Business English Course for 1st Year Students

ENGLISH FOR 1ST YEAR BUSINESS
STUDENTS
I. GENERAL REMARKS
Teacher
Name: Adriana Fekete
Office: Faculty of Economics and Business
Administration, 58 T. Mihali st., Cluj-Napoca,
room 016 (ground floor)
Telephone: 0264-418655
E-mail: adriana.fekete@lingua.ubbcluj.ro
Course identification information:

Course title: Practical course of business
English
Course code: ELE 1006, ELE 2006
first year, 2 semesters
Course type: compulsory
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
A1
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 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.
A2
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, 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.
B1
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 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.
B2
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 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.
C1
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. 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.
C2
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 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 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
2
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.
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%
3
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%
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

noun [U] FORMAL
biodata noun [U]
business card noun [C]
by word of mouth
communication noun
conversation noun [C or U]
corporate communication [U]
correspondence noun [U]
discourse noun FORMAL
engage sb in conversation FORMAL
etiquette noun [U]
exchange noun
face-to-face adjective
facsimile noun [C]
fax noun [C, U]
formal adjective
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]
share verb
shoptalk noun [U]
shorthand for sth
small talk noun [U]
speech noun
stationery noun [U]
talk noun [C, U]
telegram noun [C]
telex noun [C or U]
template noun [C]
tete-a-tete noun [C]
text verb [T]
the Internet noun
virtual adjective
well-mannered adjective
window noun [C]
word processing noun [U]
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

audience noun [C]
board noun [C]
body language noun [U]
chart noun [ C ]
file noun [C]
flip chart noun [C]
flow chart noun [C]
folder noun [C]
harangue noun [C]
have the floor
information overload noun [U]
in-tray noun [C]
keynote address/speech/speaker noun
[C]
language barrier noun [C]
lecture noun [C]
misunderstanding noun [C,U]
monologue noun [C]
non-verbal adjective
noticeboard noun [C]

observer noun [C]
onlooker noun [C]
oration noun [C] FORMAL
outline noun [C]
out-tray noun [C]
overhead transparency noun [C]
overhead projector noun [C]
pie chart noun
presentation noun [ C, U ]
printer noun [C]
rephrase verb [T]
ring binder noun [C]
seminar noun [ C ]
spectator noun [C]
take the floor
talk noun [C]
visual aid noun [C]
whiteboard noun [C]
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]

affiliate noun [C]
agency noun [C]
alliance noun [C]
annual general meeting noun [C]
associate adjective
authority noun [C]
blue chip company noun [C]
branch noun [C]
brokerage noun [C]
bureau noun [C]
buy sb out phrasal verb [M]
chamber of commerce noun [C]
clearing house noun [C]
client noun [C]
clientele group noun [S]
Co. noun [U]
commercial adjective
consultancy noun
Corp. noun [C]
corporate adjective
counterpart noun [C]
daughter company noun [C]
department noun [C]
division noun [C]
e-business noun [C, U]
enterprise noun
Est. adjective
establishment noun [C]
expand verb [I,T]
family business noun [C]
fellow noun [C]
firm noun [C]
franchise noun [C]
head office group noun [C]
human resources plural noun
Incorporated adjective
joint venture noun [C]

make a takeover bid for sth
manufacturers plural noun
merger noun [C]
monopoly noun [C or S]
multinational noun [C]
NGO noun [C]
office noun [C, U]
offshore adjective
parent company noun [C]
partnership noun
personnel group noun [U]
plc, PLC noun [C]
position noun [C]
private adjective
proprietor noun [C]
public company/corporation/enterprise
noun [C]
public utility noun [C]
run a business verb [I]
sister company noun [C]
small business noun [C]
spokesman noun [C]
stakeholder society noun [C]
status noun [U]
strategic alliance noun [C]
subordinate adjective
subsidiary noun [C]
SWOT noun [U]
syndicate noun [C]
tender noun [C]
tertiary adjective
trade verb [I, T]
transact verb [T] FORMAL
trust company noun [C]
unlimited company noun [C]
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 todays 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
acid rain noun [U]
age discrimination
biodegradable adjective
bioethics noun [U]
biological control noun [U]
carbon tax noun [C]
conservation noun [U]
corporate social responsibility noun [C]
decontaminate verb [T]
deforest verb [T]
depopulate verb [T]
dumping noun [U]
emission noun
environment noun [C or U]
ethic noun [C]
global warming noun [U]
globalisation noun [U]
green adjective
integrity noun [U]
just adjective
life-support system noun [C]
litter verb [T]
moral adjective
natural resources noun

noise pollution noun [U]
norm noun [C usually plural]
nuclear waste noun [U]
oil slick noun [C]
overpopulated adjective
ozone noun [U]
poison verb [T]
pollute verb [T]
positive discrimination noun
precept noun [C] FORMAL
preservation noun [U]
principle noun [C or U]
protected adjective
race discrimination noun
recycle verb [T]
refuse dump noun [C]
reusable adjective
scrap yard noun [C]
smog noun [S or U]
social conscience noun [U]
the polluter pays principle
throwaway 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]

administer verb [T often passive]
assess verb [T]
authority noun
autocrat noun [C]
boss (MANAGER) noun [C]
bureaucracy noun [C or U]
campaign verb [I]
CEO noun [C]
chairman, chair, chairperson noun [C]
challenge noun [C]
chief noun [C]
collaborative working noun [U]
consensus noun [U]
coordinate verb [T]
decentralisation noun [U]
decision-maker noun [C]
delegate verb [T]
democratic adjective
deputy noun [C]
direct verb
employer noun [C]
empower verb [T]
executive adjective
facilitate verb [T]
feedback noun [U]
goal noun [C]
governor noun [C]
guide noun [C]
head noun [C]
hierarchy noun [C]
implement a policy/plan/decision verb [T]
implementation noun [U]

