Business English 4all E-Book

Raphael Moura Paula Ribeiro De Neto

• Herausgeber: Clube de Autores
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 82

Veröffentlichungsjahr: 2025

Beschreibung

Business English 4All é uma obra prática e didática em 10 lições. O livro contém demonstrações práticas de interações no meio dos negócios em inglês. Há unidades que abordam inglês para viagens, já que a rotina de negócios envolve viagens, congressos e negociações em reuniões fora da sede das empresas. Uma linguagem de fácil acesso, tanto para escolas, assim como para estudantes autodidatas e grupos dispostos a se encontrarem e estudarem o inglês para negócios de maneira divertida e dinâmica. Todos que comprarem o livro terão uma mentoria de 1 hora comigo para aprenderem a utilizar o material. Contato: (67)99909-1331

Leseprobe

Raphael Moura de Paula Ribeiro Neto  

Business English For All  

Table of Contents  

Lesson  

Page  

OVERVIEW OF THE SECTIONS  

2

(TEACHERS AND SELF-TAUGHT STUDENTS)  

LESSON 1: PRESENTING YOUR COMPANY  

LESSON 2: WRITING FORMAL EMAILS  

7

13  

20  

27  

35  

41  

45  

52  

58  

66  

73  

LESSON 3: SPEAKING ON THE PHONE  

LESSON 4: BUSINESS MEETINGS AND STATING OPINIONS  

LESSON 5: BUSINESS TRIPS – AIRPORTS  

LESSON 6: BUSINESS TRIPS – HOTELS  

LESSON 7: PREPARING RESUMÉS AND JOB INTERVIEWS  

LESSON 8: STARTING YOUR BUSINESS  

LESSON 9: (RE)BRANDING  

LESSON 10: ARTIFICIAL INTELLIGENCE, SUSTAINABILITY AND WELL-BEING  

ANSWER KEY  

Business English for All  

Overview of the Sections (teachers and self-taught students)  

Exploring the Sections  

Brainstorming presents and explains words or expressions/idioms the students will  

find throughout the unit. It’s strongly recommended to the teacher to go through it as a  

Warm-Up for every single class. There are some guidelines on how to explore this  

secꢀon:  

- Go through pronunciaꢀon of all the items briefly and ask your students to repeat them  

aſter you.  

- Confirm if they have any doubts about any of them  

- Right aſter that, there should be some producꢀon on that. Some possible ideas are:  

1. Ask your students to create a short idea using some of the expressions, staꢀng their  

opinions about the subject.  

2. The teacher can come up with quesꢀosn regarding those words so that it’s possible  

to check thair understanding by the answers they give you about the subject. Remember  

we don’t actually have theoreꢀcal quesꢀons in mind. Instead of that, try to ask quesꢀons  

to extract their opinions on the subject, or even their knowledge about them in terms  

of pracꢀcity or personal experience on that.  

3. The teacher can encourage students to ask him/her quesꢀons using the items from  

this secꢀon. Quesꢀon should follow the same idea described on number 2.  

2

This section normally brings a short text, excerpts or sections of texts to illustrate  

something interesting about the lesson. Some students prefer reading the text in  

advance, while others would prefer to do it in class, either way, it´s important to check  

their pronunciation by asking them to read the text interchangeably. Some of the units  

bring a box to fill out the words in the text. Try to explore the pronunciation and  

understanding of the words before giving them arount 10 minutes to execute the task  

(fill out the words).  

Some of them come up with questions to be explored in conversation. Take  

advantage of those to make the class as conversational as it’s possible.  

It’s important to make them get interested in what the text will bring them. To  

make it real, the teacher should have read the text and also thought of practical  

questions on that, mainly questions which will be either answered or explored into the  

text, so that they will be invited to dive into the text to find those answers or some  

guidance. They have to feel that the text will inform or inspire them somehow.  

3

This section shows practical ways to communicate in business or trip situations,  

presenting the readers prompts of statements or questions to have their  

communication skills enhanced, by getting to know diferente possibilities of  

constructions to make themselves clear and efficient. The section is strategically divided  

into situations, promoting an organized building of practical knowledge.  

For classes, the teacher can go through it asking students to use at least one  

structure of each situation, trying to bring it a way it matches their current business  

atmosphere or what they envision for their future, so that the examples will be  

meaningful.  

For self-taughr learners or groups studying together, people can challenge each  

other preparing in advance some possible questions using the vocabs and situations  

described on the section, so that interaction using those questions to each other will be  

possible. They can also use companies they work at/for or even imaginary ones.  

