Business English Preparation Course: Levels B1 and B2 E-Book

Remigio del Toro Gonzales

• Herausgeber: Ediciones Tecnológico de Monterrey
• Kategorie: Fremdsprachen
• Sprache: Englisch

Seitenzahl: 568

Veröffentlichungsjahr: 2019

Beschreibung

This book is intended to support students in learning business vocabulary development, grammar, and the skills of listening, speaking, reading, and writing. At the end of this book, the students will be capable of getting either a B1 (intermediate level) or a B2 (upper intermediate level) in business standardized tests such as the Business English Certificate, Lingua Skills, etc.

Leseprobe

Acknowledgements

I dedicate this book to my family and friends, who have always supported me in my quests. To all my peers for motivating me, and to my students who always challenge me.

I am grateful to Tecnológico de Monterrey in León Región Centro for giving me the opportunity to teach there for 30 years now, and for providing me with the tools to write my book.  I also thank Rex Barin Ferrer Jurado for encouraging me to write it.  My aides Alfonso I. Martínez Huitrón and Myriam Díaz Infante cannot be left out, as they were of good help to me in several ways when working on the book. Similarly, I acknowledge Paris Gómez Vázquez, Academic Dean at Región Centro, for authorizing the edition of the book.

Furthermore, I am thankful to the editors at Tecnológico de Monterrey for the editorial work that they did on the book and to Elizabeth López Corolla for following the process of edition.

About this book

Tecnológico de Monterrey is proud to present its text eBook collection for the high school, graduate, and undergraduate programs. Each one of them integrates knowledge and skills that use different technologies to support the learning process. The main objective of this signature is to spread the knowledge and didactic experience of the professors of the Tecnológico de Monterrey through the innovative use of resources. In addition to this, it aims to contribute to the creation of a publishing model that integrates the multiple and creative possibilities that digital technologies offer in the format of an eBook. This is how Tecnológico de Monterrey through Editorial Digital confirms its entrepreneurial vocation and its commitment to educational and technological innovation in order to benefit the students both inside and outside the institution.

All rights reserved © Instituto Tecnológico y de Estudios Superiores de Monterrey, México 2019.

[email protected]

About the author

Remigio del Toro Gonzales is a professor at Tecnológico de Monterrey (León). He was born in Chicago, ILL. but was brought up in Monterrey, Nuevo León in México. He majored in biology in Facultad de Ciencias Biológicas at Universidad Autónoma de Nuevo León and went for a Master’s degree in Education with an Emphasis on ESL (English as a Second Language) and EFL (English as a Foreign Language) Teaching at Tecnológico de Monterrey, at Eugenio Garza Sada and Oklahoma State University.  He also got an accreditation as a Facilitator on Collaborative Learning at the University of Minnesota at Minneapolis in the U.S. He has been an English teacher for 41 years, and he has prepared students for standardized tests for 15 years. In addition, he reaped the Certificate of Proficiency from the Cambridge Examinations Syndicate.