laissez-faire approach noun [C]
leader noun [C]
line manager noun
manage verb [T]
MD noun [C]
mediate verb [I, T]
mentor noun [C]
middle management noun [U]
motivation noun [U]
office noun [C]
operator noun [C]
outcome noun [C]
oversee verb [T]
paperwork noun [U]
partner noun [C]
people skills noun [C usu. pl.]
plan noun [C]
president noun [C]
prioritise verb [I, T]
problem-solving noun [U]
rationalise verb [I or T]
restructure verb [T]
silent partner noun [C]
sleeping partner noun [C]
strategist noun [C]
supervisor noun [C]
team noun [C]
vice president noun [C]
vision noun [C]
vote of confidence noun [C]
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]
applicant noun [C]
apply yourself verb [R]
appoint verb [T]
appraisal noun [C, U]
assign verb [T]
assign sb to sth phrasal verb
assignment noun [C, U]
be at work
be in work/out of work
biodata noun [U]
blue-collar adjective
bonus noun [C]
candidate noun [C]
career noun [C]
clerk noun [C]
deadline noun [C]
delegate verb [I, T]
division of labour noun [U]
do a good/bad job
employ verb [T]
entry-level adjective
fire verb [T]
flexitime noun [U]
freelance adjective, adverb
fringe benefit noun [C]
go on strike
golden handshake noun [C]
hard-working adjective
headhunt verb [T]
hectic adjective
hire verb [T]
in the line of duty
incentive noun [C]
in-service adjective
intake noun [U]
job noun [C]
layoff noun
livelihood noun [C, U]
load noun [C]

motivation noun [U]
night shift noun [C]
occupation noun [C]
off-duty adjective
office hours plural noun
opportunity noun
part-time adverb, adjective
performance appraisal noun [C]
placement noun [C, U]
position noun [C]
post noun [C]
probation noun [U]
profession group noun [C]
qualification noun
recruit verb [T]
redundancy noun [C, U]
referee noun [C]
remuneration noun [C,U]
rsum noun [C]
retire verb [I]
sack verb [T]
self-employed adjective
shift group noun [C]
shortlist noun [C]
Situations Vacant noun [S or U]
skilled adjective
temp noun [C] INFORMAL
tenure noun [U] FORMAL
testimonial noun [C]
under pressure
understaffed adjective
unemployed adjective
unprofessional adjective
unqualified adjective
unskilled adjective
welfare noun [U]
white-collar adjective
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 todays 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
B and B noun [C]
bank holiday noun [C]
bed and breakfast noun [C or U]
bellboy noun [C]
book verb [I or T]
business class noun [U], adverb
caravan site noun [C]
charter verb [ transitive ]
check in/check into sth phrasal verb
check out phrasal verb
clerk noun [C]
cruise verb
destination noun [C]
disembark verb [I] FORMAL
doorman noun [C]
double room noun [C]
double-book verb [I; T]
economy class noun [U], adverb
ecotourism noun [U]
embark verb [ intransitive ]
fare noun [C]
first class adjective, adverb
flight noun [C]
full board noun [U]
gate noun
guide noun [C]
half board noun [U]
holiday noun
hotel noun [C]
inn noun [C]
itinerant adjective
jet lag noun [U]

journey verb [I usually + adverb or
preposition]
land verb
lobby noun [C]
motel noun [C]
motor inn noun [C]
national holiday noun [C]
overseas adverb
package tour noun [C]
passage noun
passport noun [C]
public holiday noun [C]
public transport noun [U]
reception noun [U]
reservation noun
resort noun [C]
return ticket/fare etc noun
schedule noun [C]
self-catering adjective, noun [U]
shuttle verb [I or T]
sightseeing noun [U]
suite noun [C]
the sights noun
tour verb
tourist noun [C]
travel verb
twin-bedded adjective
vacancy noun [C]
valet noun [C]
visa noun [C]
youth hostel noun [C]
Suggested Bibliography
***
Collins Cobuild English Language Dictionary (London: Collins ELT, Harper Collins Publishers, 2003)
Budai, L., Gramatica englez teorie i exerciii (Bucureti: 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-EditionLongman-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..........................................................................25
UNIT THREE THE STRUCTURE OF THE FIRM...........................................36
UNIT FOUR BUSINESS ETHICS......................................................................46
UNIT FIVE MANAGEMENT...............................................................................55
UNIT SIX RECRUITMENT..................................................................................71
UNIT SEVEN BUSINESS TRAVEL..................................................................84
UNIT EIGHT CULTURE AND CIVILISATION.................................................90
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
2. be at an end
3. be in sbs debt
4. beyond the call of duty
5. give rise to sth
6. have the honour of doing sth
7. hold sway
8. in large part
9. lay down you life (for sb/sth)
10. lay waste to sth
11. on the threshold of sth
12. pay (no) heed to sb/sth

13. pay tribute to sb
14. pay your respects (to sb)
A. to have finished
B. (not) give careful attention to sb/sth
C. show your respect for sb by visiting
them, going to their funeral, attending a
memorial service, etc.
D. at the beginning of sth
E. feel grateful to sb for their help, kindness,
etc.
F. die in order to protect or save sb/sth
G. say or do sth to show your respect and
admiration for sb
H. to a great extent
I. make sth definite or complete
J. used to indicate the result or
consequence of a situation or action
K. performed with greater courage or effort
than is usual or expected
L. cause something to happen or exist
M. completely destroy a place or area
N. because of sbs actions
15. set the seal on sth

16. take issue with sth/sb
(over/about sth)
17. therein lies sth
18. with (all due) respect to
O. start disagreeing or arguing with sb

about sth
P. be given the opportunity of doing sth that
makes you feel proud
Q. polite formula when disagreeing with sb
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 Mauplins 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 Parkinsons
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.
2.
3.
4.
5.
6.
7.
8.
have
pay
take
give
hold
set
lay down
lay
A.
B.
C.
D.
E.
F.
G.
H.
rise to something
the seal on something
waste to something
the honour to do something
tribute to somebody
issue with somebody
sway
your life for something
1.4 Functions
Information exchange
Asking for information useful expressions
Could you tell me...?
Do you know...?
Do you happen to know...?
I'd like to know...
Could you find out...?

