
- •Introductory lesson What is Business English?
- •I. Read the list of adjectives below and find the pairs of opposite words.
- •Valiant irresponsible
- •II. Read the list of adjectives above and choose those, which describe an ideal businessman. Make up sentences like in the example.
- •Business English
- •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.
- •I. Answer the questions.
- •II. Say whether the statements True or False.
- •Lesson 2. Further contacts
- •Lesson 3. Telling a story
- •I. Listen to David telling a story about something that happened to him while traveling.
- •II. Look at the extracts below. Complete them with useful expressions for telling a story.
- •Lesson 4. Describing a personality
- •European industry needs more “character”, expert warns
- •II. Take it in turns with your partner to define these words. Try to guess the word. Look at the following examples:
- •I. Listen to four people describing their new managers.
- •I. What qualities or characteristics are important in your line of work?
- •II. Your company needs to employ new staff. Discuss with your partner what personality profile would be suitable for each of the posts below.
- •Lesson 5. Making, accepting and declining offers
- •I. Read the email below sent by one friend to another. What would you do in this situation?
- •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. Plan what you will say.
- •Lesson 4. Praise
- •II. Look at the extracts from the conversations. Complete them with the useful phrases for giving praise from listening to the script. Then listen again and check your answers.
- •Lesson 5. Compromise
- •Unit 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:
- •DOs 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:
- •I. Match up the expressions.
- •II. Complete the sentences using the expressions from the previous.
- •Lesson 2. Filling out Forms
- •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.
- •I. Find English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •II. Complete the notes with key information from the text.
- •III. Read and complete the sentences with up or in.
- •Lesson 3. Preparing Your Resume
- •I. 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.
- •I. 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?
- •I I. What do the proverbs mean? Do you have any similar expressions in your language?
- •III. Make up at least three situations suitable for any of the proverbs.
- •Complete the interview:
- •II. In pairs, discuss the interviewee’s answers and make suggestions with regard how, if at all, they could be improved.
- •III. Having made any relevant changes, practice the interview in pairs.
- •1. Listen to three excerpts from three interviews and then discuss the following questions in pairs.
- •II. The Career Fantasy
- •II. Read and translate the poem. Is the situation described true to life? Discuss it with your partner. The Lost Dr. Seuss Poem “I Love My Job!”
- •Lesson 5. Team Project Work
- •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. Scan the text and 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.
- •III. Which of the following topics does the text discuss?
- •IV. In pairs, answer and discuss these questions.
- •I. Match the words from a and b parts to make word combinations.
- •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.
- •II. Match the words with their definitions. Translate into Russian.
- •I. Skim the following text for general understanding. Made in Japan, Sold on Britain
- •I. How was your trip?
- •I. Read the dialogue “a Business Traveler “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 the sentences.
- •I. What would you say?
- •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.
- •Lesson 4. Staying at the hotel
- •I. Answer the following questions.
- •Look at the following pictures of hotel facilities. Which would you expect to find in your hotel if your company sent you on a business trip?
- •III. Which of these hotel facilities are the most important to you?
- •I. Read the following dialogues in pairs, paying attention to the words in bold.
- •II. You are checking into a hotel. Help the receptionist to fill in your hotel card and registration form. 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 if you found more mistakes.
- •II. Complete the useful expressions for checking into and out of a hotel.
- •1. Role-play “Checking into a hotel”.
- •2. Role-play “Checking out of the hotel”.
- •Lesson 5. Getting around the Town
- •I. Translate the words and phrases, practise their pronunciation.
- •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)
- •II. Fill in the words below correctly. (Use the map for orientation.)
- •III. Study the map.
- •1. Decide if the sentences are true (t) or false (f). Correct the false ones
- •Lesson 6. Getting a taxi
- •I. Answer the questions.
- •I. Read the text once again and find in the text the English equivalents to the following Russian words and word combinations:
- •II. Explain the following words in English. Use English–English dictionary if necessary:
- •III. Complete the table. Dos and Don’ts while finding a taxi
- •II. Complete the spaces with the words used by the client.
- •II. Choose one of the problems and write an essay based on it:
- •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 paragraphs 1–5 with a summary below.