Index

Introduction

Chapter 1. Business Ownership

1.1 Reading: Deciding on your start up

1.2 Grammar workshop: simple present and Present continuous

1.3 Fill in the blanks exercise

1.4 Audio listening 1: launching a new enterprise

1.5 Vocabulary 1

1.6 Vocabulary development

1.7 Vocabulary in context

1.8 Vocabulary Exercise 1

1.9 Speaking activity 1

1.10 Writing activity 1

Chapter 2. Taking on Staff and Franchises

2.1 Pre-reading

2.2 Listening on franchises

2.3 Business vocabulary exercise

2.4 Fill in the blank exercise

2.5 Vocabulary

2.6 Writing activity

2.7 Other meanings of “issue”

2.8 Grammar workshop: countable and uncountable nouns

2.9 Sentence writing

2.10 Noun grammar workshop

2.11 Matching vocabulary

2.12 Word forms

2.13 Fill in the blanks

2.14 Idioms, make and do definitions and examples

2.15 Make and do idioms rewriting

2.16 Fill in the blanks

2.17 Speaking activity

2.18 Writing activity

Chapter 3. Business Analysis

3.1 Exam practice: graph interpretation

3.2 Writing activity

3.3 Speaking activity

3.4 Writing activity

3.5 Reading

3.6 Video: Business Suppliers and Wholesalers

3.7 Grammar workshop: the simple past and the present perfect

3.8 Combinations

3.9 Interrogative forms

3.10 Negation

3.11 Inversions: the use of “nor”

3.12 Verb tenses

3.13 Business vocabulary: people and workplaces

3.14 Vocabulary exercise

3.15 Listening activity on discrimination

Chapter 4. Exam practice 1

4.1 Multiple choice

4.2 Fill in exercises

4.3 Listening

4.4 Reading multiple choice

4.5 Fill in exercises

4.6 Matching and fill in the blanks

Chapter 5. Effective Communication in Business

5.1 Reading: Business Communication

5.2 Exercises based on the reading

5.3 Graph

5.4 Vocabulary

5.5 Listening

5.6 Business vocabulary

5.7 Speaking activity

5.8 Listening activity

5.9 Speaking activity

5.10 Writing an e-mail activity

Chapter 6. Business dilemmas

6.1 Case Study

6.2 Listening activity

6.3 Ways of achieving solutions to problems

6.4 Presentation

6.5 Grammar workshop

6.6 Exercises

6.7 Vocabulary on career planning

Chapter 7. Career Planning (continuity)

7.1 Speaking activities

7.2 Listening exercises

7.3 Reading passage

7.4 Business vocabulary

7.5 Grammar point

7.6 Exam speaking activity

7.7 Comparative and superlatives: large and small differences

7.8 Exam review on comparatives and superlatives

Chapter 8. Processes, Directions, Graphs, and Related Issues

8.1 Making a powerful impression

8.2 Speaking and writing activities on making a process

8.3 Speaking activity

8.4 Video on traffic advisory speaking

8.5 Reading Labels

8.6 Vocabulary cloze exercise

8.7 Household product labels

8.8 Mite and Flea Wiper-Out

8.9 Comprehension Questions

8.10 Reading newspapers

8.11 Job description

8.12 Grammar workshop

8.13 Transformations from active to passive voice

8.14 Verb tense chart

8.15 Passive voice exercise

Chapter 9. Exam Practice

9.1 Speaking activity based on a business topic

9.2 Speaking about a graph 1

9.3 Writing about a graph

9.4 Speaking about a graph 2

9.5 Writing on graph interpretation

9.6 Business vocabulary

Chapter 10. Grammar, vocabulary, and exam practice

10.1 Grammar workshop: gerunds and infinitives

10.2 Uses of gerunds and infinitives

10.3 Speaking activity

10.4 Cloze practice 2: gerunds and infinitives

10.5 Reading and grammar exercises

10.6 Speaking activity: discussion questions on consumerism

10.7 Phrasal verbs

10.8 Exam practice: Reading and grammar test part 1

10.9 Modal verbs perfect forms (past)

10.10 Reading and grammar exercises

10.11 Speaking activities

10.12 Vocabulary B1 exercises

10.13 Discussing questions

10.14 Vocabulary B1 exercises 3

10.15 Further practice

10.16 Vocabulary exercises

10.17 Word forms

Chapter 11. Network Marketing

11.1 A Lecture on Marketing

11.2 The Evolution of Women in Society

11.3 Reading passage

11.4 A lack of ethics in business

11.5 Vocabulary on idioms and expressions

11.6 Grammar workshop: meaning, use, and form of conditionals

11.7 Conditional zero: scientific facts

11.8 Other forms of “if” clauses

11.9 Dialog on “if” clauses

11.10 Business vocabulary

11.11 Conditional 1. Future and weakened

11.12 Vocabulary cloze exercise

11.13 Reading and grammar

Chapter 12. Consolidation exercises

12.1 Grammar structures, vocabulary, reading, speaking and writing activities

12.2 Crossing out mistakes and correcting them

12.3 Writing a memo

12.4 Grammar workshop: conditional 2

12.5 Collocations

12.6 Vocabulary cloze exercise

12.7 Grammar workshop: conditional 3

12.8 The most common idioms

12.9 Reports

12.10 Grammar workshop on modal verbs

12.11 A piece of advice on writing

12.12 Types of sentences

12.13 Coordination: compound sentences

12.14 Subordination: complex sentences

12.15 Coordinating adverbial conjunctions: coordination 2

12.16 Mechanics in adverbial conjunctions

12.17 Writing compound-complex sentences

12.18 Writing

Answer key

Bibliography

Introduction

The levels of the Common European Framework of Reference (CEFR) range from Pre-A1 to C2. Pre-A1 and A2, aim at the basic level, levels B1 and B2 comprise the independent levels, and C1 and C2 levels are known as the proficient levels.