I'm interested in ...
I'm looking for...
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
investigative
circulation
gonzo
correspondent
columnist
editor
tabloid
pay-per-view
channel
compact
newspapers and magazines

circulation
colour
supplement
satellite
article
edition
feature
column
chequebook
review
radio and television

broadcast
scoop
broadcast
transmit
frequency
editorial
station
show
reporter
episode.
news bulletin
investigative
airtime
cable
commercial
broadsheet
network
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 peoples 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 its 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)
2. watchdog (par. 2)
3. hyped (par. 3)
4. whet(ting) (par. 4)
5. mouthpiece (par. 4)
6. entertain (par. 5)
7. biased (par. 6)
8. betterment (par. 6)
a. increase someones desire for something

b. a person, newspaper etc. that expresses the opinions of a
government or a political organisation
c. unfairly preferring a person or a group over another
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
e. to amuse or interest people in a way that gives them pleasure
f. very excited or nervous and unable to keep still
g. knowledge or understanding of a particular subject or situation
h. (formal) improvement, especially in someones 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 dont, make the
necessary corrections.
2.3.2. Write one word in each gap.
1. Obviously it goes ___ saying that I dont want you to tell anyone else about this.
2. Reading ___ lines, it seems that the governments considering tightening media regulations.
3. Im afraid that book is ___ of print, but Ill see if we can find a second-hand copy for you somewhere.
4. I followed your instructions ___ the letter but I still couldnt 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 youve got a great idea for a novel, its incredibly hard putting pen ___ paper for the first time.
8. Put your ideas down ___ paper and well discuss them at the next meeting.
9. Youve had some good news, havent you? Its 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 youd think Id enjoy watching (2)
___ (POLITICS) being interviewed on TV. But I dont. 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. Its as if they dont care whether their reply is (8) (BELIEVE) or not. Often, theyre very poor (9)
___ (COMMUNICATE), and theyre frequently even more (10) ___ (INFORM) about key issues than I am. I
dont 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 Oppositions tax policies didnt (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, Im from
Hello, my name isI work for
Hello, let me introduce myself, ImIm in charge of// Im responsible for
Hello, first name+ surnameIve 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? Im (very) pleased/ How do you do? Its (very) nice
delighted to meet you.
to meet you too.
Its (very) nice to meet you.
Im 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.
B.
C.
D.
E.
F.
G.
H.
I.
J.
an initial face-to-face meeting with clients is necessary

the computer is affecting the ways we interact with each other and our environment
groceries, prescriptions, even pets
vendors and customers interact directly and chance encounters with friends can take place
explore the implications of our emerging computer-generated culture
were conspiring to end the need for public gathering
is becoming obsolete
who calls himself DotComGuy
on how we use our physical space
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)
2. footage (n)
3. to flesh sth out (v)
4. obsolete (adj)
5. stark (adj)
6. impending (adj)
7. juxtaposition (n)
8. to fade (v)
9. telecommuting (n)
10. sabbatical (n)
11. to confine (v)
12. advent (n)
a. no longer useful, because something newer and better has

been invented
b. referring to an event or situation, especially an unpleasant
one, which is going to happen very soon
c. the act of putting things together, especially things that are not
normally together, in order to compare them or to make
something new
d. working at home using a computer connected to a company's
main office
e. a period when someone, especially someone in a university
job, stops doing their usual work in order to study or travel
f. cinema film showing a particular event
g. to keep someone or something within the limits of a particular
activity or subject
h. the time when something first begins to be widely used
i. very plain in appearance, with little or no colour or decoration
j. to add more details to something in order to make it clear,
more interesting etc
k. person who uses special boots with a single row of wheels
fixed under it to skate on hard surfaces
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.
2.
3.
4.
5.
6.
7.
The Internet is a really vast console of computers, all connected together.

Since we got resource, weve been watching music videos online.
Early computer games seem quite nuclear compared with todays games.
It seems to me that primitive power is far cleaner than oil.
These ancient tools have been crafted with an enormous amount of skill.
The next generation of games technique will have better graphics.
Theres 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
What are your views on.?
What are your feelings about?
What do you think of .?
Whats your opinion about that?
To a group of people
Any reaction to that?
Has anybody any strong feeling about /
views on that?
Whats the general view on/ feeling 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 iswhere 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, its not always so easy to avoid public speaking. Some schools
have required courses in speech. And even in colleges 5 ___ speech isnt a subject, there often is a broad
variety of courses that incorporate presentations or reportsand sometimes full-length seminarsinto the
regular class activities. Still, theres 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 theyre just talking off the cuff, saying 10 ___ comes to
mind. But, in truth, theyve spent considerable time figuring out what theyre going to say. You should, too.
4-Star Tip. Its 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. Its 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 its hard for people to take a presentation seriously when
you look like someone 18 ___ just rolled out of bed.
5. Talk; dont 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. Its 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 isnt 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 havent 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 cant be made heads or 24
___ of.
8. Dont 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 dont try
to be someone youre not. Youll never succeed.
10. Play it straight. Theres 27 ___ harm in including a little humour in your presentations, especially if you
can carry it off well. But in most college presentations, clowns will get Cs.
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 youre
interested 29 ___ communicating with them not just getting 30 ___ this experience as quickly as possible.
And it wouldnt 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 dont have to actually be relaxedfew 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 theyve 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 youre 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 youre 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-forgiving-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 ___ Robs 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 shed 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
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-FirstTime&id=4343369)
A
B
C
D
E
F
G
H
I
J
K
L
that you need the other person to connect with and to like
feels more happily disposed toward you
could ask how long the other person has worked for the company
it is out of your reach
you may well want to keep the meeting quite short
not probe too deeply into personal issues nor disclose too much of yourself
any particularly strong opinions
all of these situations offer you opportunities to strike up a conversation
leave on good terms so they are left with a good impression of you
nothing bad can happen
it connects the two of you
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 wasnt exactly 1 ___. I didnt know what 2 ___ him really, and 3 ___, I just had
to 4 ___. But were 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 wed 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. Hows life?
2. They were very unwilling to leave.
3. She recognizes and is grateful for everything youve 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. Weve 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
all the way up to
evidence
fall apart
lifeblood
shapes and sizes
on average
effective project coordination
more than enough

any clear result
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 activities
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. Heres why:
- Participants are allowed to arrive 1 ___.
- They dont know whats happening because the chairperson has 2 ___ the agenda at the last
minute and hasnt 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 companys 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 companys
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 companys 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 shares 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 companys 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
2. partnership
3. capital
4. liability
5. insolvent
6. to petition
7. memorandum
8. to incorporate
a. (legal) responsibility
b. the right to use an official power to make legal
decisions, or the area where this right exists
c. to use a particular amount of time for something, or
give a particular share of money, space etc to
someone or something
d. not having enough money to pay what you owe
e. to include something as part of a group, system,
plan etc
f. two or more owners who have agreed to divide, in
some proportion, the risks taken and the profits
earned by the firm
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
h. money or property, especially when it is used to
9. shareholder
10. severally
11. to allot
start a business or to produce more wealth:

