Matapoyo - INFORMÁTICA I (18-2)

BUSINESS ENGLISH
MODULE: BUSINESS AGENDA

COLEGIO DE BACHILLERES DEL ESTADO DE BAJA CALIFORNIA
Learning Guide
Fifth Semester
COLEGIO DE BACHILLERESDEL
ESTADO DE BAJA CALIFORNIA
FRANCISCO ARTURO VEGA DE LAMADRID
Gobernador del Estado de Baja California
MIGUEL ÁNGEL MENDOZA GONZÁLEZ

Secretario de Educación y Bienestar Social y Director General del ISEP del Estado de Baja California
IVÁN LÓPEZ BÁEZ

Subsecretario de Educación Media Superior, Superior, Formación Docente y Evaluación
JAVIER SANTILLÁN PÉREZ

Director General del CBBC
JORGE GUEVARA ORTEGA

Director de Planeación Académica del CBBC
BUSINESS AGENDA
Module III: Business agenda
Edición, agosto 2004
Diseñado por: Lic. Alicia Beltrán Trejo

Lic. María Cristina Alvarado Bustamante
Actualización 2011: M.E. Miriam Guadalupe Rodríguez Garayzar
Traducción: Lic. María Cristina Alvarado Bustamante

Diseño: C.P. Alba Rosario Marrón Canseco

Actualizado por: M.E. Miriam Guadalupe Rodríguez Garayzar
Lic. Fátima Mariela Quiñónez Álvarez
Lic. Aldo Salazar Medina
En la realización del presente material, participaron:
JEFA DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

Lic. Teresa López Pérez
EDICIÓN, AGOSTO DE 2018

Lic. Gerardo Enríquez Niebla
Ing. Diana Castillo Ceceña

La presente edición es propiedad del
Colegio de Bachilleres del Estado de Baja California.
Prohibida la reproducción total o parcial de esta obra.
Este material fue elaborado bajo la coordinación y supervisión de la

Dirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.
Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C.
México.www.cobachbc.edu.mx
INDEX
Competencias genéricas que expresan el perfil del egresado
Competencias de egreso de la capacitación
Teacher´s note
Mapa de la capacitación
SUBMODULE 1: Making and changing arrangements…...……………..………....................2
SUBMODULE 2: Finding information for planning…….………….…….........................…..20
SUBMODULE 3: Planning events related to the company……………….…..................….34
SUBMODULE 4: Solving out of agenda problems........…….….....................…...........…...52
REFERENCES
PRESENTACIÓN
En el marco de la Reforma Integral de la Educación Media Superior, Colegio de Bachilleres

del Estado de Baja California (CBBC), se ha propuesto la meta de formar y consolidar el perfil
de egreso en el bachiller, poniendo a disposición del alumno los elementos necesarios que le
permitan crecer y desarrollar conocimientos, habilidades, actitudes y valores para poder enfrentar
los retos de un mundo globalizado, vertiginoso, competitivo y complejo. Por tanto, es importante
que el proceso educativo implemente estrategias que contemplen actividades de aprendizaje en
diversos contextos y escenarios reales, donde el estudiante con creatividad, habilidad y destreza
sepa desarrollar, movilizar y transferir las competencias adquiridas.
En virtud de lograr lo anterior y consciente de la dificultad para que el alumnado tenga acceso
a una bibliografía adecuada, pertinente y eficaz con el entorno socio-económico actual, el CBBC
brinda la oportunidad a los estudiantes de contar con materiales didácticos para el óptimo desarrollo
de los programas de estudio de las asignaturas que comprende el Plan de Estudios Vigente. Cabe
subrayar que, dichos materiales son producto de la participación de docentes de la Institución, en
los cuales han manifestado su experiencia, conocimientos y compromiso en pro de la formación
de los jóvenes bachilleres.
Los materiales didácticos se dividen en dos modalidades: Guía de Actividades del Alumno para
el Desarrollo de Competencias, dirigida a las asignaturas de los Componentes de Formación Básica
y Propedéutica, y Guía de Aprendizaje; para las capacitaciones del Componente de Formación
para el Trabajo. Cabe señalar que, los materiales se encuentran en un proceso permanente de
revisión y actualización por parte de los diferentes equipos docentes así como del equipo editorial.
Las guías se pueden consultar en la página Web del CBBC: www.cobachbc.edu.mx en la sección
alumnos / material didáctico.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de trabajo
y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo un trabajo
de consulta en otras fuentes bibliográficas impresas y electrónicas, material audiovisual, páginas
Web, bases de datos, entre otros recursos didácticos que apoyen su formación y aprendizaje.
COMPETENCIAS GENÉRICAS QUE EXPRESAN
EL PERFIL DEL EGRESADO
Se autodetermina y cuida de sí:

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones
en distintos géneros.
3. Elige y practica estilos de vida saludables.
Se expresa y se comunica:
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiados.
Piensa crítica y reflexivamente:

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos
establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva.
Aprende de forma autónoma:

7. Aprende por iniciativa e interés propio a lo largo de la vida.
Trabaja en forma colaborativa

8. Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México
y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,
valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
Nota: Al final del material didáctico encontrarás las Competencias Genéricas con
sus respectivos atributos, los cuales desarrollarás durante el bachillerato.
COMPETENCIAS DE EGRESO DE LA CAPACITACIÓN
Durante el proceso de formación de los cuatro módulos, el estudiante desarrollará las

siguientes competencias profesionales, correspondientes a la capacitación de Inglés
Empresarial:
• Se comunica en una lengua extranjera, respondiendo a las necesidades de la

vida contemporánea.
• Realiza comprensión oral o auditiva de diversos tipos de texto en otro idioma.
• Realiza comprensión escrita o de lectura de diversos tipos de texto en otro
idioma.
• Realiza expresión o producción oral en otro idioma.
• Realiza interacción oral en otro idioma.
• Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Teacher´s note:
The following material has been adapted from several resources. The main drive is to give you
in one element, the opportunity to work with the students several exercises using different styles.
The readings are essential to develop reading skills and then writing skills. The diverse types
of exercises are designed to promote and to acquire knowledge, not only in the English language,
but also in the business context.
There are plenty of exercises to be done, read and put in practice.
At the end of the submodule, there is a self evaluation sheet designed to promote in the student
a reflection about his or her own learning.
Use this textbook as a life opportunity to change your student’s competences, remember that in
every moment in our classroom, teachers promote wellness: we must give back to society stronger,
valuable and smarter citizens.
We would like to share this reflection about teaching, basically because we as teachers, we
have to expect a lot from our students, we have to tell them that they are able to achieve whatever
they put their mind into. It is our duty to inspire greatness.
Ronald Brown. Cal Poly, San Luis Obispo
“We teach best what we understand deeply - and are passionate about. We should teach the
principles and the lines of reasoning, the goals and the possible outcomes and implications. We
should not underestimate our audience and should expect a lot from our students. The best of them
deserve to be challenged - and each can learn anything he or she wants to learn. We should expect
a lot from ourselves as well. Teaching excellence requires that we remain students - learning,
stretching, questioning and remaining “childlike” in our curiosity and enthusiasm for learning. We as
teachers are very much like parents in that we have influence on our students ... the only question
being what kind of influence we have based on what we say and do and the attitudes we project.
Excellence in teaching ultimately has little to do with the mechanics of the process or the number
of students we have or whether we hand out course syllabi or how many tests we give or how we
grade. It has to do with creating the desire to learn and then establishing the environment in which
the learning can flourish”.
El mapa de la capacitación está compuesto por módulos y submódulos, los cuales se dividen
de la siguiente manera:
3ER. SEMESTRE 4TO. SEMESTRE 5TO. SEMESTRE 6TO. SEMESTRE

MÓDULOS
Interact in Business Exchange Business Interpret Business

Business agenda.
situations information information
(112 hrs.)
(112 hrs.) (112 hrs.) (112 hrs.)
SUBMÓDULOS
Analyzing And
Meeting Business Presenting Our Making And Changing
Comparing Statistical
People Company Arrangements
Company Information
(35 hrs) (35 hrs) (35 hrs).
(35 hrs)
Interpret Rules In
Exchanging Company Finding Information for Several Context And
Telephoning Messages
Information Planning Company Future
(35 hrs) Possibilities
(35 hrs) (14 hrs)
(35 hrs)
Planning Events
Reading Business Reporting Company
Related To The
Scripts Information
Company
(21 hrs) (21 hrs)
(35 hrs)
Job interview (42 hrs)
Writing Scripts for Reporting Company
Communication Information Solving Out Of Agenda
Problems (28 hrs)
(21 hrs) (21 hrs)
SUBMODULE 1
MAKING AND CHANGING ARRANGEMENTS
Formación Para el Trabajo - Quinto Semestre
Submodule MAKING AND CHANGING

1 ARRANGEMENTS
In this submodule you will review and learn vocabulary and phrases used to schedule and cancel appointments and
meetings, in addition to managing a business agenda effectively.
PROFESSIONAL COMPETENCES:
3. Takes part in oral production or expression in English
4. Takes part in oral interaction in English
5. Recognizes, understands and writes different types of texts in Business English.
GENERIC COMPETENCES:
4. Interprets and produces suitable messages in a variety of contexts through the use of appropriate
means, linguistic codes and other tools.
4.1 Expresses ideas and concepts through mathematical and linguistic representations or graphs.
4.2 Use independent learning strategies to acquire the professional competences and
the necessary skills.
4.3 Communicates in English on everyday situations.
4.4 Uses information and communication technology to find information and express ideas/opinions.
5. Develop Innovations to propose solutions to problems from established methods.