Concerning business, there are three levels, B1 Business Preliminary, which is a low-intermediate level, where students are capable of understanding conversations, small talk, and texts that consist of simple language, every day vocabulary and basic to low-intermediate structure of the language. As for language production, candidates at this level will be able to express personal opinions about simple issues, and they will be apt to show good control of basic grammar structures and vocabulary, although some hesitation is expected. Also, students at this level will once in a while produce incoherencies and inaccuracies that do not hinder successful communication. In respect to writing, students at this level are expected to write simple sentences and make some non-crucial mistakes. They are also able to write short paragraphs, e-mail messages, and memos by following guidelines given in tasks and tests; some errors in syntax and mechanics might emerge.

In a B2 Business Vantage level, students are required to have an understanding of the language that is slightly better than a high B1. In other words, they have to be at an intermediate level, so that when they finish the course, they can reach the B2 level (upper-intermediate). Oral production at this level is accurate, with some possible mistakes. Students at this level can express their ideas clearly, and they can give short presentations that do not require much elaboration. They are able to interpret graphs and charts with some difficulty. Written production, although hard, can be expressed with some hardships, but it is understandable. Students are able to understand instructions to write short essays, letters, and reports related to the area of business.

The other level is C1, which is higher advanced. At this level, students are able to understand any specialized business text, and they are capable of communicating with others within a range of different topics and contexts. Their writing is accurate and coherent, and they can make use of a variety of sentences from simple to compound-complex. They can also use a plethora of grammar structures to communicate what they need. This book is not aimed at reaching this level. (30)

In this book, students will be asked to understand and answer exercises about reading and listening for gist, spotting specific details, summarize texts in their own words. Also, they will practice their understanding of paraphrasing information. They will answer both speaking and writing activities based on the area of business. Some activities consist of producing the language for a short period of time, and some others require students to produce them for longer periods. Among these activities are: interpreting graphs, giving presentations, discussing topics related to personal and business issues, writing memos, e-mails, paragraphs, letters, and reports.

It is of utmost importance that I highlight the fact that this book underlines grammar structures and vocabulary development. Exercises on collocations and word forms have been included so that students have plenty of practice. Also, all the grammar points that were included have (1) a thorough explanation and (2) exercises for students to practice using the structures. This will have an impact on their speaking and writing production.

Apart from that, there is a complete topic on conjunctions and sentence writing, which leads to writing paragraphs, memos, e-mails, etc.

The book consists of 12 units, which can be covered according to the needs of each student. It is the teacher’s or student’s task to cover the topics of their interest.

The book comprises: (1) The book, (2) Answer Key, and links to audios and it is for students from low-intermediate to upper intermediate level.

Chapter 1. Business Ownership

Answer the questions below based on the video on Seven Things You Mustn’t Do When Starting a Business. Say whether the statements are true (T) or false (F).

1. Most companies are not successful because they don’t sell the right products.

2. Money is vital because you want to make money.

3. It is essential to make a sound plan so you don’t stop yourself from being successful.

4. One has to be adapting and making adjustments, as the business is running because all that was planned might not work.

Answer the following questions. (3:06-4:00 min)

1. Why shouldn’t entrepreneurs spend money?

2. What should entrepreneurs do instead of spending money?

3. When should they start spending money?

Business ownership is the condition of having (setting up) your business.

Activity 1: Speaking

In pairs or triads, discuss each question for three minutes.

1. If you were to set up a business, would you do it on your own? Why? What are the advantages and disadvantages of doing it on your own?

2. What if you decide to invite someone to start a business with you? Would this be beneficial to both? Why? What are the advantages and disadvantages of beginning this kind of business?

3. Buying the rights to sell a product and/ or a service from a successful, well-known company is also a way to go into business. Which company (McDonald’s, KFC, Punta del Cielo, etc.) would you choose? Why? What advantages and disadvantages does this sort of business have? Which of the three kinds of businesses is better? Why?

1.1. Reading: Deciding on your start up

Below are three types of businesses. Do a pair, read with a partner. One of you is student “A” and the other one is student “B”. Student “A” starts reading the part of a sole proprietorship aloud, and student “B” listens to him/ her attentively. After student “A” finishes reading that part, student “B” explains that part. Then, student “B” reads the part of partnership, and they both follow the same procedure as they did for a sole proprietorship. They both can choose who does the part of corporations in the same way.