differently and separately
a short legal document that contains the important
details of an agreement
k. person that owns shares/ stocks
i.
j.
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. Id 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 were going to have to make monthly ___ for the next five years.
PAY
8. Liskeard and Callington are basically ___ from here, so itll 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 everyones lives easier.
BRIEF
11. The schools football pitch has been ___ over the summer to conform to new national standards.
LONG
12. I dont want to ___ the agony for you, but Im afraid youll have to wait another two days to know how
much money youve won.
LONG
1.4. Functions
Presenting information
Im going to talk about.
First of all, lets look at.
After that.
As you can see from the bar graph
Now, if we turn to..
Now, turning to.
Finally , lets look at.
In conclusion..
So, to conclude.
Writing
Present the advantages and disadvantages of having ones 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
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 doesnt 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. Its counter productive to force work when the
mental energy isnt 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,
hes either cranking widgets or he isnt.
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 cant speak for all workers, but Ive 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 dont contribute to the bottom line. The afternoon cycle is similar but the productivity peak
isnt as high. For different people the peaks and valleys will vary, but 7 ___
This number isnt caused by slacking. You cant force an information worker to be highly productive when
the energy isnt there. Workers can try their hardest, but the work just wont 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 cant recharge with a non-work activity. The only
option is office purgatory. You cant be highly productive because youre mentally fatigued, but you cant
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 theyd 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 doesnt account for the mental energy cycle.
D overall Id 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 theyve 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 doesnt accommodate this because there are
few available recharge activities. People cant 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, theyre
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 dont pay for
unproductive time and employees get to work in a more natural pattern that adjusts to their personal lives.
Why isnt 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 doctors offices and law firms) that require daily customer interaction,
but for most companies it really isnt 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. Im
inclined to believe that most adults value their employment enough that this isnt 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. Doesnt 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 20s, 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 well be telling our
grandchildren about the olden days when everyones 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
2. Theyve made their decision
3. Its not in your interest to
4. The secretarys kept me
5. I dont know why you didnt apply
6. I think were all in agreement
7. Deans been out
A on hold for ages.

B about whos going to get promoted.
C of work for over two months now.
D into writing this report.
E business along.
F in your work.
G for that position.
8. The shop hasnt been in

9. Im glad youre finally taking an
interest
10. Jason lives fairly near his place of
H accept a pay cut.

I work, doesnt he?
J on this, arent 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). Dont wear jeans and a T-shirt. Wear a suit! You dont want to look 6 ___
(RESPONSIBLE) when you have your first 7 ___ (MEET) with your potential 8 ___ (EMPLOY). If
youre interested in a job on offer, you may have to fill out an 9 ___ (APPLY) form, so its 10 ___
(HELP) to take along relevant information with you. Youll also need proof of all your 11 ___
(QUALIFY), so dont forget to take photocopies of all your certificates with you.
2.5. Functions
Forecasting
Certainty
Will definitely+ vb.
I am sure that.
To be bound to
It certainly + vb.
Probability
Will probably
X should + vb.
X is likely to.
The likelihood is
that
Possibility
X could + vb.
Its possible we
X may + vb.
There might be
Theres just a
chance that.
Improbability
X is unlikely to
I doubt if.
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 companys 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)
2. to incur (par. 4)
3. transaction (par. 1)
4. to secure (par. 2)
5. expansion (par. 2)
6. dividends (par. 2)
7. bonds (par. 3)
8. returns (par. 3)
9. profits (par. 4)
10. equity (par. 4)
a. corporate profits that some companies periodically pay out

to shareholders
b. legal obligations to repay the amount of money borrowed,
plus interest, at a designated time
c. the value of a property after you have taken away the
amount left to pay on the mortgage // the value of a
companys shares
d. the action or process of buying and selling something
e. a set of things, for example shares in a company, that are
made available to people at a particular time
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
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
h. a profit on money that you have invested
i. the process of making a business, organisation, or activity
grow by including more people, moving into new areas,
selling more products etc.
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 dont, well 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
an increase
a climb
a jump
to rise
to increase, to go up
to climb
to jump
downward movement:
a fall
a drop
a decline
a decrease
to fall
to drop
to decline
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).
On the other hand.
On the contrary
..while.
against.
compared to..
In comparison (to)
similarity
both..and.
likeX.
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 companys 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.
2.
3.
4.
special
expect
poor
research
5.
6.
7.
8.
supply
emerge
organise
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 todays 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, its 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 organizations 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
1According to Wallace, "A credo generally describes the highest values to which the same
2company aspires to operate. It contains the `thou shalt's. A code of ethics specifies the
3ethical rules of operation. It's the `thou shalt not's." In the latter of 1980s, The Conference
4Board, a leading business membership organization, found that 76% of its corporations surveyed had
codes of ethics.
5Some business ethicists also disagree that codes have any value. They explain that too
6much focus is put on the codes themselves, and that codes themselves are not 7influential in
managing ethics in the workplace. Then many ethicists note that it's the
8developing and continuing dialogue around the code's values that is most important.
9Occasionally, 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
11a complex issue, especially in a crisis, having a code is critical. More important, it's
12having developed a code. In the mid-70s, Johnson and Johnson updated their credo in a
13series of challenge meetings. Bob Kniffin, Vice President of External Affairs, he 14explains, "We
pored over each phrase and word. However we asked ourselves, `Do we
15still believe this?' Our meetings have resulted in some fine tuning, but basically we didn't
16change 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 ___ a 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.
2. All executives involved in the project did their job to the
best of their ... .
3. Given the very few clues we have, this is a hardly ... flaw in
our business plan.
4. In order to be a ... businesswoman, you have to be
acquainted with the main issues of inter-gender
communication.
5. Unfortunately, I cannot attach too much ... to your statistics.
6. Good ... is essential for the success of any kind of
business.
7. One shouldnt elude ... when dealing with serious
occupational tasks.
8. His greatest ... is that of being a flawless leader.
9. I would ... like to specify that we are behind schedule.
10. The effort which you put into our project will turn out to be
an invaluable ... .
11. Acting in ... with present legislation will prevent any
problems with the authorities.
12. The ... for this initiative to become fruitful are that all of
you should work overtime.
13. At the trade fair last year, our company received an award
for ... .
CHARACTER
ABLE
IDENTITY
SUCCESS
CREDIBLE
LEAD
RESPONSIBLE
ACCOMPLISH
PARTICULAR
INVEST
ACCORD
REQUIRE
EXCEL
14. ... talent is supposed to be in-born rather than acquired.

