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- •Unit I.Meeting people
- •I. Which of the following happens the first time you meet someone?
- •II. Can you remember when and where you met some of the following people for the first time? Tell your teacher what happened.
- •I. Invent name, job, and place of work. Practice introductory conversations.
- •I. Complete the introductions according to the phrases from Active Vocabulary:
- •II. This dialogue is in the wrong order. Rearrange it to make a natural flow of conversation.
- •II. Look at the extracts from the conversation. Complete them with the useful phrases for meeting people for the first time.
- •I. What do you understand by this quotation? How far do you agree with the idea?
- •II. Read the text and check your understanding. A World of Gestures.
- •Lesson 2. Further contacts
- •Lesson 3. Making, accepting and declining offers
- •II. Now listen again. This time complete the spaces with the words used.
- •Unit II. Dealing with people
- •Lesson 1.Asking for something
- •I. Make a suitable request for the following situations. Try to use phrases from Vocabulary and Language. Your teacher will respond to your requests.
- •I . You have received the following note from your boss. Write an email to the travel agency requesting information for his trip. Lesson 2. Consultants. Making suggestions
- •I. Read the quote and say: if there is any truth in it; how important the role of a consultant in business is.
- •II. Would you like to be a consultant? Why? / Why not?
- •II. Listen to the presentation that one consultant from Bright Ideas gives to the management of Bruston. He mentions four of the problem areas. Which ones?
- •III. Now listen again. This time complete the spaces with the words the man uses to make his proposals.
- •Lesson 3. Reacting to suggestions
- •I. Do you have any colleagues with the following habits?
- •II. Which of the habits do you find most annoying?
- •III. How could you deal with these colleagues?
- •Imagine you have to deal with the following situations, in which you have to give feedback.
- •U nit III. Applying for a job Lesson 1.Choosing Careers
- •1. Read the following suggestions for finding a job and, in pairs, discuss which ones you agree with and why.
- •I. Listen to two friends talking about job hunting. Check ü the points that are mentioned in their conversation.
- •I. Interview each other:
- •D Os and Don’ts For Job Seekers
- •I. In the text find the English equivalents to the following words and word combinations. Explain the following words in English. Make up your own sentences with these words.
- •II. Make your own advice for job hunters. Use the following expressions:
- •II. Complete the sentences using the expressions from the previous.
- •Lesson 2. Filling Out Forms
- •I. Look at the following ads and underline skills and qualifications needed for each job.
- •II. Read the ads again and answer the questions.
- •I II. Complete the following sentences with a suitable word used in any one of the three ads above.
- •IV. In pairs, discuss the relative merits of each of the three jobs.
- •3. In pairs, share and compare your opinions and give your reasons. Use the language in the chart to help you.
- •1. In pairs, combine words from box a with phases from box b to form appropriate collocations. Some verbs and phrases may be used more than once.
- •2. Read and complete the text with the right words.
- •1. Find English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •2. Complete the notes with key information from the text.
- •3. Read and complete the sentences with up or in.
- •Lesson 3. Preparing Your Resume
- •1. Listen to the Human Recourse manager speaking about what to include in a resume. Check the items that should be included and mark with a those that should not.
- •1. Read this extract from an advertisement for a job at a large banking organisation. Then read through the two resumes and decide which applicant is better suited for the job.
- •I. Listen to two people from the Human Recourse Department discussing the two applicants. Check ü the positive points for each applicant.
- •Lesson 4. Winning an Interview
- •II. In pairs, discuss the questions.
- •II. Discuss your answers with your partner.
- •I. Paraphrase the following sentences using the words and expressions from the previous text.
- •II. Discuss the following statements with your group mates. Which of the statements in each pair do you think gives the best advice?
- •II. What do the proverbs mean? Do you agree with them? Do you have any similar expressions in your language?
- •III. Make at least three situations suitable for any of the proverbs.
- •I. Complete the following interview with appropriate questions
- •II. The Career Fantasy
- •Unit IV. Business trip Lesson 1.Travelling
- •I. Answer the following questions
- •II. Read and translate the following quotations. Express your point of view (agree/disagree)
- •I. Skim the text to grasp the general idea. Tourism: the biggest business in the world
- •I. In the two columns match the words on the left with those on the right to make word partnerships about travel.
- •II. Use some expressions from exercise I. And complete these dialogues:
- •IV.Choose the right variant.
- •Lesson 2.Business trip
- •I. Skim the text to grasp the general idea. Think of the most suitable heading. Scan the text paying attention to the words in bold.