Deciding on The Sort of Business to Start up

A Sole Proprietorship

Every businessperson has to make a decision about which choice of business to start. One way of beginning a business is a sole proprietorship, in which the business owner takes all the responsibility for the operation of the business (e.g. he/she has unlimited liability). Having unlimited liability means that the sole proprietor is the only one responsible for the operation and management of the business. This kind of business is usually the corner store that is in a neighborhood, a small-town restaurant, a grocery store, etc. However, sometimes they can be large businesses. It is of utmost importance for the business owner to make a profit in the first year because he/she can be investing large sums of money to keep the business afloat. Also, in this sort of business, the owner is responsible for all the business debts, but a great advantage is that he/ she can decide when to close the business down if necessary. Apart from that, if the business is not successful, the sole proprietor has to declare personal failure or bankruptcy. In this case, personal assets can be lost.

A Partnership

Although partnerships are larger than sole proprietorships, typical partnerships are relatively small businesses. The investment partners make in the business can be equal or unequal. There must be a written and signed agreement between partners about how net profits and other benefits will be obtained. The contract should also include (1) what will happen if one partner or several partners die? and (2) how can the contract be dissolved? As there are two or more people involved, it is advisable that they hire a lawyer to help them with legal matters, an accountant to help them do their taxes, and a bookkeeper to be in charge of the books. Being partners also implies that everybody is responsible for his/ her share of the work, so they all have a limited liability.

A Corporation

Corporations recruit great numbers of trainees, and several investors are the owners of the companies. At corporations, products and services are mass-produced (made in large numbers) and mass-marketed (offered for sale to the public in great amounts), depending on what customers need and want. Partnerships, for instance, can become corporations if the people involved “incorporate” or “expand”. In order to do this, they need to apply for a corporate charter. A lawyer can help them by getting the application. The corporate charter is important because it gives the validity of the corporation. So it is a legal entity, in which they are able to issue (publish, put out) and sell stock (offer sections of the company) in exchange (swapping/ bartering) for investment capital (a sum of money put in business). Once they reap the charter, the stockholders, as owners, call a meeting to plan and arrange the corporation. At the meeting, a board of directors is chosen, rules and regulations are adopted, and company officers are elected. The stockholders are the most important because they make final decisions, and they vote at annual meetings. The officers of the company are the ones who supervise daily management. Business profits are assigned (given) equally to stockholders in the form of dividends (bonuses). At annual meetings, the board of directors is elected. Stockholders vote according to the shares or stocks they own, and the board of directors represent them. After they choose the board, they assume final authority for all company actions.

1.2 Grammar Workshop on the Simple Present and the Present Continuous

The simple present

A. It indicates habitual actions.

1. David Banks and his team always work on planning different projects for the company.

2. The new trainee sometimes gets nervous about learning the procedure in the assembly line.

B. It expresses states.

1. The production lines in the company are healthy.

2. Taking on new staff is helpful to meet deadlines when problems arise.

3. The sterilizing machine stops working when the material is completely free from living microorganisms.

4. Some of the products in that batch are faulty. Do not dispatch the order until we replace them with adequate ones.

C. It expresses future for fixed schedules.

1. The appraisals are tomorrow at 5:00 p.m.

2. The meeting with the CEO is in the administrative premises next Tuesday at 9:00 a.m.

3. The shipment of merchandise is expected to arrive next Monday at 7:30 a.m.

The Present Continuous

A. Activity in progress.

1. The professor is giving a lecture on new trends in business.

B. Extended present (for a period of time).

2. Fred is working as a manager at Procter & Gamble.

C. A temporary situation.

3. Becky is living with her parents, but when she gets a job again, she’ll move into an apartment.

D. Repetition or Iteration in a series of similar ongoing actions.

4. Greg is looking at the sales report data again and again, trying to figure out what went wrong.

E. Expresses future (for Definite Arrangements)

A: Hi Albert! Long time no see.

B: I know. I last saw you when we graduated from university four years ago. How about getting together to talk over a glass of wine or a cup of coffee, Jim?

A: Great. See you at Bob’s Pub at 8:00 p.m. tonight.

5. We are meeting at Bob’s Pub at 8:00 p.m. tonight.

F. To reprimand or scold someone.

6. She is always telling me what to do.

7. Frank is forever intervening in my conversations.

G. A change in progress.

8. Peter is becoming more and more like his father.

1.3 Fill in the blanks exercise

Fill in using the simple present and the present continuous (progressive).

1. Al (stay) ______________at the Grand Hotel at the moment. He (have)______________a meeting with the CEO of Solid Glass tomorrow. Right now, he (go over) ______________the points of the meeting agenda. He (want)______________to skip any important points. He (want)______________to make a good deal.

2. The students (take) ______________business English this semester, and they (plan)______________to go on to the next level by getting a B2 on the BULATS test. They usually (have)______________classes four times a week.

