- •4.1 Anticipating the Issue
- •4.1 A. The Job that Fits
- •1. You will need the following words to speak about skills and abilities necessary for certain jobs. Think which of them apply to you.
- •3. What would be the ideal job for you, and why?
- •4. Study the following verbs describing very important ways of reacting to other people’s emotions which are essential for working in a team.
- •5. Use the words in the following sentences in the correct form.
- •4.1 B. Seeking Employment
- •1. Explain the meaning of the words in bold which are quite often to be found in job advertisements.
- •3. Don’t forget that you should also actively participate in the interview. You should also ask questions which are interesting to you, such as:
- •4.1 C. Watching and Listening
- •1. Before you listen to the tape, discuss the following:
- •2. Listen to the recording and tick only the advice and information that the speakers actually give.
- •3. Discuss the following questions.
- •4.1 D. Group Discussion. Brainstorm Ideas
- •1. Imagine you are a career adviser. What advice would you give to someone who is
- •2. Chinese astrology organizes years into cycles of twelve with each year named after an animal. The Chinese believe that the year you are born in affects your character.
- •4.1 E. Creative Consolidation
- •4.2 Raise the Issue
- •4.2 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.2 B. Headhunters
- •1. Read the article.
- •2. Match the words with their definitions.
- •3. Find words or phrases in the text which match the definitions below.
- •4. Answer the following questions.
- •5. Choose the best answer a, b, c or d. Only one answer is correct.
- •4.2 C. Group Discussion. Brainstorm Ideas.
- •4.2 D. Watching and Listening
- •2. Sally Muggeridge is Management Development Director at Pearson plc.
- •4.2 E. Vocabulary in Focus
- •1. Use the following idioms in the correct form in these situations.
- •3. Aspects of employment
- •4. Common work-related expressions
- •4.2 F. Creative Consolidation
- •2. Project-Making
- •3. Study different job advertisements.
- •4.3 Raise the Issue
- •1. Fill in the following expressions in the dialogue below. You might need them to speak about your plans.
- •4. 3 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.3 B. Inflated Qualifications
- •1. Read the article.
- •2. Match the following words from the article with their definitions.
- •4.3 D. Vocabulary in Focus
- •1. Complete the expressions below using these verbs:
- •2. Use the expressions in these sentences.
- •3. Use the words from the box to complete each sentence.
- •4.3 E. Creative Consolidation
- •4.4 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.4 B. Working Environment
- •2. Explain the meaning of the following words from the article.
- •3. What is your idea of the best organization of business?
- •4.4 D. Vocabulary in Focus
- •1. Complete the dialogues using the following idiomatic expressions.
- •2. Use the following expressions in the sentences below.
- •3. Use expressions from the box in the correct form in the following situations, connected with climbing the career ladder.
- •5. Over to you.
- •4.4 E. Creative Consolidation
- •4.5 Raise the Issue
- •4.5 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.5. B Global Companies
- •1. Read the article.
- •2.Match the following words with their explanations.
- •3. Explain the meaning of the following words and word combinations from the text.
- •9. Word search.
- •10. For discussion.
- •4.5 C. Group Discussion. Brainstorm Ideas
- •4.5 D. Watching and Listening
- •1. Before you listen, decide which points below you think Miguel will make about Latin America and which ones Tong will make about China. Tick the appropriate column on the right.
- •2. What are the similarities and differences between the two cultures?
- •3. Listen to the rest of the interview. Summarize how business decisions are made in China, according to Tong.
- •4.5 E. Vocabulary in Focus
- •1. Match the words that collocate.
- •2. Choose the adjectives that collocate.
- •4.5 F. Creative Consolidation
- •1. Case Study
- •2. Write an essay on the following topics.
- •4. Project – Making
- •4.6 Raise the Issue
- •1. Change the underlined words, using more formal and more appropriate words from the list given. Make all necessary changes.
- •4.6 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.6 B. A Short Cut to Success
- •1. Read the article.
- •2. Match the words from the article with their equivalents.
- •3. Read the article in detail and decide which paragraph mentions the following.
- •3. Distinguish between true and false statements.