- •III. Explain the following words in English. Use English-English dictionary if necessary.
- •I. Skim the following text for general understanding. Made in Japan, Sold on Britain
- •I. How was your trip?
- •I. Read the dialogue in pairs.
- •Lesson 3. Buying a ticket
- •I. Discuss with your partner.
- •II. Read the dialogue in pairs.
- •III. Complete the dialogue
- •I. Imagine you are going on a business trip. What should you do beforehand?
- •2. Now Sarah phones Four Seasons Travel to book Mike’s trip.
- •3. Now listen to the conversation between Sarah and Lucy again and mark each sentence below true (t) or false (f).
- •4. Lucy phones Sarah back with Mike’s travel details. Listen to their conversation and complete these extracts.
- •I. What you would say in these situations?
- •II. Make a phone call to a travel agent to arrange flights and accommodation for a business trip to two different cities, with one night in each city. A tour operator should find out:
- •III. Make up dialogues based on these situations.
- •Lesson 4. Staying at the hotel
- •I. Answer the following questions.
- •II. You are checking into a hotel. Help the receptionist to fill in your hotel card and registration form.
- •III. Imagine you wish to stay at a London hotel. What would you reply to the hotel clerk?
- •IV. Imagine you are checking out of the hotel.
- •I. Listen to the conversation of a guest in a hotel. Find five mistakes in the following sentences.
- •II. Listen to the conversations once again and check you found the ten mistakes.
- •II. Complete the useful expressions for checking into and out of a hotel.
- •Lesson 5. Getting around the town
- •I. Translate the words and phrases and try to pronounce them correctly.
- •I. Skim the text for general understanding. Pay attention to the words in bold. Travel scams
- •I. Two Chinese Americans, Jun and Wei, are visiting Sydney, Australia. They are at Central Station. Listen to their conversation and mark the places and streets mentioned on the map.
- •II. Now listen to two conversations where Jun and Wei are checking their route. Write the expressions they use.
- •I. What’s the best way to the post office? (Use the map for orientation.)
- •II. Fill in the words below correctly. (Use the map for orientation.)
- •III. Look at the map and do the following exercises.
- •1. Define if the sentences are true (t) or false (f). Correct the false ones
- •Unit V. Eating out Lesson 1. Meals
- •I. Skim the text to grasp the general idea. Meals. Eating out
- •III. Discuss the following questions in class.
- •I. What do we call places where people go to eat? Match the words in the left column with the definitions in the right column.
- •II. What types of restaurant would you recommend to the following people?
- •I. Work in small groups. Choose one of the following situations and design a suitable meal. The meal should consist of at least three courses.
- •II.When you have finished read out your menu to the rest of the group and ask them to guess which situation you chose.
- •Lesson 2.Describing taste of food
- •I. Explain the following words in English. Use English-English dictionary if necessary.
- •I. Skim the text for general understanding. About Eating Out in Britain
- •II. Match a paragraph 1–5 with a summary below.
- •III. Read the article more carefully. Choose the best answer, a, b or c.
- •It is interesting to know.…
- •I. Choose the right word
- •III. Match the two halves of the sentences
- •IV. Choose the appropriate verb
- •I. Work in pairs and explain your partner how to cook these foods.
- •Lesson 3. The working lunch
- •II. Try to arrange the words in the right order to make up correct sentences.
- •I. Skim the text for general understanding. A business lunch
- •II. Read the text once again. While reading define if the sentences are true (t) or false (f). Correct the false ones.
- •II. Complete the table using the text.
- •I. Put these foods in the groups below
- •II. Group the names of food into 3 categories.
- •III. Complete the text using the missing words.
- •IV. Sort these foods into the categories.
- •V. During a meal out with a client or colleague, when would you expect to hear the following? Match each expression with its meaning.
- •III. Work with a partner and complete a conversation.
- •Lesson 4. Dining etiquette
- •I. Etiquette Quiz
- •IV. Read the list of Table Dos.
- •Unit VI Technical means of communication Lesson 1.Telephoning skills
- •I . Read the questionnaire and tick (√) the sentences which are true about you. Discuss your answers.
- •II. Match the statements 1–6 with the responses a–f.
- •I II. List the words and expressions in ex. I. Connected with telephoning.
- •IV. Which ways of communicating do you use regularly?
- •It is interesting to know ….
- •I. Skim the text for general understanding.
- •VI. Answer these questions.