4

This section is meant to give the readers opportunities to use the previous  

section in a practical real situation. So, at first, something is given as an example to be  

followed as an inspiration for the MISSION that will be described right after. Then, that  

simulation is the practical usage of the vocabs learnt on the previous section. The  

readers could be invited to bring the mission prepared for the following class (meeting  

or opportunity), depending on the duration of the class or the performance of the  

readers, regarding speed and independence.  

For classes, the teacher can also elicit some possible practical speeches on that  

subject, besides the MISSION itself, so that students will even be able to improvise the  

whole MISSION in class, since the speech will indirectly prepare them for the real  

experience.  

The format of this section may vary a little, since the following section is also a  

practical one. This way, it´s possible to leave the practicity of the real context to be more  

broadly approached on Consolidation (following section).  

5

Consolidation is a second chance people have to practice their learning about the  

the practical context of the lesson. Some units do not contain this section. It can be  

proposed as a class task, to test their improvisation skills, since readers have already  

had chances to internalize vocabulary, practice some situations and understand the  

whole context. Sense if your students are able to come up with interactions with no  

previous preparation. Some students work much more comfortable preparing this kind  

of task in advance. If you are working by yourself as a self-taught learner or in a group,  

take advantage of Consolidation to experience more what you have already learnt.  

DIVE IN  

DIVE IN is a QR Code with Extra Information about the subject of the lesson, to  

enable a deeper experience on the learning process, giving the reader a chance to  

explore some practical and substantial knowledge on a diversity of videos or websites.  

Would you like to dive in? Scan it and enjoy yourself!  

6

Business English for All  

Lesson 1  

Presenting Your Company  

VERBS  

to run some/a business  

A expressão se refere a administrar ou gerir um  

negócio. O verbo “to run”, nesse caso, tem outro significado, não o literal: “correr”.  

to glance around  

O verbo “glance” significa dar uma olhada, já a preposição  

“around” é ao redor.  

NOUNS  

leadership skill  

A primeira palavra vem de “leader”, que significa líder. A criação  

de substantivos em inglês usando o sufixo -ship é bem comum. “Leadership”, dessa  

forma, vem a ser liderança. Skill significa habilidade. Os dois vocábulos juntos se  

referem a habilidade de liderança.  

corporate goals  

a palavra “corporate” significa algo relacionado a uma  

“corporation”, a uma empresa. Já a palavra “goal” significa objetivo. Assim, temos o  

significado das duas unidas como objetivos de uma empresa/corporação.  

branch(es)  

A palavra “Branch” significa galho, com plural “branches”. No meio  

empresarial, uma “Branch” é uma filial de uma empresa.  

springboard  

A palavra significa trampolim, mas é usada de forma simbólica  

como algo que dá impulso ou assistência a uma determinada ação ou  

empreendimento.  

ADJECTIVES  

runaway  

uma situação em que algo aumenta ou se desenvolve muito  

rapidamente.  

7

Fill in the text using the words from the box:  

companies leadership profits  

throughout success yourself  

encourage survive variety achieve management  

Have you ever thought of running your own business?  

Companies are opened every single day. While few of them _____________ in  

the market, many others wide spread very fast. You should think about that if you have  

_________________ skills. It's time to acquaint ______________ with the idea of being  

the one who arouses __________________, analyses employees background, delegates  

tasks and so on. For instance, if you decide to open a web designer agency you will help  

to bring a big ______________ of products out through the media.  

Definitely, leadership skills will be required from you. Leadership is something  

given to some people and that's why we call them born leaders. Being a leader demands  

helping people to set corporate goals, among other things. Attempting to  

______________ goals is not so simple. First you must set priorities in your daily life.  

Every step leads you closer to _____________. Picture yourself having a network of  

branches, increasing your _______________ and investing on people. New areas of  

business and professions are created daily, while many will simply disappear. Glance  

around and many options will be seen by you. Knowing the world around you is also  

important but never lose your destination _________________ the journey. Keep your  

goals always in mind.  

Most of the biggest _________________ spread out all over the world, were  

once seen as nothing more than backyard business. Even if you own a backyard company  

by now, it may turn out to be a runaway success some day, as long as you learn how to  

________________ people and how to use your experiences as a springboard for a  

better future.  

8

These are possible ways to present your company properly:  

1.Talking about your company name,  

location and service  

2.Let’s say someone asks you “How  

long have you been with this  

company?”  

You may choose to be very general by  

only mentioning the company where