5.2 Sorts information according to the category hierarchies and relationships
6. Sustains a personal position on issues of interest and relevance, considering other points of view critically
and reflectively.
6.1 select the most relevant information sources for a specific purpose.
10. Keeps a respectful attitude towards a wide variety of creeds and beliefs, values, ideas, social interaction and
multicultural practices.
¾¾ 10.2 Talks about and learns from people’s different points of view and cultural traditions by acknowledging his
own circumstances in a specific context.
CONTENT:
1. The student expresses ideas and sentences about dates and times using simple
present tense and informative questions:
When, what time, where, etc.
2. The student makes arrangements about place and time for a business meeting.
3. The student agrees, accepts or changes appointments in business situations.
4. The student makes plans and adjustments in agenda schedules, using the present
continuous and simple future tense.
5. The student invites contacts to social events in business situations.
2 MAKING AND CHANGING ARRANGEMENTS

Business Agenda 5
Semestre
Diagnostic Activity
1. Which activities from last semester are more meaningful to you?
_____________________________________________________________________
_____________________________________________________________________
2. What do you expect to learn at the end of this module?
_____________________________________________________________________
_____________________________________________________________________
3. Write a list of items you need to work in an office.
_____________________________________________________________________
_____________________________________________________________________
4. Write a list of 5 departments in a company.
_____________________________________________________________________
_____________________________________________________________________
5. Describe any product you use every day, mentioning its characteristics and advantages.
_____________________________________________________________________
_____________________________________________________________________
6. Mention 3 appropriate phrases to use when receiving customer complaints.
_____________________________________________________________________
_____________________________________________________________________
7. Write a list of 10 verbs that you use when writing the history of any company.
_____________________________________________________________________
_____________________________________________________________________
WARM UP ACTIVITY
Instructions:
a) Get together in teams of 2 or 3.

b) Take turns choosing from the ideas below.
c) Start a conversation, not lasting more than 2 minutes.
Traveling
o You are on a plane and you want to read another passenger’s magazine. Ask politely.
o You are on a train. You are hungry. Ask another passenger how to get to the restaurant car.
o Suppose you are arriving to a new city, ask another passenger to recommend a hotel.
Meetings
o Say that you agree with a colleague.
o You are thirsty. Ask another person for some water.
o You are in a meeting. Everyone is bored. Suggest a break for coffee.
Telephoning
o Ask a caller to speak more clearly.
o Offer to take a message for a colleague.
o Thank someone for giving you some help or assistance.
SUBMODULE 1 3
Ordinal Numbers
Ordinal numbers refer to a position in a series. Common ordinals include:
0th zeroth or noughth (see below) 10th tenth
1st first 11th eleventh
2nd second 12th twelfth (note "f", not "v") 20th twentieth
3rd third 13th thirteenth 30th thirtieth
4th fourth 14th fourteenth 40th fortieth
5th fifth 15th fifteenth 50th fiftieth
6th sixth 16th sixteenth 60th sixtieth
7th seventh 17th seventeenth 70th seventieth
8th eighth (only one "t") 18th eighteenth 80th eightieth
9th ninth (no "e") 19th nineteenth 90th ninetieth
1. With your classmates describe the place in which you are positioned according to your
row using ordinal numbers.
Example: “I am number third”
Extra Activity: Go outside and follow your teacher´s instructions (e.g. get in line according to your birthday,
to your height, the number of siblings you have, etc.). Yell your position on the line using ordinal numbers.
In spoken British English is used ordinal numbers for dates. It is the same as in Spanish, first the day and
then the month.
day month year

You write: 1st May, 2014
You say: the first of May twenty fourteen
Note: The two letters at the end of the number and the comma are often left out.
Writing and saying the date in American English:
month day year

You write: May, 1st, 2014
You say: May (the)* first twenty fourteen
Preposition use.
I was born in 1967. (Use IN with the year.)

I was born in July. (Use IN with the month.)
I was born on July, 18th., 1967 (Use ON in the complete date.)
The meeting is on Friday. (use ON with weekdays)
Our holidays are in July. (Uncomplete date must use IN.)
Our Holidays start on July 18. (Complete date must use ON)

Business Agenda 5
Semestre
Days of the week Months of the year Seasons of the year

Sunday January July Spring
Monday February August Summer
Tuesday March September Fall/Autumn
Wednesday April October Winter
Thursday May November
Friday June December
Saturday
Extra activity: Make a collage to represent the Days, Months and Seasons. Practice and repeat them to
the teacher.
2. How to write dates in American English use ordinal numbers? Practice writing
a) 3 November: ________________________________________________________________
b) 10 march: ___________________________________________________________________
c) 15 July: _____________________________________________________________________
d) 28 April: _____________________________________________________________________
e) 12 December: ________________________________________________________________
f) 31 December: ________________________________________________________________
g) 1 January: ___________________________________________________________________
h) 1 May : _____________________________________________________________________
i) 20 June : ____________________________________________________________________
Practice writing and saying important dates to you.

1) ________________________________________________________________
2) ________________________________________________________________
3) ________________________________________________________________
4) ________________________________________________________________
5) ________________________________________________________________
Note: Remember that the names of days and months are written with a Capital letter at the beginning.
3. Exercise on Prepositions of time.
Instructions: Compete the following dialogue; fill in the blanks with the correct prepositions of time.
a) What are you doing this weekend?

b)I don’t know yet. Maybe I’ll go swimming ________ Saturday.
a) That’s interesting. I haven’t been to the pool ______ so many weeks.
b) We could go there together _______ the afternoon.
a) That would be great. But I would prefer to go there _______ the evening. I am having a business lunch at
noon.
b) That’s okay. The pool is open till ____________ o’clock. I can pick you up _____ half past seven. We can
swim _____ hours and then get to the sauna.
a) That’s sounds nice. But I must hurry, I am eating with the Arabs at noon. I have to be at the restaurant
_________ eleven o’clock.
SUBMODULE 1 5
4. Write sentences to show the hours on a clock, using each phrase from the clock.
a) ______________________________
b) ______________________________
c) ______________________________
d) ______________________________
e) ______________________________
f) ______________________________
5. Write the hours with numbers:
The meeting is at 3 p.m. sharp.

It is 3:15
It is fifteen minutes to four 3:45
It is three half past. _________
It is three and thirty minutes. ________
It is three forty five. ________
It is a quarter to three. ________
It is three and a quarter. ________
The meeting is at five p.m. _______
It is 5:15
It is fifteen minutes to five. _______
6. Practice with your classmates to tell the time.
You can go to this link to listen to time telling: http://www.languageguide.org/english/telling-time/

Business Agenda 5
Semestre
Speaking activity. Share this information to the class.

What is your favorite moment of the day?
What time do you have breakfast?
What time do you have lunch?
What time do you have dinner?
What time do you eat snacks?
7. Do a research about the eating hours in other countries. It is the same as yours?
Culture Breakfast Lunch Dinner Snacks/tea
American:
British:
French:
Chinese:
Extra activity. Share with your mates. What is your favorite celebration? what is mainly celebrated in your
home, in your state, in your country? How do you celebrate it?
Note to the teacher. To keep practicing dates, go around the class and ask them about the historical
dates, holidays and celebrations or traditions all over the year.
Informative questions.
Analyze the following table and draw conclusions.
Question
SUBJECT INTERROGATIVE MARK
word
start ?
the bus
arrive ?
the meeting
the flight leave ?
Where
begin ?
the inspection
When do go ?
our lunch, dinner
does travel ?
What time our presentation
scheduled ?
Is seminar arranged ?
What
conference programmed ?
How much are available
workshop
the bank ticket
How
airfare ?
you
open
they
close
SUBMODULE 1 7
Is any combination acceptable?

8. Make as any combination as you can and write them down.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
7. ______________________________________________________________________
8. ______________________________________________________________________
9. ______________________________________________________________________
10. ______________________________________________________________________
11. ______________________________________________________________________
12. ______________________________________________________________________
13. ______________________________________________________________________
14. ______________________________________________________________________
15. ______________________________________________________________________
9. Writing skill: Please find in any web site that teaches business English the following
meanings:
Vocabulary used in meetings Definition
agenda
chairman / chairperson
clarify
conference
conference call
consensus
deadline
decision
interrupt
item
main point
minute
objective
point out
proposal
recommend
agreement
summary
task
unanimous
video conference
vote

Business Agenda 5
Semestre
10. Do a research on the internet about the different type of events related to a company.
Write down those you consider the most important and explain why is it important to you.
11. Mark on the calendar activities related to the company and then write the sentences that
describe such activities including the day and the month that is scheduled.
Example:
I have a Marketing Meeting at 9:00 a.m. on May 6.

2014 MAY
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3
4 5 6 7 8 9 10
Marketing
Meeting
9:00 a.m.
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
6. ________________________________________________________________________
7. ________________________________________________________________________
8. ________________________________________________________________________
9. ________________________________________________________________________
10. ________________________________________________________________________
SUBMODULE 1 9
12. Analyze the program and answer the

questions:
1.- Where is the TESOL taking place?
2.- When does the Master´s Student Forum being

held?
3.- What time is the reception for New Members going

to be?
4.- Who is the speaker on Saturday 29th?
5.- What time is the Opening Keynote and by whom?
6.- How many hours are the Posters Sessions

programmed?
7.- How many days are the Posters sessions programmed?
8.- Where is the Ice cream Break?
9.- What time does the TESOL Annual Business Meeting start?
10.- Where is the Doctoral’s student forum going to be?
11.- Where will the English Language Expo take place?
12.- How many days will be the Job Marketplace open?

Business Agenda 5
Semestre
13. Analyze the following two calendars and complete the conversation. Then make one of your own.
Ms. Turner’s calendar:
Monday Tuesday Wednesday Thursday Friday Saturday

8:00
CEO Meeting with
8.30 LA office
breakfast contractors
Sales report Trip to
9:00
meeting Shangai
9.30
10:00
Marketing
11:00
Seminar
Lunch with
12:00
Susan Evans
Ontario Lunch with
13:00
meeting William Smith
Anaheim
14:00
meeting
14:00
Mrs. Wilson’s calendar

Monday Tuesday Wednesday Thursday Friday Saturday
8:00
Breakfast Breakfast
8.30 with Shangai with Mexico
representatives representatives
9:00
Las Vegas
9.30
Convention
Training
10:00 Annual meeting
workshops
Training
11:00
workshops
12:00
Shangai
13:00 designers
visit
Training
14:00
workshops
15:00
Ice breaker
16:00
dinner
17:00
SUBMODULE 1 11
Ms. Turner and Mrs. Wilson are trying to arrange a meeting. Look at their appointments. Complete the
telephonic conversation:
TURNER: Hello, this is Mr. Turner from Shangai International. I would really like to _________ you to discuss
some points about the marketing campaign that you are designing.
WILSON: Are you free on Monday at 8:00 a.m.?
TURNER: No, I am visiting ______________ in L.A. How about at noon?
WILSON: I am going to Las Vegas the entire day. Tuesday morning will be okay?
TURNER: I am afraid Tuesday is not possible. I have to _____________________ and ________________

_____________________. Could we meet on Wednesay at 2 p.m.?
WILSON: No. I am not available. I ____________ 3 workshops.
TURNER: I am free on Thursday from 10 to 2 o’ clock. What do you think?
WILSON: Perhaps we could have lunch together?
TURNER: No, I am already engaged in a lunch meeting, but still available from 10 to 2. Does it work for you?
WILSON: I am free most of Thursday, so it won’t be a problem. I can ________you at your office.
TURNER: That would be ideal, because on Friday I travel to Shangai and I won´t be in LA for a week.
WILSON: So, Shall we meet at 11:00 at your office then?
TURNER: I’ll be waiting for you.
14. Draw a calendar in a sheet of paper. Schedule your activities for the week. Get together with a
classmate to recreate your own version of the last dialogue.
Common expressions to make invitations.
Informal:
• Would you like to eat Chinese, Mexican Food, Sea Food; etc
• We’re going to _______________
• Would you like to come along?
• There’s a dinner, party, celebration, theater presentation, etc. Would you like to go?
• How about eating Chinese? How about going out at night? How about going to the Movies?
• Do you want me to pick up early ? Do you want me to take you shopping?
• I wonder if you would like to stay at the hotel
• I was wondering if you would like to visit some historic sites
• I was wondering if you would like to visit some vineyards at Guadalupe Valley?
Formal:
• I’d like to invite you to . . .
• If you have time, I’d like to invite you . . .
• Would you like to join us for (event) at (time)?
• We’d be glad to have you accompany us . . .
• We’d be delighted/honored to have you as our guest at . . .
• When would suit you?
• What time would be convenient for you?
• Where would suit you?
• Can you manage / make 2 o’clock on Thursday?
• How about 3 o’clock?
• Are you free on the 26th?