15. Thanks to our ... intervention, the company didnt go
bankrupt.
MANAGE
TIME
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
set out
bring forth
call upon
set back
bring back
call for
set forth
bring about
call up
set off
bring out
call out
set aside
bring up
1.
2.
3.
4.
5.
6.
We had to ___ the help of a consulting firm in order to solve our queries regarding auditing.
They finally ___ to invite their business partners to the annual conference on regional development.
Im sorry to ___ the subject of solvency but Im afraid we have to deal with this issue as well.
Given that the new procedure failed, he decided to ___ the previous one.
Please, dont hesitate to ___ me ___ as soon as youve got word from our main investor.
I suppose we will have to ___ our differences and concentrate our efforts on solving the problem in
hand.
7. I wouldnt like the problem of travel costs to ___ you ___ in your intention to take part in this years
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 dont hesitate to ___ in an hour.
10. The new management restructuring has ___ significant changes in the companys 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 behaviour 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
you
he
she
it
we
you
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 couldnt 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 didnt 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 Maslows 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
organisations 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 persons 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 individuals 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, reach, set
address, cause, clear up, create, deal with, give rise to, handle, overcome,
resolve, solve, tackle
accept, agree to/with, come up with, make, offer, put forward, reject, rule
out, take up, turn down
arrive at, come to, defer, make, overrule, overturn, postpone, put off, reach,
reverse, take
collective, critical, crucial, difficult, hard, important, joint, key, major, tough,
unanimous
anticipated, desirable, eventual, expected, favourable, final, likely,
satisfactory, successful
an objective
a problem
a suggestion
a decision
decision
outcome
Now divide the words in each box into three groups, based on their meaning.
achieve, meet,
reach, fulfil
define, identify,
establish, set
fail in, fall short of
an objective
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
Promoter
Innovator
Shaper
Evaluator
Specialist
Finisher
Implementer
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. Im 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.); - dont/ doesnt
He writes. Does he write? Yes, he does/ No, he doesnt.
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 oclock.
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 dont 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 shouldnt 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
considered rivals.
2. Companies like Coca-Cola are world famous ... .
3. I wouldnt like to create any ... as concerns the terms of this
contract.
4. All countries in the third world need relief supplies given
their ... state.
5. I am sorry that because of your incompetence the problem
we are dealing with has become ... .
6. No discrimination based on ... will be exercised by this
multinational company.
7. I dont want to sound ... of your achievement but I think you
need to practise PR a bit more.
8. ... issued ordinance enables small companies to retain a
larger part of their profits.
9. Turning on the answer phone I discovered to my dismay that
all messages were rather ... .
10. She is a brisk, ... woman who has shown great competence
in dealing with all our clients so far.
ALLY
NATION
UNDERSTAND
DEVELOP
MANAGE
ETHNIC
APPRECIATE
GOVERNMENT
COMPREHEND
BUSY
3.3.2. Fill in the blanks with the required dependent preposition:

1. We are sure that the present crisis stems ___ our MDs 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 wouldnt 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 wasnt sure what I wanted to do next. I 6 ___ down several offers of work as I didnt want to rush into
anything. Then, one day, I woke up and thought: Im 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 companys grown, Ive taken 10 ___
more and more staff. Dicksons now employs over five hundred people. I set 11 ___ to be successful, and
Ive 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 dont feel satisfied yet, though. Were 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. Im not planning to slow 14 ___ any time soon!
3.3.4. Complete the following passage, using suitable words from the box below:
agreement
compromise (v)
investment
equity
inflexible
negotiate
stalemate/deadlock
counter-proposals
shareholding
deal
concession
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 companys 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 ones feet (again)
fall on ones feet
put ones foot down
have a foothold in
get a foot in the door

have/get cold feet
put ones foot 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 dont have a contract with them but weve 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 weve 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/ didnt
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 wasnt.
-
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 couldnt.
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-anddevelopment/main-recruitment-process-steps.html

1. If you are looking for a job you should carefully read the ... page of
newspapers.
2. Generally companies decide to advertise their job ... in a newspaper.
3. If you decide to apply for a job you must be sure that you meet the ...
specified in the job description.
4. You should send your CV and a letter of application at the address ... in
the advertisement.
5. Your letter of application should ... your suitability for the job you are
applying for.
6. After reading the CVs and the letters sent by the ..., the company will
draw a shortlist of candidates, who are invited to attend an interview.
7. Henkel needs young candidates for position in ... teams.
8. The company offers a ... salary and generous benefits.
9. ... count as much as work experience.
10. It is useful to have recommendations from two or three ... (e.g. former
employers, teachers, etc.).
APPOINT
VACANT
REQUIRE
SPECIFIC
EMPHATIC
APPLY
CULTURE
COMPETE
QUALIFY
REFER
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 companys goals.
7. Try not to be envious ___ Johns 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.
Dont pin your hopes on others. If necessary, have the courage to go it alone.
Dont 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

2. take sth/things in your stride
3. pin (all) your hopes on others
4. go it alone I
5. put all your eggs in one basket
a. have a sensible and realistic attitude

b. make sure you find out about recent
developments in a particular situation
c. rely on only one thing for success
d. become well known and respected by
many people
e. get your first opportunity to work for an
organisation or business, which could later
bring you success
6. keep in with sb.

7. keep your ear to the ground
8. on the grapevine
9. make a name for yourself
10. keep your feet on the ground
f. stay friends with sb. because you think you