- •III. Read the article in detail. Choose the best answer: a, b or c.
- •It is interesting to know.…
- •II. Match the verbs and their meanings
- •III. Make up sentences by matching a and b parts.
- •IV. Choose the verb from the box below .
- •I. Work in pairs and explain your partner how to cook these foods.
- •II. Write an essay (200 words) on one of the following topics:
- •Lesson 3. The Working Lunch
- •I. Read and translate word combinations, pay attention to your pronunciation
- •II. 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 decide if the sentences are true (t) or false (f). Correct the false ones.
- •III. Complete the table using the text.
- •I. Categorize the following words into groups. Fill in the table
- •II. Classify the following words into 3 categories. Fill in the table.
- •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.
- •II. Pair work.
- •2. Act out as interpreters using the Russian variant.
- •3. Dramatize the dialogue.
- •III. Work with a partner and complete a conversation.
- •Lesson 4. Dining etiquette
- •I. Etiquette Quiz
- •IV. Read the list of Table Dos.
- •V. Complete the list of Table Dos and Don’ts and explain how to take meals.
- •Lesson 5. International Cuisine
- •I. Do you know any typical meals from the following countries?
- •II. What do you think influences a country’s food? What influences the food in your country?
- •I. Skim the text to grasp the general idea. British and Russian Cuisine
- •II. Choose the best translation for the following words:
- •III. Complete the table using the text:
- •It is interesting to know…
- •4. Listen and tick (√) the ways that customers hear about the shop.
- •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 ….
- •V. Answer these questions.
- •II. These are some common and useful telephone questions. Match the endings with the question starters. (more than one combination is sometimes possible.)
- •I. What would you say in these situations.
- •II. Practice telephone conversations with your partner:
- •Lesson 2. Making Telephone Calls
- •I. Complete this questionnaire about telephone habits.
- •III. Restore the dialogues:
- •IV. Put the phrases 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
- •I. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •II. Read the first three paragraphs once again (to 'Most young children will use their thumbs'). And decide if the following statements are true (t) or false (f).
- •III. Read the second half of the text to the end, and answer the following questions.
- •IV. 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
- •I. You are going to listen to Magda, a college librarian, showing Vijay how to order a book online.
- •II. Complete the text using the missing words.
- •II. Scan the dialogue and mark the sentences true (t), false (f) or doesn’t say (ds).
- •III. Dramatize the dialogue.
- •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 text for general understanding
- •II. Study the e-mail structure. Pay attention to vocabulary.
- •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. Put the sentences in this letter in the correct order.
- •Unit VII.Company structure
- •Lesson 1. Types of companies
- •II.Work in groups. Choose one of these companies.
- •I. Skim the text to grasp the general idea.
- •Describing a company
- •Vertical differentiation
- •I. Complete the sentences below with the correct word from the box following:
- •II. Complete the chart using the words from the text .
- •I. Read the text for general understanding. Types of companies in the usa and Great Britain
- •1. Partnerships.
- •2. Limited Companies & Joint Ventures.
- •II. What are the Russian equivalents for the following words:
- •III. Answer the questions:
- •Lesson 2. Business Organization Forms
- •I. Guess the meaning of the words in bold and ask your group mates questions using the new words and word combinations.
- •II. Find examples of companies based on the following types.
- •I. Read the text to grasp the general idea.
- •I I. Give Russian equivalents to the underlined words and word combinations.
- •III. Decide which of the following advantages are characteristic of sole proprietorship (s), partnership (p) and companies (c):
- •IV. Which of the following disadvantages are characteristic of sole proprietorship (s), partnership (p) and companies (c)?
- •Power and Influence
- •Lesson 3. Company Portfolio
- •II. Explain the words in bold:
- •I. Read this description and complete the information below:
- •II. Group work
- •I. Read the text about the French company, Bic. Can you name three of Bic’s products? Bic’s Success in a Throwaway
- •II. Read the text again and complete this company history.
- •III. What are the advantages of disposable or "throwaway" products?
- •Lesson 4. Competition of Companies
- •I. Read the text in detail and find out what is good and bad in market competition.