Business Agenda 5
Semestre
15. Imagine that is your responsibility to entertain a visitor, a conference speaker or a company´s
trainer from another country. You have to take him/her to the airport and to the hotel and make sure
he/she eats and has a good time here in your city. You have to ask him/her about:
99 Pick up time in the morning at the hotel.

99 Any special needs: food, medicine, gym, etc.
99 Suggestions about taking him/her to visit the city.
99 Any requirement to make the presentation, seminar, workshop, etc.
99 Introduce him/her to new people from the company.
Write down these activities on a calendar.
SUBMODULE PROJECT
1) Make teams of 2 to 3 students.

2) Using the calendar from exercise 15, write a conversation where you arrange different activities
for the visitor, considering the vocabulary and phrases on the submodule.
3) The team must hand in the written dialogue, in which you have to include:
99 Hours
99 Places
99 Specific plans
99 Events
99 Agreements
99 Disagreements
99 Informative questions
4) Hand in the dialogue to the teacher before the role play to be reviewed.
5) Present the dialogue in front of the group. The teacher will use checklists to evaluate teams and individual
work.
EVALUATION
o Written text (dialogue) . 20% (team)
o Oral Presentation. 40% (individual)
All members of each team must speak clearly and according to the business situation.
Dialogues can be videotaped for subsequent individual analysis.
SUBMODULE 1 13
Integration portfolio of evidences: all the exercises done in this submodule.
¾¾ All written exercises that are generated during the submodule, will be integrated into the
portfolio of evidence.
General information for the evaluation process

Evaluator’s name Application Date
IECL
Code TITLE
Profile NTCL that evaluates

Making and Changing Arrangements.
MODULE 3
Finding Information for Planning.
BUSINESS AGENDA
Planning Events Related to the Company.
Solving out of Agenda Problems.
SUBMODULE 1 “Making and changing arrangements”

CODE TITLE Level
CBBCNTI 3A BUSINESS ENGLISH 2
Elements
Reference Code Title
Name: The student knows the content The student does not know the content
Evaluation 1
Evaluation 2
Evaluation 3
Makes statements in the present tense expressing dates and times of an event, conference,
meeting or workshop arranged in a business situation.
Pronounce and used properly Excellent Very Good Needs Comments

Prepositions of Time Good improvement
On
At
Half Past
Quarter to
O’clock
Months of the Year
January
February
March
April

Business Agenda 5
Semestre
May
June
July
August
September
October
November
December
Days of the Week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Seasons
Spring
Summer
Fall / Autumn
Winter
Ordinal Numbers
Ordinal Numbers 1 to 30
Clock (indicating different hours)
Use of verbs in the Simple Present
Makes statements in different forms: affirmative, negative and interrogative, about an agenda, schedule
of some event or program, using the Present Continuous as future. Example: Lunch is taking place at
Restaurant Mange Tous tomorrow morning.
Arrange time and place for a business meeting and social event, in conversation, asking opinions and
giving suggestions, with the correct pronunciation of words, intonation and fluency giving statements,
showing courtesy and attention.
Using expressions to
propose, answer and / or Excellent Very Good Good Needs improvement
suggestions to make an
appointment:
When + would…
What time +would….
Where + would…
…suit you?
…be convenient for you?
Can you manage on ___
(day)___?
Can you make it at ____
(time)___?
Are you free on the ____
(26th)___?
How about at ____(time)____?
Would you like to __(verb)___?
Do you feel like ___
(verb+ing)___?
How about ____(verb+ing)___?
SUBMODULE 1 15
Excellent Very Good Needs improvement

Using expressions to propose,
Good
answer and / or suggestions to
make an appointment:
Yes, I’m free.
Yes, that’s fine.
Yes, that suits me.
That’s a good idea!
I’ll look forward to seeing you.
Sorry, I’m afraid I can’t make it.

I’m afraid I can’t manage.
I’m afraid I’m tied up.
I’d love to, but…(excuse)
Well, actually…(excuse)
I’m sorry, but …(excuse)
Pronunciation and memorization Excellent Very Good Needs improvement

Good
Intonation gives utterances.
Introduces fluency.
Uses terms following the rules of

civility and courtesy.
Team work and visual aids Excellent Very Good Needs improvement
Good
Use visual aids
Work together

Business Agenda 5
Semestre
Assess your own progress accurately.

Self-evaluation
Student`s name
Date: Submodule 1 Observations
If your answer is No,
Skills performance indicators 100 % 80 % No analyze the reasons.
I attend on time to all my classes.
I follow the instructions to do the exercises.
I participate with a constructive and collaborative
attitude asking when I do not understand a topic.
I answer the exercises provided in the book
I contribute with ideas in oral and written forms.
I am able to evaluate honestly my own performance
I read the lessons and texts searching for new
meanings and words
I am able to establish links between new and old
grammatical forms and integrate new words.
I have interest in learning by my own using Internet
I work with my classmates collaboratively
I feel I have learned more English with this unit
I can communicate better and more confidently
Assess your partner´s progress accurately.

Peer evaluation
Student`s name Evaluator:
Skills performance indicators 100 % 80 % No discuss the reasons with
him or her.
He or she attends on time to all the classes.
He or she follows the instructions to do the
exercises.
He or she participates with a constructive and
collaborative attitude asking when he does not
understand a topic.
He or she answers the exercises provided in the
book
He or she contributes with ideas in oral and written
forms.
He or she is able to evaluate honestly his or her
own performance
He or she reads the lessons and texts searching
for new meanings and words
He or she is able to establish links between new
and old grammatical forms and to learn new words.
He or she has interest in learning by his own or her
instance using Internet
He or she works with classmates collaboratively
I feel she or he has improved his or her English
He or she can communicate better and more
confidently
SUBMODULE 1 17
RUBRIC TO EVALUATE ORAL PRESENTATIONS

Teacher´s signature:
Student´ signature:
CATEGORY 10 EXCELLENT 7.5 GOOD 5 ACCEPTABLE 2.5 NON ACCEPTABLE Score

Speaks clearly Speaks clearly
Speaks clearly
and distinctly and distinctly Often mumbles or
and distinctly all
almost all most of the time. cannot be understood
Enunciation the time, and
the time, but Mispronounces OR mispronounces
mispronounces
mispronounces no more than more than one word.
no words.
one word. one word.

Uses appropriate
vocabulary Uses appropriate
His or her
without any vocabulary with
grammar The mistakes and
Grammar grammar few grammar
presents grammar errors are
mistake. His or mistakes. His or
mistakes but evident and don’t allow
her sentences her sentences
he or she to understand.
are according to are according to
communicates.
the unit and are the unit
perfectly used.

The student
The student
The student has pronounces with
Pronunciation has sufficiently The pronunciation is
an excellent error or is not
understandable poor at times unclear.
pronunciation. understandable
pronunciation.
at time
The student The student The student

is able to is able to is able to The student is not able
Fluency communicate communicate express his or to communicate his or
his or her ideas his or her ideas her ideas in a her ideas in a regular
in an excellent in fluent way, regular manner, manner, he or she
way, without any with just a few stopping to mixes both languages
hesitation. hesitations. recall words.
He or she
He or she He or she
Project. Essay handed on time, handed on time, The quality is poor and
handed on time, it does not have the
or written text. with an excellent with a regular
with a normal
quality not quite elements required.
quality according quality according
according to the
to the expected. to the expected.
expected.
(Group)
(20 pts.) (15 pts.) (5 pts.)
(10 pts.)

Business Agenda 5
Semestre
SUBMODULE 2
SUBMODULE 1 FINDING INFORMATION FOR PLANNING 19
Submodule FINDING INFORMATION

2 FOR PLANNING
In this submodule you will familiarize and will practice vocabulary and structures to describe the attractions and
advantages of a city with advantages in organizing or setting a congress, conference or a business meeting.
2. Takes part in reading and writing of different types of texts in English.
5. Takes part in the production and description of different types of texts in English
4. Listens, interprets and produces suitable messages in a variety of contexts through the use of
appropriate means, codes and other tools.
4.4 Uses information and communication technology to find information and express ideas/
opinions.
5. Develops innovations to propose solutions to problems from established methods.

5.2 Sorts information according to the category hierarchies and relationships.
5.5 Develops innovations to propose solutions to problems from established methods.
6. Sustains a personal position on issues of interest and relevance, considering other points of view critically
and reflectively.
6.1 Selects the most relevant information sources for a specific purpose.
10. Keeps a respectful attitude towards a wide variety of creeds and beliefs, values, ideas, social interaction
and multicultural practices.
10.2 Talks about and learns from people’s different points of view and cultural traditions by
acknowledging his/her own circumstances in a specific context.
CONTENTS:
1. The student is able to get information to prepare a brochure (triptych) with the most important
features and photographs of an attractive city suitable for business meetings and conferences
or conventions.
- Using: there is, there are.
- Using expressions of quantity: any, a lot of, much, many.
20 FINDING INFORMATION FOR PLANNING

Business Agenda 5
Semestre
Vocabulary List:
• Space for development • Restaurants
• Manufacturing industry • Weather.
• Aerospace industry • Transportation.
• Entrepreneurial development policy • Traffic.
• Agricultural workers • Industrial parks.
• Open spaces • Pollution.
• Parks and museums • Pressure.
• Historic sites • Workforce.
• Population • Gas or electricity.
• Sports and leisure activities • Cost of labour.
• Night life • Qualified technicians.
• Economic incentives • Schools and education.
1. Choose a city; it could be your hometown. Write 10 sentences describing the main
attractions or advantages that it has.
____________________________________________________ My hometown.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________.