3. Carl and John (behave)______________more and more like criminals. They (be)______________really dangerous. They both (need)______________ urgent advice.

4. The CEO (write)______________ a proposal to his European counterpart to do business together in the future. They just (have) ______________ to agree on some points concerning financial issues, before they (start)______________working together.

5. If the company cancelled the dinner, the guests (require)______________to get a refund of the money they paid for. I see many people (stand)______________ in line to get their money back. After they (give)______________ them their money, they will go home.

6. Nonprofit organizations (be)______________usually exempt from taxes. However, a business that usually (make) a profit (have) to do its taxes. At this moment, the accountant (work out)______________the business taxes.

7. When one (have)______________sufficient funds in his / her bank account, he /she cannot pay for anything. A check (bounce)______________ if there are no funds.

1.4 Audio listening 1: the launching of a new enterprise

Track 1

Answer the questions below as you listen. You will listen to this audio twice. Choose the best option (A, B, or C) according to each question below.

1. The main idea is:

To give information about the repeated and successful sale of their brand with Ex. Fabrics.

To give information about a British company merger whose name is Fulton Clothing Shops.

To give information about the change of name of Ex. Fabrics into Fulton Clothing Shops.

2. What can be inferred about Robert Shaw?

(A) That he was the former CEO of the company before it became Fulton Clothing Shops.

(B) That he was the sales chief executive in the company, but now he is the CEO of another company.

(C) That he was their sales chief executive before he became MD at another company.

3. They wanted the company to be near the airport because:

(A) They did not want customers or visitors to have problems finding the company.

(B) They did not want to be near the city or at the center of the city because of lack of locations.

(C) They thought their service would work better by being far away from the city, because there were other factories in the city.

4. It can be inferred that:

(A) They are not economically healthy to be spending money on lawyers to defend them against official accusations for polluting the environment.

(B) They are unwilling to spend too much money on official accusations against them for contaminating the environment.

(C) They don’t want to hire lawyers to uphold them in courts of law as other companies have done so.

5. One of their objectives is to:

(A) Be located in a strategic area for customers.

(B) Better their products for customers.

(C) Upgrade their attention and courtesy for customers.

6. Not being near the city means that:

(A) The farther they are from other companies, the larger the number of products they will sell.

(B) The more enlarged they become, the more products they will sell.

(C) The better the service, the more chances there are to sell products.

7. According to the information about the new facility:

(A) They are planning to improve their service.

(B) They are planning to hire more salespeople.

(C) They are planning to make a lot more products than before.

8. According to the last part of the text, their idea is to come up with:

(A) A larger variety of the clothing and shoe industries.

(B) A larger variety of just the clothing industry.

(C) A larger innovative variety of their adult range clothing industry.

1.5 Vocabulary

Fill in a word from the parentheses that corresponds to each definition below.

unlimited liability, charters, limited liability, to keep a business afloat, to close (a business) down, profits, shareholders (stockholders), to go bankrupt, assets

1. To manage to have a successful business, with drawbacks, though.

2. When only one person is responsible for paying for all the business debts.

3. To stop the operation of a business because of lack of money.

4. When in a partnership or a corporation everybody is responsible for paying for all business debts.

5. Equipment and buildings, the piece of land where the company is located. They are valuable things.

6. Documents issued by a state (government) to authorize the formation of a corporation.

7. Money made every year after someone has put money in his /her business.

8. Not to have enough money to continue the operation of a business.

9. Those who buy assets from companies and become owners of them.

1.6 Vocabulary Development 1

Based on the text below, look at the words in bold, which belong to different ways of working. Read the information in order to become familiar with the words.

There are several office workers who are (paper pushers) in the factory. It’s a full-time job (it’s a nine-to-five job). In the morning, all of us must clock in (clock on),and when we finish our (shift) (working period), we all clock out (clock off). One can work regular working hours (eight hours a day)at a fixed schedule, or he/ she can work under a system of flextime (the number of hours a day may vary, but goals have to be reached, too). People usually work in shifts. (The day shift/ the night shift). Frank lives in the country, so he has to commute to work (to take any means of transport to go to work/ home)every day. Those who do the same as Frank are called commuters. The ones who don’t like to work in an office or company with others can go for jobs in which they are required to work from home at a computer or on the Internet. That is called teleworking or telecommuting. (12)

1.7 Vocabulary in Context 2

Match the words on the left column with their synonyms on the right one. Write the corresponding number in the parentheses.