- •Competition law
- •Competition Law in Russia
- •I. Find in the text English equivalents for the following Russian words and word combinations:
- •II. Match a and b parts to make word combinations and translate them.
- •III. Decide if the statements are true (t) or false (f).
- •IV. Answer the questions:
- •Golden Rules for conducting a responsible business
- •1. Formulate the company mission and values
- •2 . Be committed to responsible business at all levels. List your activities.
- •3. Identify your core stakeholders and their needs
- •4 . Define your code of conduct and business principles responsibly
- •5. Link your social activities to your core business
- •6. Responsibility starts with your products
- •Nike Brand swot
- •Lesson 5. Project-Presentation
- •Unit VIII. Management styles
- •Lesson 1. Manager’s role
- •II. Express your point of view about on following issues:
- •I. Match the style with its definition.
- •II. In which style would you prefer to work? Why? Identify weak and strong points of each style.
- •I. Read the text to grasp the general idea.
- •Is Your Management Style Assisting or Hurting Your Business?
- •Lesson 2.Style of behaviour
- •Hotel troubles
- •I. Read the text in detail. Three Effective Management Styles
- •1. Participatory Style
- •2. Directing Style
- •3. Teamwork Style
- •II. Find English equivalents of the words from the text:
- •III. Answer the questions:
- •IV. Problem-solving activity
- •Lesson 3. Men vs. Women
- •I. Discuss in groups:
- •II. The same or different?
- •Lesson 4. Culture and Style of Management
- •I. Study the following reference. Conflict management style
- •II. Tasks:
- •Style of Management in Different Countries
- •It is interesting to know
- •Personal Management Style
- •Lesson 5. Leadership
- •I. Brainstorm:
- •II. Test: “Are you the perfect partner?”
- •I. Read the text. Fill in the chart. Leadership Power
- •I. Read for general understanding and try to guess what the text is about:
- •The Spirit of Organization
- •III. Complete the sentences:
- •IV. Write some words about the spirit in your group using the following words and word combinations:
- •Unit IX. Business ethics
- •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.
- •Lesson 4. Product Tampering
- •I. Read and translate the article.
- •II. Read the first paragraph of the article and make questions for these answers.
- •IV. Read how Pepsi dealt with its own product tampering case, in the third paragraph.
- •Unit X.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.
- •I V. 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.
- •III. Give your definitions to each word from the box below. Which of them can be used with the following verbs?
- •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 negotiations. 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 straightforward or diplomatic versions?
- •I. Listen to the 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
- •III. What are logos and what is their function?
- •Advertisement Ideas
- •Internet Advertising
- •I. Find English equivalents of the following words and phrases:
- •II. Fill the gaps with the words from the previous exercise.
- •III. Answer the following questions. Explain your answers.
- •IV. Ask your partner the questions in III. Lesson 2.Advertising Techniques Warm Up
- •I. Discuss the following questions with your partner.
- •II. Debate the following statement. Having a good product is not as important as having an eye-catching logo and a memorable slogan or catchy jingle.
- •Effective Advertising Techniques
- •I. Translate the words in italics. Use them in the sentences of your own.
- •II. Make 2 questions on the text. Ask your partner to answer them.
- •III. Choose one of the advertising techniques from the text. Prove your partner it’s the best way to advertise goods.
- •II. Solve the puzzle
- •II.Reading Comprehension
- •I. Give definitions to the following words. Consult dictionaries. Fill in the table
- •II. Use the words above to complete the following paragraphs about advertising:
- •Lesson 4 Ways of Advertising
- •How Companies Advertise
- •I. Find in the text the terms that mean the following
- •II. Translate the terms you got in I. Use them in the sentences of your own.
- •I. Which of the following claims do you agree with? Give your reasons.
- •II. With your partner, make a short dialogue about advertising. Discuss several points from above. Try to sound persuasive.
- •Lesson 5. Analyzing Advertisement
- •I. Analyze the advertisement in small groups or as a whole class, using the following questions.
- •II. Define unfamiliar terms or concepts.
- •III. Role play.
- •Unit XII. 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:
- •II. Read the letter.