2. Write the main characteristics and attractions that your city offers to the world. It is an industrial
city? Is it a tourist one? It is a port? It is a valley or produces agricultural products? Do you know
the names of the most important companies that are settled in your city? What do they produce,
manufacture or sell?
Answer these questions in a group discussion and your teacher will write the information on the board.
Use these expressions:

• Is there much....? / Are there many…?
• There is a lot of… / There are a lot of…
• There isn’t much… / There aren’t many
• There isn’t any… / There aren’t any…
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
SUBMODULE 2 21
Writing skills activities:
3. Using the new vocabulary, integrate it to your knowledge and complete the following
sentences about the photo:
a) There is a lot of __________________________________________________________
b) There are a lot of __________________________________________________________
c) There isn’t much __________________________________________________________
d) There aren’t many __________________________________________________________
e) There isn´t any __________________________________________________________
f) There aren’t any __________________________________________________________
San Felipe is _________________________________________________________________________
____________________________________________________________________________________
Extra Activity: Search in the internet for a city you like and bring your own sentences to describe it as the
exercise above. Do a presentation to the group using visual aids.

Business Agenda 5
Semestre
Vocabulary
Write a V is the word is a verb or N if the word is a Noun.

calculate facility manager proposal Briefcase
cubicle hire net calculator entrepreneur
Binders Filing cabinets Hole puncher ATM photocopier

client factory prospects rolodex
accountant deadline import offer headquarters
accounting deal incentive order seller
checkbook file Branch loan Stapler
accounts debit income organization strike
ads department income tax owner superintendent
advertise discount inflation partner supervisor
agenda director insurance payment motherboard
agreement distribution interest rate personnel investment
benefits duty inventory plan trade

bonus duties risk policy trade-off
currency efficiency invoice portfolio trainee
borrow employee job position transaction
boss employer labor chart treasurer
briefcase employment lease president management
budget letterhead product vacancy

business equipment liability production vacation time
business card estimate loan profit vice-president
buy executive loss profitable volume
buyer expenses low promotion withdraw
commerce fax market purchasing presentation

commercial figures sale rank marketing
cabinet finance meeting receipt hours
competition financial memo recruiter merchandise
consumer freight supply refund bookkeeping
contract goods money resign network
corporation graph monopoly résumé Stationery
coupon growth union retail negotiation
credit terms mouse pad retailer credit card
SUBMODULE 2 23
Vocabulary – Identify countable and uncountable nouns.
Write a C is the word is a countable or U if the word is an uncountable noun.
boss employer labor chart treasurer
briefcase employment lease honesty management
budget coffeepot loyalty product fairness
reputation equipment liability production respect
business card value loan profit money
loan executive loss profitable furniture
buyer expenses low promotion withdraw
file fax market transaction presentation
integrity figures sale rank marketing
cabinet commitment trust receipt friendship
competition financial memo recruiter merchandise

Business Agenda 5
Semestre
4. Complete these sentences: Use much with uncountable nouns and many with countable nouns. You can
also use a lot or some in some examples. Remember that in negatives sentences the quantifier has to
be any.
a) How _________________ equipment are we going to rent?
b) I’m afraid I can’t give you ______________information about the deal.
c) There aren’t _____________ approved checks today.
d) We have increased ____________ our profit sale this semester.
e) How ___________ loans are declined so far?
f) How ____________ metal scrap are you generating this week?
g) Are there __________ executives in the boarding room?
h) The company hasn’t hired ____________ employees.
i) There aren’t __________ managers with so high credentials.
j) There isn´t ___________ loyalty in employers nowadays.
k) There isn’t ___________ credibility in the politician system.
l) The company hasn’t increased budgets in ________ departments
m) The competitors are going to bring _________ free products.
n) A lot of the merchandise needs ___________ improvements.
o) The figures are not good; __________ of the marketing campaign was an error.
SUBMODULE 2 25
In order to decide which the best option to develop an event is in your city, you must consider the following:
a) Hotels
b) Boardrooms, theaters, forums, etc.
c) Spaces or auditoriums to rent for convention rooms or meeting spaces for 50, 100, 200 people.
d) Menus and food prices per participant.
e) Classrooms or spaces for conferences and workshops.
f) Companies that are interested in having stands for the attendants.
g) Airplane, bus or trains tickets and schedules.
h) Coffee break services
i) Volunteers to help in the organization and the assistance of the seminars or workshops.
j) Audio visual equipment and electronic equipment for each seminar or workshop.
k) Daily leisure activities at night for the attendants.
l) Culture and traditional shows for foreigner visitants.
m) Trips to the historic or touristic sites nearby.
n) Famous restaurants, traditional food or dishes, etc.
o) Beautiful points to visit.
5. Using the vocabulary seen to write at least 15 sentences. Write one per each of the 15 different points.

Business Agenda 5
Semestre
SUBMODULE PROJECT
1) Individually.
2) Each student will choose a different city around the world to develop a company event. (The
teacher may give you options for the city and/or the event)
3) The student has to design a brochure (or triptych) to present his/her event, where include:
99 Photos or Images
99 Main places
99 Main events and attractions
99 Weather, historical site and history
99 Names and web pages
99 You have to use at least ten sentences using there is, there are, etc.
99 You have to use at least quantifiers: many, much, some, any, a lot of.
EVALUATION
o Brochure 60%
ü Vocabulary
ü Grammar
ü Descriptions
ü Images
ü Creativity
ü Handed on Time
o Workbook Activities 40%
SUBMODULE 2 27
Integration portfolio of evidences: all the exercises done in this submodule.
¾¾ All written exercises that are generated during the submodule, will be integrated into the
portfolio of evidence.
I. General information for the evaluation process
Student name:
IECL
Code TITLE
CBBCNTI 3A
Profile of NCL evaluated
MODULE 3
BUSINESS AGENDA
SUBMODULE: 2 “ Finding information for planning”

CODE TITLE Level
Elements
Name: The student knows the content The student does not know the content
Evaluation 1
Evaluation 2
FINAL EVALUATION
2.1 Present a triptych of photographs, and features an attractive place for business meetings,
conferences, using: there is, there are, expressions of quantity and use: any, a lot of, much, many
and vocabulary points.
Expressions used correctly Regular Good Excellent Comments
There is a lot of…
There are a lot of…
There isn’t much…
There isn’t any…
There aren’t many…
There aren’t any…
Countable nouns
Uncountable nouns

Business Agenda 5
Semestre
Vocabulary used correctly Regular Good Excellent Comments
space for development
government subsides
maquila industry
aerospace industry
entrepreneurial development policy

agricultural workers
open spaces
parks, museums
historic sites
population
sports and leisure activities
night life
economic incentives
restaurants
Land for industrial use
Valleys and soil products
Weather
Facilities
Utilities
clusters
qualified technicians
intermodal transportation
traffic
Industrial parks
pollution
workforce
gas or electricity
conference equipment
cost of labour
SUBMODULE 2 29
many
much
some
any
a lot of
The brochure (triptych) include: Yes No Comments

Use of proper vocabulary and
expressions: vocabulary, sentences,
quantifiers
Images
Nice presentation and creativity
Team Work Self and Peer Assessment Sheet
Group projects are sometimes looked upon as being “unfair”. Through the use of this self and
peer assessment sheet your perception of quantity of work that you performed and that of your
partners is analyzed against the perceptions of your partner. Through this process, hopefully
equity is achieved.

Business Agenda 5
Semestre
These evaluations are a series statement and are used to re-distribute 60 % of the grade on the project. In
order for this process to work effectively there is the need for you to be honest and objective.
NAME:____________________
REFLECTION QUESTIONS
1. What problems did you encounter and how where they solved?
________________________________________________________________________
2. What would you do differently next time?
___________________________________________________________________________
3. What skill would you like to improve next time?
________________________________________________________________________
I PERFORMED:
1 2 3 4 5 6 7 8 9
None of the work fair share of the work All of the work
PARTNER 1’s NAME: _________________________________

This partner performed:
1 2 3 4 5 6 7 8 9
PARTNER 2’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 3’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 4’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
Note: If you have any comments concerning this project or suggestions on how to improve the class, please
write them here: ________________________________________________________________________
_____________________________________________________________________________________
_
SUBMODULE 2 31

Self-evaluation
Student`s name
Skills performance indicators 100 % 80% No
analyze the reasons.
meanings and words

Peer evaluation
him or her.
exercises.
understand a topic.
book
forms.
own performance
confidently

Business Agenda 5
Semestre
SUBMODULE 3
SUBMODULE 2
PLANNING EVENTS RELATED TO 33
THE COMPANY
Submodule PLANNING EVENTS RELATED

3 TO THE COMPANY
In this submodule the student must integrate the vocabulary, expressions and grammar forms
when he or she makes plans to organize events, besides offering help and solving unexpected
situations that may arise.
2. Takes part in reading and writing comprehension of different types of texts in English.
5. Takes part in written expression or production of different types of texts in English
4. Interprets and produces suitable messages in a variety of contexts through the use of
appropriate means, linguistic codes and other tools.
4.4 The student uses information and communication technology to find information and
express ideas/opinions.
5. Develops innovations to propose solutions to problems from established methods.

5.5 The student develops Innovations to propose solutions to problems from established methods
5.2 The student sorts information according to the category hierarchies and relationships.
6. Maintains a personal position on issues of interest and relevance, considering other points of
view critically and reflectively.
8. Participates and collaborates effectively in groups.

8.2 Presents his or her own points of view with a open point of view and consider others opinions.
8.3 Takes a positive attitude towards his own knowledge and abilities while working in different
teams
34 PLANNING EVENTS RELATED TO THE COMPANY

Business Agenda 5
Semestre
10. Maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas
and social practices, when his or her classmates describe activities.
10.2 Talks about and learns from people’s different points of view and cultural traditions by
acknowledging his/her own circumstances in a specific context.
CONTENT:
1. The student must ask and answer questions about the characteristics that a place has to offer hosting
workshops and congresses.
- Using is there much ... / ... Are there many?
- Using countable and uncountable nouns and quantifiers.
2. The student must engage in conversations about organizing meetings:
- Using the simple future form in affirmative, negative and questions.
- Using frequency adverbs and present time usual expressions.
3. The student is able to predict future situations about the company’s issues.
- Using the simple future form.
4. The student is able to give and offer advice to coworkers.
- Using correctly the modals must, mustn´t, should, shouldn´t, have to, don´t have to, had better.
5. The student is able to offer assistance to their colleagues.
- Using the modal shall.
6. He is able to express about decisions and unexpected situations that may arise in the company.
- Using the future “be going to” in affirmative, negative and interrogative form.
SUBMODULE 3 35
1. Pair work. Do a role play activity where you pretend to decide for a city to host a convention; ask
for the main characteristics of the prospect cities.
Answering questions with: is there…? / are there …?
Using the quantifiers many, much, a lot of, any.
Vocabulary List:
• Space for development • Restaurants
• Manufacturing industry • Weather.
• Aerospace industry • Transportation.
• Entrepreneurial development policy • Traffic.
• Agricultural workers • Industrial parks.
• Open spaces • Pollution.
• Parks and museums • Pressure.
• Historic sites • Workforce.
• Population • Gas or electricity.
• Sports and leisure activities • Cost of labour.
• Night life • Qualified technicians.
• Economic incentives • Schools and education
Note: You can use the brochures from the previous submodule project in order to get ideas from
various cities.
FUTURE GRAMMAR TENSE

Set the tense in your life context answering the following questions.
How do you see yourself 10 years from now?
_____________________________________________________________________________
_____________________________________________________________________________.
What kind of job will you be doing 10 years from now?
______________________________________________________________________________
_____________________________________________________________________________.
Where will you live 15 years from now?
______________________________________________________________________________
_____________________________________________________________________________.