will benefit from it
g. hope that sb. will help you or that sth. will
happen because all your plans depend on
this
h. accept and deal with sth. difficult without
letting it worry you
i. do sth without help from anyone
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 Berwicks, 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, shell have enough experience to go it 8 ___ if she wants to, but I know she
has continued to 9 ___ in with her colleagues at Berwicks, so who knows where shell 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 havent.
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, i.e. 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 companys 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 ones 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, i.e. 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 10,000 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 10,000"
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 worlds 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
look after
break off
look for
break out
look forward
break through
look into
break with
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 dont ___ 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 Research
tricks of theExecutive
trade
the clever ways
of doing things in a particular job
/ Executive
Assistant
pass sth on (to sb)
give sth to sb else, especially after receiving it yourself
takeWe
some
doing
be difficult totodo,
involve Social
a lot ofResearch
effort or time
are currently looking(inf.)
for researchers
joinorMORI's
throw
your
weight
(inf.)
tell
people
what
to
do
in
a
bossy
way
Institute.
around/about
To fill these roles you will need the following skills & experience:
Correct the
in eachofsentence.
Anmistake
understanding
issues facing the public sector and their relevance
1. You needtosomeone
to
show
you
the tricks of the business.
SRI's work
2. Ive been
there
all
my
life,
so
Im
some
of the
furniture. projects under the
An ability to work on a wide
range
of research
3. Its a hard
job
and
itll
make
some
doing.
supervision of a project manager
4. The boss
tellsclass
me what
to writing
do, andskills
I pass it through to the others.
First
report
5. It was
lucky
for
me
that
Mary
took
me
underofher
arm and
helped me.environment
An understanding of the demands
working
in commercial
6. Simone has worked here close by ten years.
An ability to work on a number of different projects simultaneously and
7. Hes very bossy and likes to throw his size about.
to prioritise a demanding workload
2.3.4. Make up sentences of your own to illustrate the meaning of the phrases in 2.3.3.
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
2.4.Executive
Writing Assistant level.
Write a CV and a letter of application in response to the following job advertisement:
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
Deborah Poole
Human Resources Administrator
MORI House
(http://www.mori.com)
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 hasnt.
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: Ive 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: Ive been wanting to meet you
for ages.
But
If you want to emphasize the completion of the action, present perfect is used: Ive 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 oclock. Thats why he is so tired.
8. We havent seen/havent been seeing our partner since the end of July.
9. The candidate hasnt said/hasnt been saying a word about his qualifications yet.
10. Why havent we thought/havent 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 companys 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:
3. annual
a. yearly
b. expect, foresee
c. pleasantly neat and clean in appearance
4. slouch
5. smartly
6. delay
7. giveaway
d.
e.
f.
g.
1. anticipate
2. waffle
polite, respectful and considerate

talking a lot without saying very much that is clear or important
rub
realise, notice, see or hear it especially when it is not obvious
to other people
8. courteous
9. scratch
10. perceive
h. sit/stand/walk in a lazy or tired way, with your shoulders and

head dropping down
i. cause somebody to be late
j. revealing, disclosing (usually something secret)
1. ... should be dressed smartly when attending a job interview.
2. This handbook will offer you ample ... on how to best use the computer
system.
3. The auditor will ... have done the right thing while going through our
papers.
4. You must be well-prepared ... if you want to succeed in being recruited
for a promising job.
5. She couldnt ... her shyness in front of the recruitment board.
6. Your CV is sadly ... . We are sorry to inform you that you have not been
offered this position.
7. Being ... prepared, you risk missing out on one of the biggest career
opportunities youve ever had.
8. Thanks to her ... skills the candidate selection process left us with one of
the best professionals we could have ever found.
9. Without wanting to sound ..., I think that this firm is not really one of the
best.
10. The failure of certain candidates to submit a complete application
package resulted in their immediate ... from the job contest.
VIEW
GUIDE
HOPE
HAND
COME
CONVINCE
SUFFICE
ORGANISE
COURT
QUALIFY
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.
2.
3.
4.
5.
A gained
B reached
A effective
B important
A researched B inquired
A remember B remind
A showB present
C arrived
C impressive
C examined
C imagine
C offer
D achieved
D significant
D discovered
D summarise
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 Im not) Its 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 shouldnt 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 wouldnt 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 couldnt 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)
2)
3)
4)
5)
6)
journey
voyage
travels
flight
drive
tour
7) crossing
8) ride
9) expedition
10) outing
11) excursion
a.
b.
c.
d.
e.
f.
g.
a long trip, either by sea or in space

a trip that involves travelling by plane
a trip to a place to see specific things of interest
a short trip in a car or bus, or on a bicycle or motorbike
a short trip made by a group of people, usually lasting less than a day
an organized trip for a group of people
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, Ill 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, BAs
senior manager, loyalty marketing.
I. It would be a huge benefit for our customers to get our partner airlines on board, says Thomas Brandt,
Deltas 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 Assistant), 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.
KLMs 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___
SASs 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.
Bmis 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, Emperors 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, co-author 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
2. A. team
3. A. trips
4. A. rivals
5. A. kicked
6. A. tree
7. A. trip
8. A. expense
B. complainings
B. crew
B. crossings
B. enemies
B. punched
B. head
B. voyage
B. tax
C. demands
C. pilot
C. travels
C. partners
C. hit
C. world
C. excursion
C. fine
D. misgivings
D. flying
D. routes
D. foes
D. damaged
D. agenda
D. travel
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.
1.
2.
3.
4.
5.
busy
emphasize
provide
increase
large
power
6. improve
7. place
8. global
9. supply
10. address
11. stable
12. stringent
13. agent
14. profit
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 wont
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
connecting point
airline office
departure lounge
air turbulence
airport hotel
direct flight
airport terminal
arrival airport
economy class
business class
excess baggage
baggage reclaim
ground transportation
boarding pass
booking procedures
check-in
landing
security check
take off
unclaimed luggage
weight limit
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.)
2. disparity (n)
3. emergence (n)
4. prompt (v)
a. a state of confusion, excitement, or anxiety

b. a state in which someone can be easily
harmed or hurt
c. to have a lot of a particular thing, quality, or
emotion:
d. to have a good relationship again with
someone after you have quarrelled with
5. confluence (n)
6. brim (v)
7. turmoil (n)
8. vulnerability (n)
9. pursuit (n)
10. reconcile (v)
them
e. when something begins to be known or
noticed
f. to make people say or do something as a
reaction
g. a difference between two or more things,
especially an unfair one
h. the action of trying to get, achieve, or find
something in a determined way
i. a situation in which two or more things
combine or happen at the same time
j. very big, fast, powerful
1. Good knowledge of cultural differences is ... to any definition of
cultural interaction.
2. Sometimes cultural traits may suffer changes beyond ... .
3. A(n) ... traveller will fail to do justice to cultural difference.
4. A visitor to your country should be offered plenty of ... in exploring
local culture.
5. You might find a lot of ... locals while travelling in foreign countries.
6. Nationalists would like their countrys traditions to be ... .
7. Sometimes its difficult to choose when you are faced with a huge ...
of tourist attractions.
8. I wouldnt like to sound ..., but you should get more involved in the
mores of your host country.
9. I am neither moral, nor immoral. My ... is often a mystery to my
friends.
10. Her ... at Heathrow airport made her miss her connecting flight.
VALUE
RECOGNISE
EXPERIENCE
COURAGE
APPROACH
CHANGE
DIVERSE
REASON
MORAL
ORIENTATION
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
hadnt.
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 hardwon 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