1. approach

( ) part

2. evidence

( ) variable

3. benefit

( ) method

4. concept

( ) include

5. interpretation

( ) duration

6. structure

( ) proof

7. involve

( ) important

8. role

( ) advantage

9. period

( ) idea

10. significant

( ) explanation

11. variation

( ) arrangement

1.8 Vocabulary exercise 1

Using the 11-numbered words above, fill in the blanks. Sometimes you have to change the form of the words.

1. The class______________last from 45 to 50 minutes per class.

2. The______________that she gave about the map was not at all accurate.

3. The______________she followed was wrong.

4. There were______________increases in the sales we made last month.

5. There are lots of ______________ one can get from going for a degree at a prestigious university.

6. The HRM has to play different______________to provide the company with enough staff to operate at full capacity.

7. The results of the experiment can show______________, if you perform the same experiment to corroborate results. The outcomes might be a bit different from experiment to experiment.

8. Since they recruited me, my job______________dealing with customers, and I am not very good at talking to, let alone, persuading people.

9. The PA of the CEO was not able to show any______________ of my mistakes in the statistical information that I reported.

10. The staff enjoy looking at the______________ of the new company building. It looks as sturdy as a well-assembled brand-new truck.

11. It’s the first time we have taken a business English course, and we have been able to learn a plethora of new______________.

1.9 Speaking activity 1

Discuss the questions below in pairs or triads.

1. What do you like/ dislike about your university major? What appealed to you to go for it? Is there anything you regret about it?

2. Have you ever applied for a job? Why is it difficult to apply for a job? What is the common process of getting your first job?

1.10 Writing activity 1

You are a manager in a small company. You have been told that one member of your staff often turns in things after deadlines. Because of his inability and irresponsibility to comply with his work, other members of staff are often delayed, and they are complaining about it.

a. Write a memo to his department director to ask him what the problem is.

b. Suggest ways in which he/she can help the irresponsible member of staff.

c. Set a date by which the member of staff has to modify his attitude and warn him about serious consequences if he/she does not change (60 to 80 words).

Chapter 2. Taking on Staff and Franchises

Do a pair-read-aloud, alternately reading each paragraph.

The Process of Recruitment and Selection

Companies always need people to be appointed at specific jobs that need to be done. Qualifications (academic knowledge learned at university level) might vary from job to job, but all the applicants must be qualified (with the capabilities to do the job).

Employers have to work on advertising jobs in situations vacant pages (appointments pages) either on the Internet, on newspapers or on bulletin boards. Applicants send their CV (Curriculum Vitae), and employers look at their backgrounds and educational qualifications. They also ask that candidates send a cover letter (covering letter) attached to the CV, so that they see the applicant’s desire to get the job at the company. The cover letter usually includes the name of the applicant, university studies, personal interests, a brief account of work experience, and his/ her intention to work for the company.

Companies recruit qualified candidates. Those who are given a contract to work are called recruits or hires. Companies employ or hire (take them on). When companies are unable to recruit their own staff (people who work for a company), they hire outside recruiters or employment agencies. They do the hiring for them. Once applicants are given the job, they are called members of staff, staff, and one of them is a member of staff. If they are not sufficiently trained for the job, they are given an in-house training scheme, which is a training programme devised by trainers of the company, in order for them not to have to travel to another company to be trained. When they are taking the training programme, they are called trainees.

Companies sometimes hire outside specialists called headhunters; whose job is to find special talent for companies. They usually try to persuade talented people who are working for specific companies to work for another company for a higher salary and a lot better fringe benefits (extra economic or other kinds of benefits apart from the salary). It can be said that headhunters headhunt people for very special jobs. The activity done by headhunters is called headhunting.

When people who are out of work (unemployed) intend to look for a job, they look at situations vacant pages or appointments pages to look at job vacancies (job opportunities). They fill in or fill out (complete) an application form, set up (prepare) their CV and cover letter to drop them off (turn them in/ deliver them) at the company premises (building) or send them usually through e-mail. Situation, post, and position are formal words used in job advertisements and applications.

After employers have done the advertising of jobs on the internet and newspapers (and candidates have logged their CVs and cover letters there, too), they look at the backgrounds of applicants. Then, they concentrate on their educational qualifications (academic knowledge acquired at university); after that, they invite interesting candidates to a group discussion, and then they interview them individually. Afterwards, they have to take psychometric tests, which measure personal features and mental abilities. Once this is done, candidates are shortlisted; that is employers eliminate some of them and pick the best ones. Checking references and calling referees is important to know about recruits. When they decide who is taking a job or the jobs, they offer the job to them. They can either accept or turn down the job. After they have found the most qualified person for the job, they appoint him / her.