Business Agenda 5
Semestre
How will your hometown be in 2030 years? Will it be better? Will it be cleaner?
How will the world hold more than 8 billion of people by the year 2030?
2. Complete the following chart.
AFFIRMATIVE NEGATIVE INTERROGATIVE
Our turnover will increase Our turnover won’t increase Will our turnover increase?
The company will expand
Our market share won’t rise
Will foreign competition increase?
We will go out of business
Our products’ demand won’t
We’ll introduce new technology
The equipment won’t break down

Will the profits increase generate
more jobs?
Will the losses make us to hire

people?
SUBMODULE 3 37
Let’s analyze this chart in order to understand better how to use correctly the future tense with be going to.
GOING TO
VERB TO BASE FORM OF
SUBJECT TIME ADVERB
BE THE VERB
NEGATIVE(NOT GOING TO)
going to
I AM improve it soon
not going to
going to
YOU ARE rent it today
not going to
SHE IS need it tomorrow

going to
HE IS print it now
not going to
IT IS buy it in a minute
going to
WE ARE board in a moment
not going to
going to
THEY ARE sell it in an hour
not going to
YOU going to
ARE regret it next morning
(PLURAL) not going to
3. Write 5 actions that you are sure you are not going to do.
Example: I am not going to buy a car soon.
1.
2.
3.
4.
5.
6.

Business Agenda 5
Semestre
Yes/No questions
VERB GOING TO
SUBJECT NEGATIVE(NOT BASE FORM OF TIME INTERROGATIVE
TO BE GOING TO) THE VERB ADVERB MARK
going to
AM I improve it soon ?
not going to
going to
ARE YOU rent it today ?
not going to
IS SHE need it tomorrow
going to
IS HE ask her now ?
not going to
IS IT print it in a minute
going to just in a
ARE WE help you ?
not going to moment
going to
ARE THEY have it in an hour ?
not going to
YOU going to next
ARE regret it ?
(PLURAL) not going to morning
Affirmative short answer Negative short answer

SUBJECT VERB SUBJECT VERB
TO BE TO BE
I AM I’M
YOU ARE YOU’RE
SHE IS SHE’S
HE IS
HE’S
Yes,
IT IS No, NOT
IT’S
WE ARE
WE’RE
THEY ARE
YOU THEY’RE
ARE
(PLURAL) YOU’RE
(PLURAL)
Unexpected situations
• “Going to” in affirmative and negative statements to define what will happen consistently from one
situation:
His flight left late, so he’s not going to be on time.
• Uses “so” to justify a decision:

I’ve got my car with me, so I’m not going to have a drink.
• We use going to talk about things we plan to do in the future:

It takes 8 hours to drive to San Francisco, so I’m going to fly from San Diego.
SUBMODULE 3 39
4. Write possible solutions for each of the following situation using the expressions going to. Look
at the actions in parentheses.
a) They´ve got a meeting in LA on Tuesday morning and another in San Francisco on Wednesday morning.
(Take a flight)
b) His flight took off late. (not arrive on time)
c) We’ve to decide where to eat together. (have dinner at Applebee´s)
d) She can’t attend the meeting. (Her assistant do it instead)
e) Sales are decreasing frighteningly. (Arrange urgently a marketing campaign)
Business Issues
Base form of Question
Question word Verb to Be Subject Going to
the verb mark
How am I going to solve this ?
Where are the factories going to install ?
increase
is the tax
start
When is the campaign going to ?
close
is the organization
end
Why are the products going to change ?
What are you going to calculate ?
present
Who is (No subject?) going to travel ?
do it
5. Following the previous chart, write as many logical questions as you can?
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. __________________________________________________________________________

Business Agenda 5
Semestre
Advices
Several modals verbs are used to give advice. “Should” is the most common. “Had better” is used to give
strong advice, usually a warning. “Must” express necessity or obligation. This chart gives some examples.
Modal Verb Examples Notes

You should consult a lawyer
You shouldn’t risk so much money Should forms a contraction with not:
Should
Should I try it? shouldn’t.
What should I do?
Had forms contractions with
That company had better hire an expert right Subject pronouns: I, (we, you, he, she, they)
away. had=
Had better You’d better not tell anybody.
Hadn’t we better leave? I’d (we’d, you’d, he’d, she’d, they’d).
What had we better do to solve this?
Not comes after better. Questions are
usually in the negative form.
We must call our accountant now. Must is a less common that
You mustn’t cancel your appointment.
Must
Must we do a meeting to communicate this? Have to. Must forms a contraction with not:
What must we do to solve it? mustn’t.
Non-native English speakers need to know that using the wrong modals or none at all when making
requests to older people or authority figures may be interpreted as a mild insult. For example, a worker
should care of not to use the following modals when he requests a supervisor, or any superior:
• You have to . . . .
• You must . . . .
• You should . . . .
• You had better . . . .
• You ought to . . . .
Instead, they should choose more polite forms:
• Could you please let me use it? Would you please wait? Would you mind if I use your phone?
May I have a few minutes of your time?
• Can you please wait? Will you do it? Do you mind if I leave a few minutes?
• (a yes/no question) Do you want to go…?
• (a declarative statement) Please I need that.
• (an imperative) Give me that!
They are presented, if we can say that, in order of politeness, Number 1 is the most polite request
and number 5 is the least polite, because it is a command.
Offer assistance.
Shall
“Shall” is used to indicate future action. It is most commonly used in sentences with “I” or “we,” and is often
found in suggestions, such as “Shall we go?” “Shall” is also frequently used in promises or voluntary actions.
In formal English, the use of “shall” to describe future events often expresses inevitability or predestination.
“Shall” is much more commonly heard in British English than in American English; Americans prefer to use
other forms, although they do sometimes use “shall” in suggestions or formalized language.
SUBMODULE 3 41
Examples:
• Shall I help you? suggestion
• I shall never forget where I came from. promise
• He shall become our next king. predestination
• I’m afraid Mr. Smith shall become our new director. Inevitability”
Taken from http://www.englishpage.com/modals/shall.html
Giving advice.
We use “You’d better” to give strong advice, for example:
o You had better You’d better: strong advice / recommendation / warning
Example:
a) I`ve received some broken parts from our suppliers.
b) You`d better not accept them. You`d better send them back right away.
6. Look at the following situations and give an advice to each one.

a) There´s a mistake in this invoice. What shall I do?
_____________________________________________________________________________
b) They want me to sign a contract but I don´t understand the small print. What shall I do?
_____________________________________________________________________________
c) I´ve received a bad reference for one of the candidates for the new sales job. What shall I do?
_____________________________________________________________________________
d) I´m planning to go on a holiday next week but my staff reported sick today. What shall I do?
_____________________________________________________________________________
e) I have to give a presentation in five minutes and I can´t find my notes. What shall I do?
_____________________________________________________________________________
f) My English isn´t good enough to negotiate the deal and the translator hasn´t arrived. What shall I do?
_____________________________________________________________________________
Extra Activity. Suppose you are in charge of a department in an important company. What kind of
problems you may face? Write at least three and ask for solutions to different partners.
a. ____________________________________________________________________________.
b. ____________________________________________________________________________.
c. ____________________________________________________________________________.

Business Agenda 5
Semestre
HOW TO PLAN A BUSINESS MEETING
A well planned meeting starts with an agenda.
Businesses can ill-afford to waste time due to poorly structured meetings. Every minute wasted is a minute
that could have been used at work. As such, it is incumbent upon the person calling the meeting to plan
all aspects, including the agenda and where meeting attendees will sit. This will also help to make sure
subsequent meetings are efficient and well attended.
Step 1
Determine meeting attendees to select room size.
Step 2
Book the room and location on the date of the meeting. Consider the number of people in attendance and
presentation equipment needs.
Step 3
Create an agenda. This is perhaps the most important part of planning a meeting. Start with the end in mind
and work backwards. For instance, if the purpose of the meeting is to vote on the next work project, begin
with the vote and determine what information meeting attendees need to have before the vote can occur.
The agenda should start with a quick objective and goal reminder, followed by the time frame allotted to each
presentation--along with the presenters name--and then end with the next meeting time and date.
Step 4
Invite meeting attendees and provide them with the tentative agenda asking for feedback and/or changes to
the agenda two days before the meeting. Also provide instructions for presentation materials.
Step 5
Send out a confirmation for the meeting time, place and location, with the updated agenda. Stress the meeting
time and provide presentation materials to meeting participants. Also include contact information (cell phone)
if anyone has an emergency or needs help finding the meeting location.
Step 6
Arrive 30 minutes early and stick to the meeting agenda. On the day of the meeting, be sure to arrive
prepared. Follow the meeting agenda and designate someone to help keep track of time.
http://smallbusiness.chron.com/plan-business-meeting-209.html
7. Group work. Plan a business meeting where you discuss the responsibilities of the group to carry
out a convention or conference (following the directions above) using:
• The auxiliary will.
Example: Who will take care of booking the hotel?
• Expressions How often ..., and frequency adverbs.
Example: How often will the staff meet before the Convention? – Every week / weekly.
SUBMODULE 3 43
Include situations like:
• The catering, the coffee service.
• The menu to offer: how many people, what kind of service, the cost per dish.
• The touristic sites to visit or to offer to foreign visitors.
• The program, the speakers, the topics.
• The people who will assist: how many secretaries and volunteers to help in the events.
• How many training workshops, conferences, meetings.
• How the visitors are going to be taken to the conference rooms.
• The logistic involved: the audio system, the video conferences, the Wi-Fi connection, etc.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________
Simulate to organize a meeting (role play). Take and justify every decision that has to be taken.

