.
Accordingly, the promotion and protection of human rights perceived as culturally

relative would only be subject to State discretion, rather than international legal
imperative. 2 ___
Universal Human Rights and International Law

Largely through the ongoing work of the United Nations, the universality of human
rights has been clearly established and recognized in international law. Human
rights are emphasized among the purposes of the United Nations as proclaimed in
its Charter, which states that human rights are "for all without distinction". 3 ___
The Charter further commits the United Nations and all Member States to action
promoting "universal respect for, and observance of, human rights and fundamental
freedoms". As the cornerstone of the International Bill of Rights, the Universal
Declaration of Human Rights affirms consensus on a universal standard of human
rights. In the recent issue of A Global Agenda, Charles Norchi points out that the
Universal Declaration "represents a broader consensus on human dignity than does
any single culture or tradition".
Universal human rights are further established by the two international covenants on
human rights (International Covenant on Economic, Social and Cultural Rights, and
International Covenant on Civil and Political Rights), and the other international
standard-setting instruments which address numerous concerns, including
genocide, slavery, torture, racial discrimination, discrimination against women, rights
of the child, minorities and religious tolerance.
These achievements in human rights standard-setting span nearly five decades of

work by the United Nations General Assembly and other parts of the United Nations
system. As an assembly of nearly every State in the international community, the
General Assembly is a uniquely representative body authorized to address and
advance the protection and promotion of human rights. 4 ___
This consensus is embodied in the language of the Universal Declaration itself. The
universal nature of human rights is literally written into the title of the Universal
Declaration of Human Rights. Its Preamble proclaims the Declaration as a "common
standard of achievement for all peoples and all nations".
This statement is echoed in the Vienna Declaration and Programme of Action, which
repeats the same language to reaffirm the status of the Universal Declaration as a
"common standard" for everyone. Adopted in June 1993 by the United Nations
World Conference on Human Rights in Austria, the Vienna Declaration continues to
reinforce the universality of human rights, stating, "All human rights are universal,
indivisible and interdependent and interrelated". This means that political, civil,
cultural, economic and social human rights are to be seen in their entirety. 5 ___
As if to settle the matter once and for all, the Vienna Declaration states in its first
paragraph that "the universal nature" of all human rights and fundamental freedoms
is "beyond question". The unquestionable universality of human rights is presented
in the context of the reaffirmation of the obligation of States to promote and protect
human rights.
The legal obligation is reaffirmed for all States to promote "universal respect for, and
observance and protection of, all human rights and fundamental freedoms for all". It
is clearly stated that the obligation of States is to promote universal respect for, and
observance of, human rights. 6 ___
Furthermore, the obligation is established for all States, in accordance with the
Charter of the United Nations and other instruments of human rights and
international law. No State is exempt from this obligation. All Member States of the
United Nations have a legal obligation to promote and protect human rights,
regardless of particular cultural perspectives. Universal human rights protection and
promotion are asserted in the Vienna Declaration as the "first responsibility" of all
Governments.
7 ___ The non-discrimination principle is a fundamental rule of international law.

This means that human rights are for all human beings, regardless of "race, colour,
sex, language, religion, political or other opinion, national or social origin, property,
birth or other status". Non-discrimination protects individuals and groups against the
denial and violation of their human rights. To deny human rights on the grounds of
cultural distinction is discriminatory. Human rights are intended for everyone, in
every culture.
Human rights are the birthright of every person. If a State dismisses universal
human rights on the basis of cultural relativism, then rights would be denied to the
persons living under that State's authority. The denial or abuse of human rights is
wrong, regardless of the violator's culture.
8 ___ As a legal standard adopted through the United Nations, universal human
rights represent the hard-won consensus of the international community, not the
cultural imperialism of any particular region or set of traditions.
Like most areas of international law, universal human rights are a modern
achievement, new to all cultures. Human rights are neither representative of, nor
oriented towards, one culture to the exclusion of others. 9 ___
A Human rights are the natural-born rights for every human being, universally. They
are not privileges.
B Not selective, not relative, but universal respect, observance and protection.
C These are some of the issues, concerns and questions underlying the debate over
universal human rights and cultural relativism.
D Universal human rights do not impose one cultural standard, rather one legal
standard of minimum protection necessary for human dignity.
E Human rights must be approached in a way that is meaningful and relevant in

diverse cultural contexts.
F As such, it serves as an excellent indicator of international consensus on human

rights.
G Everyone is entitled to human rights without discrimination of any kind.
H One cannot pick and choose which rights to promote and protect. They are all of
equal value and apply to everyone.
I Universal human rights reflect the dynamic, coordinated efforts of the international
community to achieve and advance a common standard and international system of
law to protect human dignity.
J By rejecting or disregarding their legal obligation to promote and protect universal

human rights, States advocating cultural relativism could raise their own cultural
norms and particularities above international law and standards.