Managers and their staff usually hold pow-wows (meetings); informal meetings are also called get-togethers. During meetings, the points on the agenda are covered. A minute (a report of the meeting) is taken by a member of the staff as the meeting goes on. Executives are also named big wigs. If someone gets reprimanded on the job, it can also be said that he/ she gets called on the carpet. For example, this can happen when someone arrives (makes it in) late every day. If people have a full-time job or a 9 to 5, they should be grateful. It is not something desirable to be between jobs or jobless (out of work). When someone is looking for a new job, he / she is said to be pounding the pavement. If members of staff don’t work hard, they are sure to getfired or get canned. There can also be layoffs or employees can be laid off if the financial conditions of companies are not healthy. If this is the case, they can be made redundant. All of them are given their redundancy money in order for them to invest it in business or spend it on something they need. (2)

2.1 Pre-reading

Answer the questions that follow.

1. Where do employers advertise jobs?

2. Academic knowledge that students acquire during their university major are:

3. The applicants who are appointed on the job are called______________or______________.

4. It’s a synonym to employ or hire:

5. Companies that hire staff for other companies:______________or ______________.

6. They are specialists who find people with incomparable or unique capabilities:

7. An employee can also be called______________or______________.

8. Recruits that are currently taking a training program are called:

9. Headhunters go______________to______________prospective employees for companies.

10. It’s a synonym to “meetings”:

11. They are exams that measure intellectual skills and personality traits:

12. When employers decide on choosing the best recruits for the jobs or discarding the least capable ones, they______________candidates.

13. It’s a synonym to executives:

14. Get-togethers are ______________

15. List of points to be covered at meetings: ______________

16. An amount of money that a person who was fired or laid off receives:

17. To get called on the carpet means:

18. It means to arrive:

19. A synonym to “to be fired”:______________or ______________

20. When someone is pounding the pavement, he / she is said to be

21. When someone does not welcome a job offer, he/she ______________it ______________.

22. When there are massive ______________, many people are out of work or______________.

2.2 Listening on Franchises

Listen to a video on Franchises from the BBC webpage. Then, answer the exercises the following questions (sec 1 -10).

1. Where are American franchises common?

2. Apart from fast food chains, who else is being successful?

3. Why are U.S. franchise companies so interested in the Indian market?

Answer the questions below based on the next segment of the video. (51-2:18)

1. Who is eager to break into the market?

2. Apart from looking for franchise partners, what do they want to find?

3. Why did the delegation go specifically to that shopping center?

4. Out of the 250 stores, how many are American franchises?

5. Which franchises did the reporter say were in one section?

6. How many other franchises are expected to open there over the next year?

7. How many restaurants does Wing Zone have outside the U.S.?

8. There are four countries in which there are Wing Zone stores: Singapore, Malaysia,______________and the ______________ .

9. What does Wing Zone plan to do over the next decade in India?

10. Wing Zone did not make any adaptations to the food they were selling in India. True/ False

11. What are the Wing Zone “Salsas” for them?

12. What’s Wing Zone’s target to accomplish?

Answer the questions below based on the next segment of the video. (2:19-3.22)

1. What did Rashmi Balwani do about the Subway franchises?

2. What was the profit that she made in the pizza and pasta business last year?

3. What do customers focus on, and what do they want?

4. To what kind of people are international tastes tailored?

5. Why is it called a booming business model?

6. If more franchises open, what will be expanded?

2.3 Business vocabulary exercise

Match the words on the left column with the definitions on the right one.

1. retire

( ) work which requires much more responsibility

2. career paths

( ) To leave the company

3. work your way up the career ladder

( ) to stop working at a company because one reached a specific age or number of years as an active employee

4. outplacement advice

( ) getting promoted several times

5. senior jobs

( ) those who are fired may get information about finding another job at the company from which they were dismissed

6. demotion

( ) different ways in which employees can go up to higher posts

7. resign or hand in your notice

( ) the condition of getting posts of a lower level after being evaluated

2.4 Fill in the blank exercise

Fill in the blanks using the words in the parentheses. You may have to change the form of the words. Add possessive adjectives where necessary.

(career path, to work (one’s) way up the career ladder, senior job, outplacement advice, to hand in (one’s) notice, demotion, to retire, retirement, to demote)

1. The______________the laid-off workers took from the specialists was useful for them to feel like going job seeking.

2. Mark Holt is______________in five years, and he has a sound plan to continue with his productive life. He hopes not to have the need ______________, especially because he has managed______________ in the company.