- •II. These are some common and useful telephone questions. Match the endings with the question starters. (more then one combination is sometimes possible.)
- •I. What you would say in these situations.
- •II. Practice telephone conversations with your partner:
- •Lesson 2. Making telephone calls
- •I. Complete this questionnaire about telephone habits.
- •III. Fill in the blanks in the dialogues:
- •IV. Put the dialogue in the right order
- •I. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •III. Discuss the following:
- •II. None of the phrases below appear in the conversations. Listen to the phone conversations again, and write down the language used instead of each phrase below.
- •I. Make up the dialogues using the following phrases and translate them into English.
- •II. Translate the dialogues:
- •II. Write an essay on the following problems:
- •Lesson 3. Telephone arrangements
- •I. What are some problems that irritate you when telephoning? Look at the list of complaints. Put them in order from 1 to 5 (5 being the most irritating).
- •I. Skim the text to grasp the general idea. Mobile Madness
- •II. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •III. Read the first three paragraphs once again(to ____'Most young children will use their thumbs'). And define if the following statements are true (t) or false (f).
- •IV. Read the second half of the text to the end, and answer the following questions.
- •V. Find the words in the text that match the following definitions 1-8.
- •VI. From having read the text, who do you think might say the following? Choose one of the people from the box. The sentences do not appear in the text.
- •6. Listen to the third conversation between Della and Peter James again and look at the notes below. Try to reconstruct the conversation with your partner. Change roles when you finish.
- •Lesson 4. Multilingual Internet
- •I. Answer the questions.
- •I I. Look at the e-businesses. What products or services do you think they offer? Discuss with a partner.
- •I II. Which of these Web sites would you be curious to visit?
- •The Web as a Sales Tool
- •II. Complete the text using the missing words.
- •II. Mark the sentences right, wrong or doesn’t say. R w Doesn’t say
- •III.Read the dialogue again and make up your own.
- •I. In pairs exchange your ideas about the following:
- •I.Read the letter written to a newspaper advice column. Discuss possible solutions with a partner and then write a reply to the woman.
- •2. Write an essay
- •Lesson 5. E-mail
- •I. Read the emails below. For each, choose the best subject line.
- •II. Would you write a formal or an informal email in the following situations?
- •III. Some of these phrases are used formally and some informally. Choose the correct order.
- •IV. Read the emails below and explain why the writers use a formal style.
- •V Read the emails again and write the formal equivalent next to these informal expressions.
- •VI. The following table shows some phrases you can use to be friendly in both formal and informal emails. Find the corresponding phrase and complete the table.
- •VII. Write the sentences in this letter in the correct order.
- •Lesson 1. Business cards
- •I. Read the text about how to give and receive business cards correctly.
- •II. Make your own business card. Roleplay the situation of giving and receiving them according to the cultural preferences. Lesson 2. Glass ceiling
- •II. Match the situations 1-4 with the comments a-d below.
- •III. Find less formal words in 2a-d above for the words in italics in 1-4. Do you have equivalents in your language?
- •V. Which sentences in 4 above describe the following crimes?
- •Lesson 3. Discrimination
- •I. Discuss your immediate reaction to each of the three cases.
- •II. What decision would you make if you were a judge?
- •III. Below you may find out what the real tribunals decided.
- •Unit VIII.Negotiating skills Lesson 1. Presenting
- •III. With a partner, discuss the elements in 1 and number them in order of importance. Use the phrases below in your discussion.
- •IV. Add your own ideas to the list in 3
- •I. Read the text below. Is it a good advice? Why?
- •II. Discuss with a partner. How is speaking to the audience – even a small one – different from speaking to a group of friends? Think about the following:
- •III. Look at this famous toast to Albert Einstein by writer, George Bernard Shaw. The extract is unpunctuated. Mark ( | ) where you think the speaker paused. Then listen and check.
- •IV. A. Listen again and underline the stressed words.
- •V. Write a toast to your famous contemporary
- •Lesson 2. Presentation Tips
- •Lesson 3. Negotiating
- •II. What is important for successful negotiations? Why?
- •I. Listen to four business people sharing their views on how to negotiate and answer the questions below.
- •II. Translate the collocations above into Russian. Explain their meanings. Use them in the sentences of your own.
- •Lesson 4. The language of Negotiations
- •I. Answer the following questions. Discuss your answers with the rest of the group.
- •II. Look at the picture below. Do you think these people are good negotiators? Why?