- •4. Over to you.
- •4.6 E. Vocabulary in Focus
- •3. Study the following description of the written work for courses.
- •4. The writing process and evaluation.
- •4.6 F. Creative Consolidation
- •1. Write an article for a magazine about the importance of education in contemporary competitive world, developing one of the following theses.
- •2. Write an essay expressing your own opinions on the following statements.
- •3. Project Making
- •4.7 Reading Selection
- •Vocabulary
- •4. Understanding main points.
- •5. Understanding details.
- •6. How the text is organized.
- •7. Discuss the following questions.
- •Vocabulary
- •1. Match the words from the article with their meaning.
- •2. Explain the meaning of the following phrases.
- •3. Decide whether these statements are true or false.
- •4. Answer the following questions.
- •5. Comment on the title and sum up the information of the article.
- •Vocabulary
- •5. For discussion
- •Vocabulary
- •4. Answer the following questions.
- •5. Sum up the information of the article.
- •6. For discussion
- •Vocabulary
- •3. Decide whether the following statements are true or false.
- •4. Using phrases or sentences, outline the "three distinct stages of development" of the high achiever.
- •5. Comment on the title and summarize the article.
- •6. For discussion
- •Vocabulary
- •1. Find equivalents in the article.
- •2. Match the following words and expressions from the article with their definitions.
- •3. Explain the meaning of each adjective used by the author to characterize the ‘blessed barons’.
- •Vocabulary
- •2. What do the following phrases mean?
- •3. Explain the meaning of the following sentences.
- •4. The author paraphrases the common phrase ‘ vicious circle’ into ‘virtuous circle’. What is the difference between the two?
- •6. For discussion
- •Vocabulary
- •1. Match the phrases below with their meaning in the context.
- •2. Find the following expressions and phrases in the article. What are the meanings out of context (literal meanings)? Now decide what they mean in the context (figurative meanings).
- •3. Answer questions 1-5 by choosing a, b, c or d.
- •4. Does the author approve or disapprove of meetings? What pros and cons does he bring? Sum up his arguments.
- •Culture
- •Vocabulary
- •1. Find ten words and phrases in the text associated with each of the following:
- •2. Read the text again in detail to complete the following statements.
- •3. For discussion
- •4.8 Group Discussion
- •4.9 Panel Discussion
- •4.9 A. Vocabulary in Focus
- •1. Fill in the blanks with the words from the box.
- •4.9 B Watching and Listening
- •1. Listen to the first part of the interview and answer the following questions.
- •2. Listen to the second part of the interview and choose the best answer.
- •3. After you listen to the third part of the interview answer the following questions.
- •4.9. C. Brainstorm Ideas
- •4.10 Creative Consolidation
- •2. Write an article developing one of the following theses.
- •4.11 Group Project-Making
2. Write an article developing one of the following theses.
“What education fails to teach us is to see the human community as one. Rather than focus on the unique differences that separate one nation from another, education should focus on the similarities among all people and places on Earth.”
“Education has become the main provider of individual opportunity in our society. Just as property and money once were the keys to success, education has now become the element that most ensures success in life.”
“It makes no sense for people with strong technological skills to go to college if they know that they can earn a good salary without a college degree.”
“Schools should not teach specialized information and techniques, which might soon become outdated. Instead, schools should encourage a more general approach to learning.”
“Formal education should not come to an end when people graduate from college. Instead people should frequently enroll in courses throughout their lives.”
“If a nation is to ensure its own economic success, it must maintain a highly competitive educational system in which students compete among themselves and against students from other countries.”
Project Making
Some experts maintain that students learn best in a highly structured environment, one that emphasizes discipline, punctuality, and routine. Others insist that educators, if they are to help students maximize their potential, ought to maintain an atmosphere of relative freedom and spontaneity.
In this context and also with the view to accommodate the increasing number of undergraduate students, colleges and universities should offer most courses through distance learning, such as videotaped instruction that can be accessed through the Internet or cable television. Requiring students to appear at a designated time and place is no longer an effective or efficient way of teaching most undergraduate courses.