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
What do you understand by ‘stereotype’?
To what extent are national stereotypes fair?
What sources do people use when establishing national stereotypes?
What are the main characteristics of the Romanian people?
How can you fight prejudices related to national stereotypes?
3.2. Reading
How would you characterise the British? Read the following text and then
state what you agree with and what you disagree with.
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)

3.3.1. 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
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.
preposition.
1. I am speaking ___ behalf ___ all those who feel wronged by the Romanian
Constitution.
2. IN 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 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) I am enjoying (am not enjoying)

he/she/it enjoys (does not enjoy) we/you/they are enjoying (are not enjoying)
he/she/it is enjoying (is not enjoying)
Past Simple Past Continuous/Progressive
used for completed actions and events in used for actions or events in the past that were
the past not yet finished or that were interrupted
I was enjoying (was not enjoying)

I/we/you/they enjoyed (did not enjoy) we/you/they were enjoying (were not
he/she/it enjoyed (did not enjoy) enjoying)
he/she/it was enjoying (was not enjoying)
Future Simple Future Continuous/Progressive

used for actions or events in the future that will
used for actions and events in the future continue into the future
I/we/you/they will be enjoying

I/we/you/they will enjoy (will not enjoy) (will not be enjoying)
he/she/it will enjoy (will not enjoy) he/she/it will be enjoying
(will not be enjoying)
Perfect tenses – Continuous tenses

Present Perfect Present Perfect Continuous/ Progressive
used to show that an event happened or an used for actions or events that started in the
action was completed at some time before past but are still happening now, or for past
the present actions which only recently finished and whose
effects are seen now
I/we/you/they have enjoyed I/we/you/they have been enjoying

(have not enjoyed) (have not been enjoying)
he/she/it has enjoyed he/she/it has been enjoying
(has not enjoyed) (has not been enjoying)
Past Perfect Past Perfect Continuous/Progressive

usually used to show that an event used for actions or events that happened for a
happened or an action was completed period of time but were completed before a
before a particular time in the past particular time in the past
I/we/you/they had enjoyed I/we/you/they had been enjoying

(had not enjoyed) (had not been enjoying)
he/she/it had enjoyed he/she/it had been enjoying
(had not enjoyed) (had not been enjoying)
Future Perfect Future Perfect Continuous/Progressive

used to show that something will be used for actions or events that will already be
completed before a particular time in the happening at a particular time in the future
future
I/we/you/they will have been enjoying
I/we/you/they will have enjoyed (will not have been enjoying)
(will not have enjoyed) he/she/it will have been enjoying
he/she/it will have enjoyed (will not have been enjoying)
(will not have enjoyed)
Writing. Define the stereotype for your nationality. Use adjectives from the table
below.
 able  energetic  logical