- •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
- •Supplementary texts Unit I. Text a Meeting
- •Text b Greeting People in Different Countries
- •Face-to-Face Greeting
- •Friendly, Confident Facial Features
- •Introduction and Handshake
- •Who is a consultant?
- •Text b Compromise
- •Unit III. Text a Surviving stress at work
- •Unit IV. Text a Travelling through life
- •Text b The Independent traveler
- •Text c City Cabs
- •Unit V. Text a My Meals on Wheels
- •Text b Bits about the brits
- •Text c Paprika panic
- •Unit VI. Text a Health syndrome
- •Text b The Internet
- •Text c a Multilingual Internet
- •Unit VII. Text a Doing the business
- •Unit VIII. Text a Handling Change Management Right the First Time
- •Text b She’s the boss
- •Unit IX. Text a Business ethics
- •Unit X. Text a Distinctive negotiation behaviors of some cultural groups
- •Unit XI. Text a The History of Advertising
Contents
Introductory lesson…………………………………………………………………… |
5 |
|
Unit I . Meeting people………………………………………………………………... |
7 |
|
Lesson 1 |
Early Business Contacts.......................................................................... |
7 |
Lesson 2. |
Further contacts………………………………………………………….. |
12 |
Lesson 3. |
Telling a story……………………………………………………………. |
13 |
Lesson 4. |
Describing a personality…………………………………………………. |
14 |
Lesson 5. |
Making, accepting and declining offers |
16 |
Unit II. Dealing with people |
18 |
|
Lesson 1. |
Asking for something……………………………………………………. |
18 |
Lesson 2. |
Consultants. Making suggestions………………………………………... |
20 |
Lesson 3. |
Reacting to suggestions………………………………………………….. |
22 |
Lesson 4. |
Praise…………………………………………………………………….. |
24 |
Lesson 5. |
Compromise…………………………………………………………….. |
25 |
Unit III. Applying for a job |
27 |
|
Lesson 1. |
Choosing Careers……………………………………………………….. |
27 |
Lesson 2. |
Filling out Forms……………………………………………………….. |
31 |
Lesson 3. |
Preparing Your Resume………………………………………………… |
34 |
Lesson 4. |
Winning an Interview……………………………………………………. |
37 |
Lesson 5. |
.Team Project Work……………………………………………………... |
41 |
Unit IV. Business trip |
42 |
|
Lesson 1. |
Travelling……………………………………………………………….. |
42 |
Lesson 2. |
Business trip…………………………………………………………….. |
46 |
Lesson 3. |
Buying a ticket………………………………………………………….. |
52 |
Lesson 4. |
Staying at the hotel……………………………………………………… |
55 |
Lesson 5. |
Getting around the town………………………………………………… |
59 |
Lesson 6. |
Getting a taxi……………………………………………………………. |
64 |
Unit V. Eating Out |
67 |
|
Lesson 1. |
Meals…………………………………………………………………….. |
67 |
Lesson 2. |
Describing taste of food…………………………………………………. |
71 |
Lesson 3. |
The Working lunch………………………………………………………. |
76 |
Lesson 4. |
Dining etiquette…………………………………………………………. |
83 |
Lesson 5. |
International cuisine…………………………………………………….. |
87 |
Unit VI. Technical means of communication |
92 |
|
Lesson 1. |
Telephoning skills………………………………………………………. |
92 |
Lesson 2. |
Making Telephone Calls……………………………………………….. |
97 |
Lesson 3. |
Telephone arrangements………………………………………………… |
103 |
Lesson 4. |
Multilingual Internet…………………………………………………….. |
106 |
Lesson 5. |
E-mail……………………………………………………………………. |
113 |
Unit VII. Company Structure |
119 |
|
Lesson 1. |
Types of companies……………………………………………………… |
119 |
Lesson 2. |
Business organization forms……………………………………………. |
124 |
Lesson 3. |
Company portfolio………………………………………………………. |
128 |
Lesson 4. |
Competition of companies………………………………………………. |
132 |
Lesson 5. |
Project-presentation……………………………………………………… |
139 |
Unit VIII. Management styles |
140 |
|
Lesson 1. |
Manager’s role…………………………………………………………… |
140 |
Lesson 2 |
Style of behaviour………………………………………………………. |
143 |
Lesson 3. |
Men vs. women………………………………………………………….. |
147 |
Lesson 4. |
Culture and style of management………………………………………... |
150 |
Lesson 5. |
Leadership……………………………………………………………….. |
153 |
Unit IX. Business ethics |
158 |
|
Lesson 1. |