Design a project which will meet these requirements. Pay special attention to the duration of teaching and the organization of exam sessions (should they be also held via Internet or arranged in a more conventional way?). Do not forget about financial effectiveness. |
4.11 Group Project-Making
You are members of the global strategy team of JapanMOTORS, multinational car maker. The company currently has production units in the USA, UK, Germany, France and Spain. But with the opening up of the markets in Central and Eastern Europe, you are considering whether to set up a production in Russia. Hold a meeting to discuss the advantages and disadvantages of this strategy, and try to come to a decision.
Active Vocabulary List
accelerate (v), 3.2 A accord (v),4.5 A admonish (v),4.6 A adroit (adj), 4. 3 A advent (n), 3.2 A ambiguous (adj),4.6 A annihilation (n), 3.2 A antithesis (n), 4. 3 A arduous (adj),4.2 A ascertain (v),4.5 A attrition (n), 2.4 A auspicious (adj), 2.3 A belligerent (adj), 3.3 B berate (v), 1.2 A bolster (v), 4.4 A chide (v), 3.5 A circumvent (v), 1.4 A clandestine (adj), 1.4 A collaborate (v), 4.4 A command (v),4.5 A commensurate (adj), 3.3 B complacency (n), 1.2 A complement (v), 2.3 A confer (v) 4. 3 A contend (v), 2.4 A contingency (n), 3.5 A contrite (adj), 4. 3 A corroborate (v), 4.4 cursory (adj), 4.2 A decorum (n), 4. 3 A demise (n) 3.2 A denunciation (n), 3.4 A depreciate (verb), 1.4 A deride (v),4.6 A derive (v), 3.2 A derogatory (adj), 3.4 A despondent (adj),4.5 A detriment (n), 1.2 A discreet (adj), 2.3 A discretion (n), 1.2 A disparage (v), 1.5 A disparity (n), 2.2 A disseminate (v), 1.4 A dissipate (v), 3.3 B distraught (adj),4.6 A
rebuke (v), 2.3 A recourse (n), 2.4 A redeem (v), 2.3 A regress (v), 4.4 A reiterate (v),4.6 A rejuvenate(v), 3.4 A relinquish (v), 1.3 A replete (adj), 1.3 A reprehensible (adj), 1.2 A repudiate (v), 3.5 A repugnant (adj), 3.5 A resilience (n), 1.2 A resist (v),4.5 A resort (v),4.5 A reticent (adj), 1.4 A retribution (n), 2.2 A rudimentary (adj), 1.5 A
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doom (n), 3.2 A dormant (adj), 4.2 A embellish (v), 4.6 A emulate (v),4.2 A encompass (v),4.2 A eradicate (v), 2.4 A equivocate (v), 1.4 A espouse (v), 4.4 A estrange (v),4.6 A euphoric (adj), 1.3 A excel (v), 1.2 A exhilaration (n), 3.4 A exhort (v), 2.4 A exoneration (n), 1.5 A exorbitant (adj), 3.4 A expedite (v), 2.3 A extenuating (adj), 2.3 A extinct (adj), 3.2 A extricate (v), 3.4 A fabricate (v), 4. 3 A facilitate (v),4.6 A fastidious (adj), 2.3 A flout (v), 2.3 A foible (n), 3.5 A forestall (v), 2.2 A fortuitous (adj), 1.4 A fraudulent (adj), 2.3 A germane (adj), 2.4 A grievous (adj),4.6 A havoc (n), 3.2 A heinous (adj), 2.3 A hierarchy (n),4.5 A impede (v), 2.4 A impending (adj), 3.2 A imperative (adj), 3.3 B impetuous (adj), 1.3 A implicit (adj), 2.3 A inadvertent (adj), 1.4 A inane (adj), 1.3 A incapacitate(v), 3.5 A incongruous (adj), 4. 3 A inflate (v), 4. 3 A innocuous (adj), 3.5 A indigenous (adj), 1.5 A insidious (adj), 2.2 A