 accepting  extroverted  loving
 adaptable  friendly  mature
 bold  giving  modest
 brave  happy  nervous
 calm  helpful  observant
 caring  idealistic  organised
 cheerful  independent  patient
 clever  ingenious  powerful
 complex  intelligent  proud
 confident  introverted  quiet
 dependable  kind  reflective
 dignified  knowledgeable  relaxed
 religious  sentimental  tense
 responsive  shy  trustworthy
 searching  silly  warm
 self-assertive  smart  wise
 self-conscious  spontaneous  witty
 sensible  sympathetic
VERB PREPOSITION count on
A cover with
absorb in crash into
account for charge sb with sth
add to charge sb for sth
adjust to convict sb of sth
admit to convince sb of sth
agree with cure sb of sth
apply for D
appeal to decide on / against
argue with dedicate to
argue about depend on
arrange for despair of
arrive in / at deter from
apologize for differ from
approve of disagree with
ask for disapprove of
accuse sb of sth discuss with
arrest sb for sth devote to
B dream of / about
base on dress in
beg for drink to
begin with demand sth from sb
benefit from derive sth from sth
believe in discourage sb from sth
belong to distinguish from/between
boast about sb/sth sb/sth
borrow from distract sb from sth
blame sb for sth E
blame sth on sb elaborate on
C emerge from
care for / about escape from
cater for experiment on
choose between excuse sb for sth
comment on exchange sth for sth
collide with exclude sth from sth
communicate with expel sb from sth
compare with / to explain sth to sb
compete with F
complain about face with
compose of feel like
concern about / with feel about
concentrate on fight against/with/for
confess to forget about
confuse with forgive sb for sth
congratulate on G
consist of guess at
contribute to get married to
cope with get rid of
correspond with get tired of
grumble about recover from
H refer to
hear of / about rely on
hide from reply to
hope of / for resign from
help sb with sth respond to
hinder sb/sth from sth result in
I retire from
impress on room for
insist on remind sb of sth
insure against rob sb of sth
interfere with / in S
invest in search for
involve sb/sth in sb/sth see to
J shout at
joke about smile at
K specialise in
know about speak to
stand for
L
stare at
laugh at/about
stem from
listen to
subscribe to
long for
substitute for
lend sth to sb
succeed in
M suffer from
meet with save sb from sth
mistake for sentence sb to sth
get married to share sth with sb
O subject sb to sth
object to suspect sb of sth
operate on T
P talk to
participate in talk about
pay for think of/about
persist in turn to
pray for tell sb about sth
prepare for thank sb for sth
prohibit from translate sth into sth
praise sb for sth trust sb with sth
present sb with sth U
prevent sb from sth use for
provide sb with sth
V
provide sth for sb
vote for
punish sb for sb
W
Q
wait for
quarrel about sth
wonder at
quarrel with sb
work on
R worry about
react against / to write to / about
recon on warn sb about/against
ADJECTIVE PREPOSITION excited about
A experienced in
accustomed to exposed to
accused of envious of
acquainted with F
addicted to faithful to
annoyed about/with/at familiar with
allergic to famous for
amazed at/by fed up with
anxious about free of/from
appreciated for frightened of
ashamed of friendly with
associated with fond of
astonished at/by furious about
aware of furnished with
angry with full of
afraid of G
attached to generous with/about
B guilty of/about
bad at gentle with
based on good at
beneficial to grateful to
boastful for H
bored with happy about
brilliant at hopeful of/about
busy with I
C identical with/to
capable of immune to
careful with/about/of impressed with
certain about inferior to
characteristic of indifferent to
clever at innocent of
connected with interested in
conscious of involved with
content with incapable of
crazy about J
crowded with jealous of
curious about
K
D kind to
dissatisfied with keen on
doubtful about
L
delighted at/about
late for
derived from
limited to
different from
lucky at
disappointed with
M
E
nervous of/about
eager for
notorious for
eligible for
enthusiastic about O
excellent in/at opposed to
P used to
patient with W
pessimistic about wrong with/about
pleased with worried about
polite to
popular with
presented with
proud of
punished for
puzzled by/about
Q
qualified for
R
ready for
related to
relevant to
respectful for
responsible for
rid of
S
sad about
safe from
satisfied with
scared of
sensitive to
serious about
sick of
similar to
shocked by
skilful at
slow at
sorry for/about
successful in
suitable for
sure of/about
superior to
surprised at
suspicious of
sympathetic with
T
terrible at
terrified of
tired of
thankful to/for
trilled with
troubled with
typical of
U
unaware of
upset about

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ENGLISH FOR 1ST YEAR BUSINESS

Teacher Course identification information:

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

The structure of most units is the following:

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

 Communication in business settings

be in communication with somebody share verb

Students should be able to use the vocabulary under PRESENTATIONS to communicate

address verb [T] FORMAL noticeboard noun [C]

Students should be able to use the vocabulary under COMPANY STRUCTURE to

 Business aims of companies

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

 Definition of business ethics

account verb natural resources noun

Students should be able to use the vocabulary under MANAGEMENT to communicate

action plan noun [C] implementation noun [U]

 The recruitment process

apply verb [I] load noun [C]

 Definition of business ethics

accommodations plural noun jet lag noun [U]

Further Language Study

OR ANY OTHER PRACTICAL GRAMMAR OF ENGLISH

definition: the process by which people exchange information or express their

Forms and Components of Human Communication

Humans communicate in order to share knowledge and experiences. Common

Answer the following questions:

What possible barriers to interpersonal communication can you identify?

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

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

1. What do words refer to?

1.3.1. Match the phrases in column 1 with their meaning in column 2.

1. at the hands of sb A. to have finished

1. have A. rise to something

2. Communication and the media

2.2. Vocabulary development

circulation colour scoop news bulletin

The growing role of the media in our society

(adapted from http://www.merinews.com/article/the-growing-role-of-media-in-our-

2.3. Vocabulary development

1. awareness (par. 1) a. increase someone’s desire for something

2.3.2. Write one word in each gap.

 add up – (informal) seem reasonable or logical (used mainly in a negative

2.4. Language Focus: The Noun – Number Agreement

b. Greetings when you meet someone for the first time

3. IT and Human Interaction

New video examines impact of computers on human interaction

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

3.3. Vocabulary development

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

What are your feelings on this?

To one person To a group of people

1.1. Reading comprehension

Read the following article about business presentations. Some sentences

Effective Public Speaking in Business Presentations

1.2. English in use

1. Do your homework. Nobody 8 ___ give a good presentation 9 ___ putting in

2. Play the parts. Good presentations are structured in sections. Many

8. Don’t bury the crowd. Including massive numbers of quotations or unfathomable

9. Be yourself. As important 26 ___ the content you present is your authenticity in

1. Do your homework. Nobody 8 _ give a good presentation 9 _ putting in