and eastern world.
2. Women usually contend that they have ... work opportunities
as compared with men.
3. Bill Clintons visit to Romania was a ... moment.
4. Exploring the ... sites of London could be a quite rewarding
experience.
5. He is a government official extremely ... with different people
in very high circles.
6. After months of strenuous research, the main causes of their
failure to meet international standards remained ... .
7. This question ... addresses those prone to xenophobia.
8. ... tourists flock to the big cities of the world every day in
search of yet unimagined sensations.
9. Because your application is incomplete, it will rest ... until a
further date.
10. After accumulating lots of practice in organising package
tours, the travel agency decided to ... their findings in a report
published in a local journal.
EQUAL
EQUAL
HISTORY
HISTORY
INFLUENCE
IDENTIFY
PRIMARY
NUMBER
PROCESS
THEORY
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. Lets 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. Theres 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
hadnt.
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
couldnt.
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 oclock the agreement
wasnt 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 Britains 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.
2.
3.
4.
5.
tabloid
grudging
emerge
averse
counterpart
6. avant-garde
7. gap
8. loathe
9. pop
10. survey
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
hate, detest
poll, research of public opinion
pause, break, distance
aesthetically new and experimental
popular, relating to the tastes of common people
opposed, objecting to, unfavourable to
exit, appear as
newspaper publishing scandalous material
equivalent, analogue
hesitant, ill-disposed towards
1. He sometimes uses ... language.

2. Please give me a ... of prices for oil.
3. The tabloids made much ado about the fact that she was ... in the
royal scandal.
4. Your ... behaviour could irremediably harm the relationship between
the two countries.
5. These are just a few of the ... underscoring our excellent policies
regarding cooperation among states.
6. My ... has often been reviled in tabloids.
7. I hereby wish to ... your contribution to our success.
8. Their ... efforts led to fruition.
9. Her ... skills are impeccable at all social gatherings.
10. Im sorry to say that the degree of your intelligence is ... in this case.
LOATHE
QUOTE
IMPLICATE
DIPLOMATIC
STRONG
ECCENTRIC
KNOW
EXHAUST
CONVERSATION
SIGNIFY
1. I am speaking ___ behalf ___ all those who feel wronged by the Romanian Constitution.
2. IN the survey appear the figures ___ this years 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 seekershould 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 = mustnt
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 = shouldnt
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 = wouldnt
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 wouldnt accept that.
Criticism of somebodys 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. Dont consider heading overseas to seek work without money in your pocket.
3. Dont go unless you are prepared to accept any job.
4. Sometimes you are forced to accept a monotonous job.
5. There are jobs you didnt 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
Result in.
Lead to
Since
As
Due to
Owing to the fact that
Because of
This means that.

As a result of.
Purpose
So that
In order to
The tense system: Revision

Simple tenses Continuous tenses
Present Simple
Present Continuous/Progressive
used for actions in the present, for things

that are always true or that happen
regularly, and for opinions and beliefs
used for actions or events that are happening

or developing now, for future plans, or to show
that an event is repeated
I/we/you/they enjoy (do not enjoy)

he/she/it enjoys (does not enjoy)
I am enjoying (am not enjoying)

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

the past
used for actions or events in the past that were

not yet finished or that were interrupted
I/we/you/they enjoyed (did not enjoy)

he/she/it enjoyed (did not enjoy)
I was enjoying (was not enjoying)

we/you/they were enjoying (were not
enjoying)
he/she/it was enjoying (was not enjoying)
Future Simple
used for actions and events in the future
I/we/you/they will enjoy (will not enjoy)
he/she/it will enjoy (will not enjoy)
Future Continuous/Progressive
used for actions or events in the future that will
continue into the future
I/we/you/they will be enjoying
(will not be enjoying)
he/she/it will be enjoying
(will not be enjoying)
Perfect tenses Continuous tenses

Present Perfect
Present Perfect Continuous/ Progressive
used to show that an event happened or an action

was completed at some time before the present
used for actions or events that started in the past

but are still happening now, or for past actions
which only recently finished and whose effects are
seen now
I/we/you/they have enjoyed

(have not enjoyed)
he/she/it has enjoyed
(has not enjoyed)
I/we/you/they have been enjoying

(have not been enjoying)
he/she/it has been enjoying
(has not been enjoying)
Past Perfect
usually used to show that an event happened or an
action was completed before a particular time in the
past
Past Perfect Continuous/Progressive

used for actions or events that happened for a
period of time but were completed before a
particular time in the past
I/we/you/they had enjoyed

(had not enjoyed)
he/she/it had enjoyed
(had not enjoyed)
I/we/you/they had been enjoying

(had not been enjoying)
he/she/it had been enjoying
(had not been enjoying)
Future Perfect
used to show that something will be
completed before a particular time in the
future
Future Perfect Continuous/Progressive

used for actions or events that will already be
happening at a particular time in the future
I/we/you/they will have been enjoying
I/we/you/they will have enjoyed

(will not have enjoyed)
he/she/it will have enjoyed
(will not have enjoyed)
(will not have been enjoying)