schizophrenic (adj), 3.2 A scrupulous (adj), 1.2 A sedentary (adj), 4.4 A somber (adj), 3.2 A sordid (adj),4.2 A staunch (adj), 3.4 A stigma (n), 3.4 A stint (n),4.2 A stringent (adj), 2.4 A sensory (adj), 1.3 A sham (n), 1.4 A solace (n), 1.3.A squander (v), 1.3 A squelch (v), 1.5 A subordinate (adj),4.5 A subversive (adj), 3.3 B tantamount (adj), 1.3 A
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insinuate (v), 2.2 A instigate (v), 1.3 A integral (adj), 3.3 B interrogate (v), 2.2 A intuition (n),4.5 A inundate (v), 2.4 A irreparable (adj), 4.4 A juxtapose (v), 4.4 A liability (n), 1.5 A liaison (n), 4.4 A. lucid (adj), 3.5 A macabre (adj), 3.4 A mandatory (adj), 2.4 A maudlin (adj), 4.2 A mediocre (adj), 4. 3 A mesmerize (v),4.6 A meticulous (adj), 3.5 A mitigate (v), 3.3 B morale (n), 4.4 A nonchalant (adj), 3.3 B noxious (adj), 3.3 B oblivious (adj), 1.3 A obsequious (adj), 2.2 A obtrusive (adj), 2.3 A omnipotent (adj) 2.2 A opportune (adj), 2.2 A optimum (adj), 1.2 A ostentation (n), 1.3 A ostracize (v), 1.5 A panacea (n), 2.4 A perfunctory (adj), 2.4 A permeate (v), 2.2A pinnacle (n), 4. 3 A platitude (n), 3.4 A plight (n), 4. 3 A portend (v), 3.2 A precarious (adj),4.6 A precipitate (v), 1.4 A predisposed (adj), 1.2 A, preponderance (n), 1.2 A preposterous (adj), 3.5 A presumptuous (adj), 3.5 A proliferation (n), 1.5 A propensity (n), 1.2 A quandary (n), 3.4 A
tenet (n), 1.5 A tenacious (adj), 4.3 A tenuous (adj), 4,3 A transgress (v), 2.3 A travesty (n),4.6 A turbulent (adj), 4.4 A ubiquitous (adj),1.5 A unprecedented (adj), 3.3 B utilitarian (adj), 3.3 B validate (v), 3.4 A vehement (adj), 2.3 A veneration (n), 1.3.A vindicate (v), 3.3 B vociferous (adj), 1.5 A yen (n), 3.3 B |
Bibliography
Bromberg, Murray; Gordon, Melvin. 1100 Words You Need to Know, Barron’s Education Series, Inc.,1993.
Cotton, David; Falvey, David; Kent, Simon. Market Leader, Financial Times, Pearson Education Ltd, 2001
Dwyer, Anne. Skills for Business English, Student Book 3, DELTA Publishing, 39 Alexandra Road, Addlestone, Surrey KT 15 2PQ, United Kingdom, pp. 48.
Goodman, Donald; Nist, Sherrie L.; Mohr, Carole. Advancing Vocabulary Skills, Townsend Press, Marlton, NJ 08053.
Jones, Leo. Progress to Proficiency, Cambridge University Press, 1994.
Jones, Leo. New Cambridge Advanced English, Cambridge University Press, 1998.
Kotler, Philip. Marketing Management. Prentice Hall, 2000, Chapter 2.
Longman Dictionary of Contemporary English, 3rd Edition, Longman House, England, 1995.
Longman Idioms Dictionary, 3rd Edition, Pearson Education Limited, England, 2000.
MacKenzie Ian. English for Business Studies. A Course for Business Studies and Economics Students. Cambridge University Press, UK, 2004.
Macmillan English Dictionary for Advanced Learners, International Student Edition, Macmillan Education, Between Towns Road, Oxford OX4 3PP, 2002.
Mascull, Bill. Market Leader, Longman, 2001.
Mascull, Bill. Business Vocabulary in Use: Innovation, Professional English, Cambridge University Press, 2004.