Business Agenda 5
Semestre
SUBMODULE PROJECT
1) Organize in teams of 4 or 6 members.
2) Submit a dialogue with the following context:
a) Half of the team is part of the public relations department of a company and the other half is
part of the management board that approves the project.
b) The public relations department has to present an analysis of two or three cities that were
investigated as options for a conference (you can use the project information from Submodule 2).
c) Some features are listed and explained in that city that seems like the best choice and the team
has to explain why they believe is the best choice.
(There are open spaces; there is not any noise, there are many touristic sites; etc.).
d) The management team makes questions (Is there conference equipment available?)
e) As is common in every meeting, there are doubts and differences in opinions.
(The hotel does not have enough space, a lecturer canceled, etc.).
f) The team has to present solutions or proposals (What shall we do? They suggest…).
g) Managers require commitments (You’d better ... ).
3) Requirements
• Include at least 10 vocabulary words seen in the submodule .
• Use at least 10 expressions: there is / there is not, there are / there are not
• Use quantifiers: many, much, some, any, a lot of.
• Statements with will and going to.
• Use the expression: Shall.
• Use the expression: You’d better...
4) Handle it to your teacher and present it to the group.
5) The teacher will use checklists to assess teamwork.
Evaluation:
Dialogue written correctly 20% (team)
Oral Presentation 40% (individually)
All written documents and exercises will be integrated in the portfolio of evidence.
SUBMODULE 3 45
I. General information for the evaluation process

Student name:
IECL
Code TITLE
CBBCNTI 3A
PROFILE OF NCL EVALUATED
MODULE 3
BUSINESS AGENDA
Unit SUBMODULE: 3 Planning events related to the company

CODE TITLE
LEVEL 2
CBBCNTI 3A BUSINESS ENGLISH
Elements:
FIRST EVALUATION SECOND EVALUATION

1 2
Knows the content Does not know the content
Using expressions in dialogue: REGULAR GOOD EXCELLENT COMMENTS
Is there much….?
Are there many….?
There is a lot of…

There are a lot of…
There isn’t much…
There isn’t any…
There aren’t many…
There aren’t any…
many
much
some
Any
a lot of
Using expressions in dialogue:
Will
Won’t
What shall I do?

Business Agenda 5
Semestre
You’d better….
every day/daily
every three months/quarterly
every week/weekly
every year/annually
Why
Because
So, we are going to…
Correct use of vocabulary in the dialogue REGULAR GOOD EXCELLENT COMMENTS
population
night life
economic incentives
restaurants
Weather
Facilities
Utilities
clusters
qualified technicians
intermodal transportation
traffic
Industrial parks
pollution
workforce
gas or electricity
conference equipment
cost of labour
population
night life
economic incentives
restaurants
Noise
Pollution
Pressure
Cars
Gas & Electricity
Conference equipment available
Difficult customers
SUBMODULE 3 47

Self-evaluation
Student`s name
Skills performance indicators 100 % 80 % No analyze the reasons.
meanings and words
I have interest in learning by my own using internet

Peer evaluation
him or her.
exercises.
understand a topic.
book
forms.
own performance
instance using internet
confidently

Business Agenda 5
Semestre
Group projects are sometimes looked upon as being “unfair”. Through the use of this self and
peer assessment sheet your perception of quantity of work that you performed and that of your
partners is analyzed against the perceptions of your partner. Through this process, hopefully
equity is achieved.
These evaluations are a series statement and are used to re-distribute 60 % of the grade on the project.
In order for this process to work effectively there is the need for you to be honest and objective.
NAME:____________________
1. What problems did you encounter and how where they solved?
________________________________________________________________________
2. What would you do differently next time?
___________________________________________________________________________
3. What skill would you like to improve next time?
________________________________________________________________________
I PERFORMED:
1 2 3 4 5 6 7 8 9
PARTNER 1’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 2’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 3’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 4’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
Note: If you have any comments concerning this project or suggestions on how to improve the class, please
write them here: ______________________________________________________________________
____________________________________________________________________________________
SUBMODULE 3 49


Speaks clearly
and distinctly all
mispronounces
no words.
one word. one word.
Uses appropriate
Uses
vocabulary
appropriate His or her
without any
vocabulary with grammar The mistakes and
Grammar grammar
few grammar presents grammar errors are
mistake. His or
mistakes. His or mistakes but evident and don’t allow
her sentences
her sentences he or she to understand.
are according to
are according to communicates.
the unit and are
the unit
perfectly used.

The student
The student
pronunciation.
at time

He or she
He or she He or she
handed on time, The quality is poor and
handed on time, handed on time, it does not have the
Project. Essay with a regular
with an excellent with a normal
or written text. quality not quite elements required.
according to the
expected.
(Group)
(20 pts.) (15 pts.) (5 pts.)
(10 pts.)

Business Agenda 5
Semestre
SUBMODULE 4
SOLVING OUT OF AGENDA PROBLEMS
Submodule SOLVING OUT OF AGENDA

4 PROBLEMS
In this submodule you will learn how to take notes and write minutes or summaries of meetings
and you will become familiar with phrases and structures that can be used when problems arise
in a workplace, besides presenting a business project as a team.
PROFESIONAL COMPETENCES
2. Takes part in reading and writing comprehension of different types of texts in English.
5. Takes part in written expression or production of different types of texts in English
GENERIC COMPETENCES
4. Listens, interprets and produces suitable messages in a variety of contexts through the
use of appropriate means, codes and other tools.
4.4 Uses information and communication technology to find information and express
ideas/opinions.
5. Develops Innovations to propose solutions to problems from established methods.
5.2 The student sorts information according to the category hierarchies and relationships.
6. Sustains a personal position on issues of interest and relevance, considering other points
of view critically and reflectively.
6.2 Participates and collaborates effectively in diverse teams.
6.3 Provides points of view with opening, to consider other people, reflexively.
10. Keeps a respectful attitude towards a wide variety of creeds and beliefs, values, ideas,
social interaction and multicultural practices.
10.2 Talks about and learn from people’s different points of view and cultural traditions by
acknowledging his own circumstances in a specific context.
52 SOLVING OUT OF AGENDA PROBLEMS

Business Agenda 5
Semestre
CONTENT:
1. The student understands paragraphs about problems and their solutions.
• Work-related.
2. The student writes suggestions and provides alternative solutions to solve problems.
• He or she must use: “I think we should…”, “I do not think we should…”, either / or.
3. The student takes notes of relevant information in meetings.
• Goals or objectives
• Plan of action
• The person in charge or the one who has the responsibility per action.
• Dates and times.
“How to Write a Business Agenda”

Edited by Carolyn Barratt, SilverSparkz, BR, Spyagent and 3 others
A business meeting without an agenda is much like traveling to a new destination without a map.
Without an agenda, a meeting is likely to have little focus, no direction and no course of action. By
creating a good business agenda for a meeting, you will efficiently take care of business and be able
to focus effectively on the future.
1. Welcome attendees and call the meeting to order. At this time you may make any general
announcements pertinent to the meeting or meeting space before moving forward.
2. Invite the secretary and treasurer to make their reports and respond to questions. During the
meeting, the secretary and treasurer reports should be officially approved by the group.
3. Review old business. If your company or board has departments or divisions, each group should
be given their own portion of the agenda to bring up two or three relevant items regarding past or
ongoing business issues. Progress of each issue should be reported, and time should be provided for
any questions and further explanations.
4. Address new business. Again, each division or department should have an opportunity to inform
the board or group about upcoming projects or efforts. This may be the time to ask for involvement,
volunteers or other forms of participation or support. Time should be allowed for questions and follow-
up answers.
5. Provide an opportunity for attendees to address new issues of concern not discussed during
other items of business on the agenda. This is typically called “Open Forum.” During this time, new
concerns or ideas can be addressed in an orderly manner. The chairperson conducting the meeting
must recognize, or officially call upon, an attendee before she begins her open forum discussion.
6. Close the meeting when all discussions are finished. At the time of adjourning, a new meeting date
should be set. This pre-planned date should appear on the agenda. If it needs to be changed, the new
date can be reflected in the minutes.”
Taken from on July 8, 2014.
http://www.wikihow.com/Write-a-Business-Agenda
SUBMODULE 4 53
1. Answer the following questions taken from the past lecture.
a) Who gives the welcome?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Who decides who assists to the meeting?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c) How the issues or topics are being discussed?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
d) When is the appropriate moment to discuss a new issue?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
e) Describe the responsibility of the secretary in a meeting?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
f) Why it is important to have a time scheduled each participation or per department?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Taking Notes
Listening to conversations about meetings. Visit the following pages and listen to the exercises:
h t t p : / / w w w. b b c . c o . u k / w o r l d s e r v i c e / l e a r n i n g e n g l i s h / b u s i n e s s / t a l k i n g b u s i n e s s /
unit2meetings/1agenda.shtml
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2013/12/131226_6min_
management.shtml
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2013/08/130829_6min_
arranging_meetings.shtml

Business Agenda 5
Semestre
Note to the Teacher: Go to the links above and bring the scripts to the students to give feedback from
the activity.
Working in teams.
Multicultural teams work best when they become fusion teams.
“Fusion teams” is about mixing the best work aspects from different cultures to make multicultural
teams more effective.
We read an excellent article about this in Harvard Business Review and decided to summarize
the key points and add our own training experiences training Multicultural Teams in Spain and in
Europe.
Multicultural teams are usually dominated by one cultural group, which is usually the cultural
group of the head office and/or where the company was founded. This is often the first barrier to a
multicultural team being truly effective but not always explicitly mentioned.
Here at The Practice Office Group we use the 4Rs approach when training multicultural teams to
be more effective.
The 4R (Recognition, Respect, Reconciliation and Realization) was developed by leading expert
Fons Trompenaars for multicultural teams to use the best cultural aspects of each team member to
help the team be more effective.
Fusion Teams overcome the problems of working in multicultural teams where one cultural group
dominates by:
• Working in small sub groups where informal conversations help to get input from quiet team
members before collaborating in a large group.
• Working in small sub groups to build trust and respect before collaborating in a large group.
• Brainstorming, discussing and agreeing as a team “team norms” for working together that
respect cultural differences
• Becoming more aware of cultural differences and how to use these to the teams advantage
• Becoming more curious and interested in each other´s cultures
• Key Point: In our training experience multicultural teams that spend more time getting
to know each other at the beginning to build trust, respect and improve communication
overcome future challenges more effectively as a team.”
Taken from:
https://peakperformer.wordpress.com/2012/09/04/multicultural-teams-work-best-when-they-become-fusion-
teams/
SUBMODULE 4 55
Understand paragraphs expressing problems and their solutions.