he/she/it will have been enjoying
(will not have been enjoying)
Writing. Define the stereotype for your nationality. Use adjectives from the table below.
able
accepting
adaptable
bold
brave
calm
caring
cheerful
clever
complex
confident
dependable
dignified
energetic
extroverted
friendly
giving
happy
helpful
idealistic
independent
ingenious
intelligent
introverted
kind
knowledgeable
logical
loving
mature
modest
nervous
observant
organised
patient
powerful
proud
quiet
reflective
relaxed
religious
responsive
searching
self-assertive
self-conscious
sensible
sentimental
shy
silly
smart
spontaneous
sympathetic
tense
trustworthy
warm
wise
witty
VERB
A
absorb
account
add
adjust
admit
agree
apply
appeal
argue
argue
arrange
arrive
apologize
approve
ask
accuse sb
arrest sb
B
base
beg
begin
benefit
believe
belong
boast
borrow
blame sb
blame sth
C
care
cater
choose
comment
collide
communicate
compare
compete
complain
compose
concern
concentrate
confess
confuse
congratulate
consist
contribute
cope
correspond
count
cover
crash
charge sb
charge sb
convict sb
PREPOSITION
in
for
to
to
to
with
for
to
with
about
for
in / at
for
of
for
of sth
for sth
on
for
with
from
in
to
about
from
for sth
on sb
for / about
for
between
on
with
with
with / to
with
about
of
about / with
on
to
with
on
of
to
with
with
on
with
into
with sth
for sth
of sth
convince sb
cure sb
D
decide
dedicate
depend
despair
deter
differ
disagree
disapprove
discuss
devote
dream
dress
drink
demand sth
derive sth
discourage sb
distinguish
sb/sth
distract sb
E
elaborate
emerge
escape
experiment
excuse sb
exchange sth
exclude sth
expel sb
explain sth
F
face
feel
feel
fight
forget
forgive sb
G
guess
get married
get rid
get tired
grumble
H
hear
hide
hope
help sb
hinder sb/sth
I
impress
insist
insure
of sth
of sth
on / against
to
on
of
from
from
with
of
with
to
of / about
in
to
from sb
from sth
from sth
from/between
sb/sth
from sth
on
from
from
on
for sth
for sth
from sth
from sth
to sb
with
like
about
against/with/for
about
for sth
at
to
of
of
about
of / about
from
of / for
with sth
from sth
on
on
against
interfere
invest
involve sb/sth
J
joke
K
know
L
laugh
listen
long
lend sth
M
meet
mistake
get married
O
object
operate
P
participate
pay
persist
pray
prepare
prohibit
praise sb
present sb
prevent sb
provide sb
provide sth
punish sb
Q
quarrel
quarrel
R
react
recon
recover
refer
rely
reply
resign
respond
result
retire
room
remind sb
rob sb
S
search
see
shout
smile
specialise
with / in
in
in sb/sth
about
about
at/about
to
for
to sb
with
for
to
to
on
in
for
in
for
for
from
for sth
with sth
from sth
with sth
for sb
for sb
about sth
with sb
against / to
on
from
to
on
to
from
to
in
from
for
of sth
of sth
for
to
at
at
in
speak
stand
stare
stem
subscribe
substitute
succeed
suffer
save sb
sentence sb
share sth
subject sb
suspect sb
T
talk
talk
think
turn
tell sb
thank sb
translate sth
trust sb
U
use
V
vote
W
wait
wonder
work
worry
write
warn sb
to
for
at
from
to
for
in
from
from sth
to sth
with sb
to sth
of sth
to
about
of/about
to
about sth
for sth
into sth
with sth
for
for
for
at
on
about
to / about
about/against
ADJECTIVE
A
accustomed
accused
acquainted
addicted
annoyed
allergic
amazed
anxious
appreciated
ashamed
associated
astonished
aware
angry
afraid
attached
B
bad
based
beneficial
boastful
bored
brilliant
busy
C
capable
careful
certain
characteristic
clever
connected
conscious
content
crazy
crowded
curious
D
dissatisfied
doubtful
delighted
derived
different
disappointed
E
eager
eligible
enthusiastic
excellent
excited
experienced
exposed
envious
F
PREPOSITION
to
of
with
to
about/with/at
to
at/by
about
for
of
with
at/by
of
with
of
to
at
on
to
for
with
at
with
of
with/about/of
about
of
at
with
of
with
about
with
about
with
about
at/about
from
from
with
for
for
about
in/at
about
in
to
of
faithful
familiar
famous
fed up
free
frightened
friendly
fond
furious
furnished
full
G
generous
guilty
gentle
good
grateful
H
happy
hopeful
I
identical
immune
impressed
inferior
indifferent
innocent
interested
involved
incapable
J
jealous
K
kind
keen
L
late
limited
lucky
M
nervous
notorious
O
opposed
P
patient
pessimistic
pleased
polite
popular
presented
proud
punished
puzzled
Q
to
with
for
with
of/from
of
with
of
about
with
of
with/about
of/about
with
at
to
about
of/about
with/to
to
with
to
to
of
in
with
of
of
to
on
for
to
at
of/about
for
to
with
about
with
to
with
with
of
for
by/about
qualified
for
ready
for
related
to
relevant
respectful
responsible
rid
S
sad
safe
satisfied
scared
sensitive
serious
sick
similar
shocked
skilful
slow
sorry
successful
suitable
sure
to
for
for
of
about
from
with
of
to
about
of
to
by
at
at
for/about
in
for
of/about
superior
surprised
suspicious
sympathetic
T
terrible
terrified
tired
thankful
trilled
troubled
typical
U
unaware
upset
used
W
wrong
worried
to
at
of
with
at
of
of
to/for
with
with
of
of
about
to
with/about
about

Business English Course for 1st Year Students

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Business English Course for 1st Year Students

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ENGLISH FOR 1ST YEAR BUSINESS

Course identification information:

end of semester written test 50%

GLOSSARY BUSINESS ENGLISH VOCABULARY

UNIT 1 INTRODUCTION TO BUSINESS COMMUNICATION

Communication in business settings

be in communication with somebody

address verb [T] FORMAL

noticeboard noun [C]

UNIT 3 COMPANY STRUCTURE

Business aims of companies

acquisition noun [C,U]

joint venture noun [C]

UNIT 4 BUSINESS ETHICS

Definition of business ethics

natural resources noun

action plan noun [C]

implementation noun [U]

The recruitment process

load noun [C]

UNIT 7 BUSINESS TRAVEL

Definition of business ethics

jet lag noun [U]

Further Language Study

OR ANY OTHER PRACTICAL GRAMMAR OF ENGLISH

UNIT ONE INTRODUCTION TO BUSINESS COMMUNICATION

3. How can people develop their communication skills?

12. pay (no) heed to sb/sth

15. set the seal on sth

O. start disagreeing or arguing with sb

Could you find out...?

2. Communication and the media

newspapers and magazines

radio and television

a. increase someones desire for something

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

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

a. no longer useful, because something newer and better has

The Internet is a really vast console of computers, all connected together.

UNIT TWO PRESENTATIONS

(adapted from http://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-strategies-forgiving-oral-presentations)

a nervous wreck (informal) very upset and worried

2.2 Vocabulary development

be struck by sb/sth (informal) be impressed by or interested in sth

more than enough

Business Meetings that Matter - it's Possible!

UNIT THREE THE STRUCTURE OF THE FIRM

start a business or to produce more wealth:

1.3.2. Notice the difference: Own/ owe

What are the factors that contribute to job satisfaction?

2.3. Language in use

A on hold for ages.

8. The shop hasnt been in

H accept a pay cut.

3.4. Vocabulary development

a. corporate profits that some companies periodically pay out

The percentage rose from.to.

UNIT FOUR BUSINESS ETHICS

Does anything go in business?

Selling unhealthy food despite warnings

UNIT FIVE MANAGEMENT

14. ... talent is supposed to be in-born rather than acquired.