McCarthy, Michael; O’Dell, Felicity. English Vocabulary in Use. Advanced. Cambridge University Press, 2003;
The Merriam Webster Dictionary of Synonyms and Antonyms, Merriam-Webster, Inc., Publishers, Springfield, Massachusetts, 1992; Longman.
Misztal, Mariusz. Tests in English. Thematic vocabulary. Wydawnictwa Szkolne I Pedagogiczne, Warszawa 1996
Numrich, Carol. Raise the Issue, Longman, 1994.
Oxford Collocations Dictionary, 4th Impression, 2003.
Oxford Learner’s Wordfinder Dictionary, Oxford University Press, 1997.
Pilbeam, Adrian. International Management, Longman, 2000.
Pye, Diana; Greenall, Simon. CAE Reading Skills, Cambridge Examinations Publishing, 1996.
Schinke-Llano, Linda. Reaching for Tomorrow, National Textbook Company, Illinois, USA, 1994.
Stephens, Mary. Proficiency Reading, Longman, 2000.
Tiersky, Ethel; Chernoff, Maxine. In the News, International Herald Tribune, National Textbook Company, Illinois, USA, 1993.
Wright, Jon. Idioms Organizer, Language Teaching Publications, Commercial Colour Press, London, 1999.
1 Using situations for own benefits
2 Too patriotic
3 wise
4 Delay doing something
5 Calm, doesn’t easily become excited or angry
6 Troubled, distressed by
7 Wanting to gain advantage for oneself
8 Expensive or impressive
9 gloomy
10 Based on the article by J. Ashworth in The Times
11 David Cotton, David Falvey, Simon Kent. Market Leader, Financial Times, Pearson Education Ltd, 2001.
12 Connotations used in journalism may be quite short-lived. The phrase The Iron Lady, used to refer to Mrs Thatcher when she was Prime Minister of Britain, lost any strong associations for most people after she left office.
Sometimes connotations are not the same for different nations and even for geographical variants of one language. Black cats, for example have associations with good luck in Britain and bad luck in the USA.
13 Today oysters are expensive and few people eat them, but hundred years ago, they were eaten by everyone. They were one of the commonest forms of seafood. The idiom – the world’s your oyster – is hundreds of years old. A character in a Shakespeare play says: The world’s mine oyster, which I, with sword, will open. In other words, he will conquer the world. If you remember what an oyster is, it might help you remember the idiom.
14 David Cotton, David Falvey, Simon Kent. Market Leader, Financial Times, Pearson Education Ltd, 2001.
15 Attempt to sell something by being very forceful
16 Selling or marketing goods and services by phone
17 Phoning people who have not requested a call in order to try to sell them something
18 When a company behaves as if you agreed to buy something because you did not actually refuse it.
19 Based on Anne Dwyer Skills for Business English: The Open-Collar Worker, DELTA Publishing, Surrey, UK, 2001; David Cotton, David Falvey, Simon Kent, Market Leader/Robert Dunbar, Grooming, Gossip and the Evolution of the Language: Hard Sell around the Photocopier, Pearson Education Limited, Essex, UK, 2001; The Eternal Coffee Break, the Economist.
20 Based on Ian MacKenzie. English for Business Studies. Cambridge University Press, UK, 2002.
21 Based on Jan MacKenzie, Cross-cultural Management in English for Business Studies, Cambridge University Press, 2002; Recruitment and Selection in Managing Cultural Differences , Economist Intelligence Unit.
22 Based on Rene Sanchez, Alternative education is flourishing in US, Washington Post Service; Charles Handy, A proper education; “So you want to be a success”, Focus Magazine; Christopher Middleton, Why do kids think that grammar is dad’s mum? Gerald Tribune; M. Garrett Bauman, Liberal Arts for the Twenty-First Century, Journal of Higher Education, Vol. 58, No 1 (Jan/Feb. 1987), Ohio State University Press.
23 Carol Numrich. Raise the Issue. An Integrated Approach to Critical Thinking. Longman, Pearson Education, NY, 1994.
24 The articles in this section reflect the position of their writers and do not necessarily coincide with the stance of the author of this book.
25 Based on Ian MacKenzie. English for Business Studies. Cambridge University Press, UK, 2002.