According to Ideafirm web page, a management consulting firm, the Seven Most Common
Business problems are:
1. Waiting too long to fix a problem (Over-thinking or avoiding instead of doing)
2. Failure to understand the need to constantly execute marketing and sales plans for NEW
customers (Profitable Growth)
3. Failure to hire the right type of person for the job (Hiring Smart)
4. Failure to delegate; owners do too much, failing to leverage their time (Time)
5. Unwillingness to professionally resolve family business issues (Family)
6. Failure to set aside non-working hours to plan and set goals for the future. (Planning and
goals)
7. Failure to engaging in relationships and activities outside the business (Get A Life)
Understand texts expressing problems and solutions related to schedules and appointments.
• This is Mrs. Dillon’s diary for next week. Complete the missing information in her
personal planner using the information from the conversation below.
A: So, Sarah, what’s happening next week?
B: Well, the Managing Director is coming.
A: When is that?
B: He’s arriving on Wednesday and leaving on Thursday.
A: What time are you meeting him?
B: I’m meeting him at the station at half past four.
A: Where is he staying?
B: At the Grand Hotel. You’re having dinner with Him there on Wednesday.
A: When is the Rotterdam trip?
B: You’re flying there on Thursday afternoon, and coming back on Saturday.

Business Agenda 5
Semestre
A: OK, and when is my appointment with Mr. Zenden?

MONDAY
B: You’re meeting him on Friday at two.
MORNING: ____:00 Meeting with __________
A: Where? AFTERNOON: ____:00 ___________meeting.
B: At the factory. ---------------------------------

TUESDAY
A: Right. We need to prepare that meeting. Have we got the ____:00 Meeting with_______________
figures?
B: The Production Manager is coming here on Tuesday ---------------------------------

WEDNESDAY
morning. You’re seeing him at ten.
_____:30 Managing Director – Station
A: And on Monday? Dinner with ___________ at_____________
B: You’re going to see the bank manager in the morning, ---------------------------------

THURSDAY
and in the afternoon we’re having our monthly Personnel
meeting. Travel to _________________
A: What time is the meeting at the bank?

---------------------------------
FRIDAY
B: It’s at eleven o’clock. The Personnel meeting starts at
two. _____:00 Meeting with ______________
A: Wow, so quite a quiet week, then!

---------------------------------
SATURDAY
Return from _______________
• Look at the dialogue again and complete the questions and answers below.
1. Where is she going to be on Monday morning? ______________________
2. Who is she seeing on Tuesday morning? __________________________
3. When is the Managing Director coming? __________________________
4. _____________________________ ? At the Grand Hotel.
5. _____________________________ ? To Rotterdam.
6. What time is she meeting Mr. Zenden? ___________________________
7. _____________________________ ? At the factory.
8. When is she coming back? ____________________________________
SUBMODULE 4 57
Write suggestions and alternative actions to solve problems.

Analyze the situations and offer an alternative solution using the phrases
I think we should ... or I don’t think we should
Vocabulary: refuse, offer, reduce, hire, make, cut (costs), employ (an agency).
1.- Please write the right solution to the following problems:
1. You have a machine that breaks down very often.

_________________________________________________________________
2. Your market share is falling. Your competitors are taking your clients.
_________________________________________________________________
3. One supplier sends you invoices with several mistakes.

_________________________________________________________________
4. The company warehouse is too small.

_________________________________________________________________
5. Your main competitor is cutting his prices by 20 %.

_________________________________________________________________
6. An employee frequently reports himself as sick. You don’t believe is real.

_________________________________________________________________
7. Your only supplier is increasing his prices every month.

_________________________________________________________________
8. Your company has no social media and no web page as your competitors.
_________________________________________________________________
9. Two employees were found stealing merchandise.

_________________________________________________________________
10. Your most trusted manager tells you that he is going to another company.
_________________________________________________________________

Business Agenda 5
Semestre
2.-. Complete the sentences with the expressions in the box. Use the keywords in short
dialogues.
fill us in get through deal with

work out take care of take on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
TOP WORKPLACE STRESSORS
According to the National Mental Health Association, stress ranks among the top three workplace
problems for employee assistance professionals.
So what’s causing all this stress? Writer David R. Butcher, examining the results of a study of
more than 3,000 people, reports the top 10 work stresses are:
1. Workload
2. Feeling undervalued
3. Deadlines
4. Type of work people have to do
5. Having to take on other people’s work
6. Lack of job satisfaction
7. Lack of control over the working day
8. Having to work long hours
9. Frustration with the working environment
10. Targets
SUBMODULE 4 59
And here are the top ten irritations having to do with colleague behavior:
1. Seeing others not pulling their weight
2. Managers changing their minds about what they want to be done
3. Lack of support from managers
4. Pressure from managers
5. Feeling put-upon by managers
6. Interruptions by colleagues
7. Interruptions by managers
8. Bullying behavior by managers
9. Lack of support from colleagues
10. Bullying behavior by colleagues
So what can be done about these situations in the workplace? Some organizations, concerned
with the hundreds of billions of dollars lost due to stress-related absenteeism and employee non-
productivity, decided to take the matter seriously. Many have designed internal programs to reduce
employee stress.
http://www.techrepublic.com/blog/career/the-top-workplace-stressors-and-irritations/210
Write some suggestions of your own.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3.-Bring to class Index cards and write sentences with the vocabulary related with meetings:
Work out, deal with, fill us in, get through, take on, take care of, to argue, to discuss, basic, basically,
Percentages, think, propose, proposal, feel, agree, disagree, review date, proposal, action plan,
responsible person.
Make suggestions to solve issues or problems.

Business Agenda 5
Semestre
SUBMODULE PROJECT
Meeting Business
Follow the steps, then prepare a business plan and present it to the group, simulating a meeting.
1) Work in teams of 3-4 members.
2) You have decided to leave your current job and step up in a business together. Plan the venture.
a) What sort of business will you set up?
• Service (What service will you offer?).
• Manufacturing (What will you produce?).
What competitors will you have?
How will your products/service be different from theirs?
b) Consider the talents and skills of everyone in the group.

What jobs will you all do in the new organization?
c) What premises (buildings/offices) will you need?

• What equipment will you need?
• What machinery will you need?
• What staff will you need?
d) How will you advice your product/service?
e) How much capital (star-up money) will you need?

How will you finance your operations?
f) When will you start the venture? Prepare a schedule.
3) Report back to the class. Tell them your plans. They will ask questions and give advices
SUBMODULE 4 61
4) Requirements:
• Include at least 10 vocabulary words seen in the sub module.
• Use expressions: I think we should, I do not think we should.
• Use sentences expressing future decisions: will and going to.
• Write a minute with all the taken decisions and plans.
5) The teacher will use checklists to assess teamwork.
Evaluation:
• Plan Presentation 40% (team)
• Minute of the Meeting 20% (team)
Meeting Minute
• Meeting of the [Name of Work Group or Project]

• Date:
• Location:
• Agenda:
• Names of People Who Attended the Meeting:
• Names of Group Members Who were Absent:
• Discussions:
• Announcements (if any):
• Decisions Made (if any):
• Items for Follow Up:
• Name of the Person Taking the Minutes:

Business Agenda 5
Semestre
All written documents and exercises will be integrated in the portfolio of evidence.
GENERAL INFORMATION FOR THE EVALUATION PROCESS
EVALUATOR NAME: APPLICATION DATE :
STUDENT NAME
IECL
CODE TITLE
PROFILE OF NCL EVALUATED

MODULE 3
BUSINESS AGENDA
UNIT SUBMODULE 4 “solving out of Agenda problems”

CODE TITLE LEVEL
ELEMENTS
FIRST EVALUATION SECOND EVALUATION

Knows the content Does not know the content
Juicio de la evaluación del módulo 1 (con letra): (con número):
CONTENTS FINAL E VALUATION
WITH LETTER WITH NUMBERS
CONTENTS:
1.- Understand paragraphs expressing problems
and their solutions
• Work-related.
------------------------------------------------------------------
2.- Write suggestions and alternative actions to
solve problems.
• Using: I think We Should, I do not think We
Should, either / or.
3.- Take notes of relevant meetings information
• Purpose
• Plan of action
• Responsible Person
• Dates and times
Includes texts on problems that are present in business and the student writes alternative
solutions showing courtesy, commitment and trust. The student listens and analyzes
fragments of meetings to take notes.
SUBMODULE 4 63
Use of expressions in the presentation REGULAR GOOD EXCELLENT COMMENTS

deal with
fill us in
get through
take on
take care of
to argue
work out
to discuss
basic, basically
percentages
Think
Propose
Proposal
Feel
agree/ disagree
review date
Proposal
action plan
person responsible
Use of expressions in the presentation REGULAR GOOD EXCELLENT COMMENTS

I think we should …
I don’t think we should
will
going to
INDIVIDUAL YES No COMMENTS

Memorización
Fluidez al hablar
BUSINESS PLAN. INCLUDES YES No COMMENTS

Purpose
Action Plan
Responsible person
Dates and times
MINUTE INCLUDES: YES No COMMENTS

Meeting of the [Name of Work Group or
Project]
Date
Location
Agenda
Names of People Who Attended the
Meeting
Names of Group Members Who were
Absent
Discussions
Announcements (if any)
Decisions Made (if any)
Items for Follow Up
Name of the Person Taking the Minutes

Business Agenda 5
Semestre
Group projects are sometimes looked upon as being “unfair”. Through the use of this self and peer
assessment sheet your perception of quantity of work that you performed and that of your partners
is analyzed against the perceptions of your partner. Through this process, hopefully equity is
achieved. These evaluations are a series statement and are used to re-distribute 60 % of the grade
on the project. In order for this process to work effectively there is the need for you to be honest
and objective.
NAME:____________________
1.What problems did you encounter and how where they solved?
______ __________________________________________________________________
2.What would you do differently next time?
___________________________________________________________________________
3.What skill would you like to improve next time?
________________________________________________________________________
I PERFORMED:
1 2 3 4 5 6 7 8 9
PARTNER 1’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 2’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 3’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 4’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
Note: If you have any comments concerning this project or suggestions on how to improve the
class, please write them here: _____________________________
____________________________________________________________________
SUBMODULE 4 65

Self evaluation
Students’ name
Skills performance indicators 100 % 80 % No If your answer is No, analyze the
reasons.
I Participated with a constructive and collaborative
I answered the exercises provided in the book
I Contributed with ideas in oral and written forms.
meanings and words
Peer evaluation
Students’ name Evaluator:
Skills performance indicators 100 % 80 % No If your answer is No, discuss
the reasons with him or her.
He or she follows the instructions to do the exercises.
understand a topic.
He or she answers the exercises provided in the book
He or she contributes with ideas in oral and written forms.
He or she is able to evaluate honestly his or her own
performance
He or she reads the lessons and texts searching for
new meanings and words
He or she is able to establish links between new and
old grammatical forms and to learn new words.
confidently

Business Agenda 5
Semestre


Speaks clearly
and distinctly all
mispronounces
no words.
one word. one word.
Uses appropriate
Uses
vocabulary
appropriate His or her
without any
vocabulary with grammar The mistakes and
Grammar grammar
few grammar presents grammar errors are
mistake. His or
mistakes. His or mistakes but evident and don’t allow
her sentences
her sentences he or she to understand.
are according to
are according to communicates.
the unit and are
the unit
perfectly used.