- •II. How direct you want to be in a negotiation is a matter of both cultural and personal choice. In which side on the line below would you place people from your own culture? How about you personally?
- •III. Find someone in your group who put themselves on the other side of the line from you. Try to persuade each other that your side is better.
- •I. The following thoughts passed through the minds of two negotiators during a negotiation. Use the words and phrases in brackets to reproduce what they actually said.
- •II. What do the negotiators do to make their statements sound more diplomatically? Do you prefer the direct or diplomatic versions?
- •I. Listen to extracts from two different negotiations and tick off the expressions above as you hear them. Which two are not used?
- •I.Use the following words to complete each expression.
- •II. These are some tips from negotiation experts. Fill in the gaps.
- •I. Find the equivalents of the following words and phrases in the text:
- •II. Classify these expressions according to two groups:
- •III. Use the expressions from 1 to make your own words and phrases
- •Unit IX. Business correspondence Lesson 1. Business Letter Writing
- •I. Read the text for general understanding.
- •IV. Write a format of a business letter: 1. Heading
- •Inside address
- •The scheme of a letter:
- •IV. What is each item for?
- •V. There are some differences between the American and British styles of writing business letters. Study them.
- •Self-Assessment Test Are the following statements True or False?
- •Lesson 2. Making a deal
- •I. Match two parts of the sentences.
- •II. Business Letter Vocabulary Quiz
- •I. What do you think an inquiry is? Choose the items, which in your opinion could be the purposes of writing an inquiry:
- •III. Read the useful phrases for an inquiry-letter, translate them and think what part of a letter they could be used in:
- •IV. Write an enquiry-letter using the following plan.
- •Inquiry Letter Tips:
- •III. Role play
II. Listen to the presentation that one consultant from Bright Ideas gives to the management of Bruston. He mentions four of the problem areas. Which ones?
III. Now listen again. This time complete the spaces with the words the man uses to make his proposals.
1. First of all, we __________________________ a change to the company’s name.
2. We ____________________________ to a more international name.
3. Secondly, we’d like to ________________________new sales staff.
4. We ____________________________three new assistant staff – people with languages and experience.
5. Our third _____________________________the possible use of the Internet as a marketing tool for your company.
6. Finally, we ____________________________serious and immediate measures to reorganize the production side of the company.
Speaking
Your friend comes to you with the following problems. Make two suggestions in each case. Use as many different expressions as you can.
“I just feel I’m going nowhere in my job.”
“I frequently travel to Germany but I don’t speak a word of the language”
“I often forget things like meetings and phone numbers”
“My car’s always breaking down”
“I feel so tired and overworked”
Writing
You are not happy with the following five things. Tell your teacher why you are not happy and what you would change if you could. Make two different suggestions or proposals about:
1) the organization of your classes (days, time, etc.)
2) the place where you work
3) the work timetable or calendar that you have
4) the TV programmes in the country where you live
5) the traffic and/or parking problems in the city where you live
Explain the reasons behind your proposals. Find out if your teacher agrees with you. Choose one of the topics and write an email to an appropriate person, containing your proposals.
Lesson 3. Reacting to suggestions
Warm up
I. Do you have any colleagues with the following habits?
They make personal calls in a loud voice.
They arrive late and leave early.
They never return items they borrow.
They use bad language all the time.
Their only subject of conversation is their children (any other variant).
They waste time and never get anything done.
They smoke continuously.
They never pay for drinks or meals when you go out.
II. Which of the habits do you find most annoying?
III. How could you deal with these colleagues?
Active Vocabulary
When we react to a suggestion, we often suggest specific action, or propose a possible alternative for action. Look at the expressions used to react to the following suggestion.
|
Everyone in the office seems a bit down. Why don't we all go out together? That's a good idea... ... We could have dinner and then go out dancing. ... Let's start planning it right now. ... It would be even better if the company paid for a party! ... Shall we put up a poster?
|
Shall is used with we and I, especially in British English. It is often used to make suggestions along with let's. |
Shall we leave now? Yes, let's / let's go. |
When we reject a suggestion, we normally give a reason. |
Mm, I'm not so sure about that... …It might make things worse. ... I think people would prefer a bonus to a night out. |
Listening
Look at the extracts from the conversations. Complete them with the useful phrases for reacting to suggestions.
1. No, _______________________ do that. It would be really embarrassing.
2. No, I'm ___________________________that's such a good idea.
She is the boss ______________________!
3. OK, that ___________________, I suppose.
4. What _____________________! I'll do that next time he calls.
Speaking
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