Business cards…………………………………………………………… |
158 |
Lesson 2. |
Glass ceiling……………………………………………………………... |
159 |
Lesson 3. |
Discrimination…………………………………………………………… |
160 |
Lesson 4. |
Product tampering……………………………………………………….. |
161 |
Lesson 5. |
Flowers in Business……………………………………………………… |
163 |
Unit X. Negotiating skills |
164 |
|
Lesson 1. |
Presenting……………………………………………………………….. |
164 |
Lesson 2. |
Presentation Tips………………………………………………………… |
167 |
Lesson 3. |
Negotiating………………………………………………………………. |
170 |
Lesson 4. |
The Language of Negotiations…………………………………………... |
172 |
Unit XI. Advertising |
177 |
|
Lesson 1. |
Advertisement Ideas……………………………………………………. |
177 |
Lesson 2. |
Advertizing Techniques………………………………………………… |
180 |
Lesson 3. |
Advertizing Tips………………………………………………………… |
183 |
Lesson 4. |
Ways of Advertizing……………………………………………………. |
186 |
Lesson 5. |
Analyzing Advertisement………………………………………………. |
190 |
Unit XII. Business Correspondence |
191 |
|
Lesson 1. |
Business Letter Writing…………………………………………………. |
192 |
Lesson 2. |
Making a deal……………………………………………………………. |
196 |
Supplementary texts…………………………………………………………………... |
202 |
|
Word list……………………………………………………………………………….. |
221 |
Introductory lesson What is Business English?
Warm up
What is Business English?
What qualities does a person need to have to go up in the world?
What qualities do you need to have or do you have to go up in the world?
Active Vocabulary
I. Read the list of adjectives below and find the pairs of opposite words.
INERT
Valiant irresponsible
SENSITIVE SPENDTHRIFT
THRIFTY CARELESS
RESOLUTE WITHDRAWN
SOCIABLE SLOWPOKE
CALM COWARD
COMPOSED WAVERY
NEAT IGNORANT
OBEDIENT IRRITABLE
SELF-CRITICAL SHALLOW
QUICK BLUNT
CONSCIENTIOUS NARROW-MINDED
DEEP HOT-TEMPERED
WITTY SLOPPY
BROAD-MINDED DISOBEDIENT
ACTIVE CALLOUS
ERUDITE TOUCHY
RESPONSIBLE
II. Read the list of adjectives above and choose those, which describe an ideal businessman. Make up sentences like in the example.
Example: It will never do for a businessman to be inert, he should be active.
Speaking
Look at the list of famous people and try to imagine what qualities helped them to go up in the world. Why do you think so?
A. Shcwartzeneger
A. Kurnikova
J. Aniston
Sherlock Holmes
Bill Clinton
Boris Yeltsin
Britney Spears
Princess Diana
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Reading
Skim the text and say what BE is.
Business English
Business English(BE) is English especially related to international trade. It is a part of English for Specific Purposes and can be considered a specialism within English language learning and teaching. Many non-native English speakers study the subject with the goal of doing business with English-speaking countries, or with companies located outside the Anglosphere but which nonetheless use English as a shared language or lingua franca. Much of the English communication that takes place within business circles all over the world occurs between non-native speakers. In such cases the object of the exercise is efficient and effective communication. The strict rules of grammar are in such cases sometimes ignored, when, for example, a stressed negotiator's only goal is to reach an agreement as quickly as possible.
Business English means different things to different people. For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relations. For others it refers to the communication skills used in the workplace, and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and so on. In both of these cases it can be taught to native speakers of English, for example, high school students preparing to enter the job market.
It can also be a form of international English.
It is possible to study Business English at college and university; institutes around the world offer courses (modules) in BE which can even lead to a degree in the subject.
From Wikipedia, the Free Encyclopedia