The student
The student
pronunciation.
at time

He or she
He or she He or she
Project. Essay handed on time, The quality is poor and
handed on time, handed on time, it does not have the
or written text. with a regular
with an excellent with a normal
quality not quite elements required.
according to the
expected.
(Group)
(20 pts.) (15 pts.) (5 pts.)
(10 pts.)
SUBMODULE 4 67
REFERENCES
1. Alba Rosario Marrón Canseco. Lengua Adicional al Español III. COBACH. 2005. México.
2. Ana Maria Millan and Marisela Toselli. On the Job. English for secretaries and administrative
personnel. Mc GrawHill. 1996. España.
3. http://en.wikipedia.org/wiki/English_numerals
4. http://esl.about.com/od/vocabularyreference/a/Phrasal-Verb-Making-Arrangements.htm
5. http://josephsoninstitute.org/business/blog/2010/12/12-ethical-principles-for-business-
executives/ consultado el día 12 de junio de 2014.
6. http://josephsoninstitute.org/business/blog/2010/12/12-ethical-principles-for-business-
executives/
7. http://smallbusiness.chron.com/plan-business-meeting-209.html
8. http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/
9. http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/
10. http://www.bbc.co.uk/worldservice/learningenglish/general/
sixminute/2013/12/131226_6min_management.shtml
11. http://www.bbc.co.uk/worldservice/learningenglish/general/
sixminute/2013/08/130829_6min_arranging_meetings.shtml
12. http://www.discoverbajacalifornia.com/2012/index.php
13. http://www.discoverbajacalifornia.com/2012/index.php consultado el 12 de junio de 2014
14. http://www.englishpage.com/modals/shall.html
15. http://www.ideafirm.com/7-most-common-business-problems.html
16. http://www.investinbaja.gob.mx/index.html
17. http://www.languageguide.org/english/telling-time/
18. http://www.learn-english-today.com/business-english/meetings-vocabulary.html
19. http://www.mexinsider.com/mexicali-history.html
20. http://www.mexinsider.com/mexicali-history.html consultado el 12 de junio de 2014
21. http://www.quickbusinessenglish.com/business-englist.php?eng_cat_id=5
22. http://www.quickbusinessenglish.com/Management-In-English---Meaningful-
Conversations-In-Meetings-b80.htm
23. http://www.teachingenglish.org.uk/knowledge-database/drill
24. http://www.techrepublic.com/blog/career/the-top-workplace-stressors-and-irritations/210
25. http://www.wikihow.com/Write-a-Business-Agenda
26. https://peakperformer.wordpress.com/2012/09/04/multicultural-teams-work-best-when-
they-become-fusion-teams/
68
Business Agenda 5
Semestre
COMPETENCIAS GENÉRICAS QUE EXPRESAN EL PERFIL DEL EGRESADO
Se autodetermina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los

objetivos que persigue.
• Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas
y debilidades.
• Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad
de solicitar apoyo ante una situación que lo rebase.
• Elige alternativas y cursos de acción con base en criterios sustentados y en el marco
de un proyecto de vida.
• Analiza críticamente los factores que influyen en su toma de decisiones.
• Asume las consecuencias de sus comportamientos y decisiones.
• Administra los recursos disponibles teniendo en cuenta las restricciones para el logro
de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones

en distintos géneros.
• Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y
emociones.
• Experimenta el arte como un hecho histórico compartido que permite la comunicación
entre individuos y culturas en el tiempo y el espacio, a la vez que desarrolla un sentido
de identidad.
• Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.

• Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
• Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos
de consumo y conductas de riesgo.
• Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de
quienes lo rodean.
69
Se expresa y se comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

utilización de medios, códigos y herramientas apropiados.
• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
• Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el
contexto en el que se encuentra y los objetivos que persigue.
• Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de
ellas.
• Se comunica en una segunda lengua en situaciones cotidianas.
• Maneja las tecnologías de la información y la comunicación para obtener información
y expresar ideas.
Piensa crítica y reflexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos

establecidos.
• Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada
uno de sus pasos contribuye al alcance de un objetivo.
• Ordena información de acuerdo a categorías, jerarquías y relaciones.
• Identifica los sistemas y reglas o principios medulares que subyacen a una serie de
fenómenos.
• Construye hipótesis y diseña y aplica modelos para probar su validez.
• Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones
y formular nuevas preguntas.
• Utiliza las tecnologías de la información y comunicación para procesar e interpretar
información.
6. Sustenta una postura personal sobre temas de interés y relevancia general,

considerandootros puntos de vista de manera crítica y reflexiva.
• Elige las fuentes de información más relevantes para un propósito específico y
discrimina entre ellas de acuerdo a su relevancia y confiabilidad.
• Evalúa argumentos y opiniones e identifica prejuicios y falacias.
70
Business Agenda 5
Semestre
• Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas
evidencias, e integra nuevos conocimientos y perspectivas al acervo con el que cuenta.
• Estructura ideas y argumentos de manera clara, coherente y sintética.
Aprende de forma autónoma
7. Aprende por iniciativa e interés propio a lo largo de la vida.

• Define metas y da seguimiento a sus procesos de construcción de conocimiento.
• Identifica las actividades que le resultan de menor y mayor interés y dificultad,
reconociendo y controlando sus reacciones frente a retos y obstáculos.
• Articula saberes de diversos campos y establece relaciones entre ellos y su vida
cotidiana.
• Trabaja en forma colaborativa
•
8. Participa y colabora de manera efectiva en equipos diversos.
• Propone maneras de solucionar un problema o desarrollar un proyecto en equipo,
definiendo un curso de acción con pasos específicos.
• Aporta puntos de vista con apertura y considera los de otras personas de manera
reflexiva.
• Asume una actitud constructiva, congruente con los conocimientos y habilidades con
los que cuenta dentro de distintos equipos de trabajo.
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México
y el mundo.
• Privilegia el diálogo como mecanismo para la solución de conflictos.
• Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de
la sociedad.
• Conoce sus derechos y obligaciones como mexicano y miembro de distintas
comunidades e instituciones, y reconoce el valor de la participación como herramienta
para ejercerlos.
• Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés
general de la sociedad.
71
• Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene

informado.
• Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e
internacional ocurren dentro de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de

creencias, valores, ideas y prácticas sociales.
• Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de
dignidad y derechos de todas las personas, y rechaza toda forma de discriminación.
• Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales
mediante la ubicación de sus propias circunstancias en un contexto más amplio.
• Asume que el respeto de las diferencias es el principio de integración y convivencia en
los contextos local, nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

• Asume una actitud que favorece la solución de problemas ambientales en los ámbitos
local, nacional e internacional.
• Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales
del daño ambiental en un contexto global interdependiente.
• Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con
relación al ambiente.
72

Matapoyo - INFORMÁTICA I (18-2)

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BUSINESS ENGLISH

MODULE: BUSINESS AGENDA

MIGUEL ÁNGEL MENDOZA GONZÁLEZ

IVÁN LÓPEZ BÁEZ

JAVIER SANTILLÁN PÉREZ

JORGE GUEVARA ORTEGA

Edición, agosto 2004

Diseñado por: Lic. Alicia Beltrán Trejo

Actualización 2011: M.E. Miriam Guadalupe Rodríguez Garayzar

Edición, agosto 2014

Traducción: Lic. María Cristina Alvarado Bustamante

Edición, agosto 2016

En la realización del presente material, participaron:

JEFA DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

EDICIÓN, AGOSTO DE 2018

Este material fue elaborado bajo la coordinación y supervisión de la

Competencias genéricas que expresan el perfil del egresado

Competencias de egreso de la capacitación

SUBMODULE 1: Making and changing arrangements…...……………..………....................2

SUBMODULE 2: Finding information for planning…….………….…….........................…..20

SUBMODULE 3: Planning events related to the company……………….…..................….34

SUBMODULE 4: Solving out of agenda problems........…….….....................…...........…...52

En el marco de la Reforma Integral de la Educación Media Superior, Colegio de Bachilleres

Se autodetermina y cuida de sí:

Piensa crítica y reflexivamente:

Aprende de forma autónoma:

Trabaja en forma colaborativa

Participa con responsabilidad en la sociedad

Durante el proceso de formación de los cuatro módulos, el estudiante desarrollará las

• Se comunica en una lengua extranjera, respondiendo a las necesidades de la

• Realiza comprensión oral o auditiva de diversos tipos de texto en otro idioma.

• Realiza comprensión escrita o de lectura de diversos tipos de texto en otro

• Realiza expresión o producción oral en otro idioma.

• Realiza interacción oral en otro idioma.

• Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

There are plenty of exercises to be done, read and put in practice.

Ronald Brown. Cal Poly, San Luis Obispo

3ER. SEMESTRE 4TO. SEMESTRE 5TO. SEMESTRE 6TO. SEMESTRE

Interact in Business Exchange Business Interpret Business

Submodule MAKING AND CHANGING

5. Develop Innovations to propose solutions to problems from established methods.

2 MAKING AND CHANGING ARRANGEMENTS

a) Get together in teams of 2 or 3.

day month year

Writing and saying the date in American English:

month day year

I was born in 1967. (Use IN with the year.)

4 MAKING AND CHANGING ARRANGEMENTS

Days of the week Months of the year Seasons of the year

Practice writing and saying important dates to you.

3. Exercise on Prepositions of time.

a) What are you doing this weekend?

5. Write the hours with numbers:

The meeting is at 3 p.m. sharp.

You can go to this link to listen to time telling: http://www.languageguide.org/english/telling-time/

6 MAKING AND CHANGING ARRANGEMENTS

Speaking activity. Share this information to the class.

Analyze the following table and draw conclusions.

Is any combination acceptable?

8 MAKING AND CHANGING ARRANGEMENTS

I have a Marketing Meeting at 9:00 a.m. on May 6.

12. Analyze the program and answer the

1.- Where is the TESOL taking place?

TURNER: I am afraid Tuesday is not possible. I have to _____ and