3. If you get ______________, you’d better quit the job and find another one.

4. He was offered the post of director, but he turned it down. He does not want a ______________.

5. There are many ways one can enjoy his/______________, either by working on the same thing or by setting up in business.

6. Those members of staff did not work efficiently, so they ______________, and their salary went down.

7. There are several ______________ you can choose to get to a management post in the company; you can even be the CEO.

2.5 Vocabulary

The following exercise is about the word “issue” and its word forms. First, look at the definitions given for each form and the sentences in which each form is being used.

1. an issue: a topic or matter of concern.

They have discussed the issue of abortion for three hours, and they have not come to an agreement.

2. an issue: something that is printed; (a magazine) that is published.

Many people are buying the September issue of Time because there is an excellent article about new trends in globalization.

3. an issue: the act of flowing out or a venue of outflow.

We got some big holes in our boat; the issue of the water from the boat was important for it not to sink.

4. an issue: the act of distributing or putting out; release.

Check the book; its date of issue is on the back cover, starting with the month, day, and year.

2.6 Writing activity

Write a sentence using each word defined above. Your sentences are expected to have 17 to 22 words. Use the sentences above as models.

2.7 Other meanings of “issue”

Based on the underlined parts of the sentences below, choose the option from the parentheses that best fits each sentence. Consider the form of the word (to issue, issue, to take issue with, to be issued, at issue, date of issue). Write the answer in the blank provided.

1. The business reports the CEO asked for were given to her at the 9:00 a.m. meeting that was held last Friday. ____________________________

2. The subject of today’s discussion in the company is how we can improve our production and sales, which have been plummeting for the last three months.

__________________________________________

3. At the end of the in-house-training programme, certificates will be provided to all the trainees who finish it successfully. ____________________________

4. Different security topics of concernwere talked over during the video conferences that were held between the headquarters and the branches of the company. ____________________________

5. I don’t know when the e-book was published. What’s the______________ of the book? We should find out about it.

6. When important matters want to be informed, memos and e-mails are released (are put out), so that everybody knows about them.______________

7. David doesn’t usually disagree with others when what they say is reasonable and crystal clear. ____________________________

2.8 Grammar workshop: countable and uncountable nouns

A noun is the name of a person, place, or thing. Some of the things named by nouns are objects, ideas, concepts, events, organizations, plants, and animals.

Person

Place

Thing

architect

highway

glue (object)

scientist

research station

experiment (concept)

teacher

classroom

approach (concept)

woman

society

freedom (idea)

applicant

company

application form (document)

Table 2.1

Special note: in sentences, nouns can go by themselves, with indefinite articles (a, an) and with the definite article (the). Some other structures could also be used with count and noncount nouns (much, many, few, little, etc.)

Examples:

1. People like to listen to music because it relaxes them after a long day at work. (music, by itself)

2. Headhunters sometimes promise prospective hiresa sum of money that the company cannot pay for in return of their work. (headhunters, in general by itself, hires in general by itself, a sum of money, with an indefinite article, the company, with the definite article; work in general, by itself)

3. She doesn’t have much oil and beans. She needs to buy some more. (much for negative contexts with noncount nouns.)

4. There aren’t many people at the conference. There is a poor turnout for it. (many for count nouns in affirmative and negative forms.) There were many spectators at the stadium waiting for their favorite team to appear in the field. / She put a lot of sugar in her coffee; now, she can’t drink it. A lot of doubts came up about the project of building a new highway that will connect our community with the main city of our state. (a lot of/lots of for count and noncount nouns in affirmative contexts.)

5. Although we advertised our hiring process at the company, few applicants came forward. We expect many more tomorrow. (few, for count nouns indicating insufficiency; not enough).

6. We bought little sugar at the grocery store last night, because we ran out of money. (little for noncount nouns indicating insufficiency; not enough)

7. Some employees in the audience wanted to ask a few questions to the lecturer about the conference she had given. (a few, for count nouns indicating sufficiency; enough)

8. They had a little time to relax and talk over a cup of coffee, so they decided to go to a nice and pleasant café to have fun. (a little, for noncount nouns indicating sufficiency; enough)

2.9 Sentence writing

Write one 17-22 word-sentence with each structure given.

1. noun by itself (no article)

2. noun with an indefinite article (a, an)

3. noun with a definite article (the)

4. much for noncount nouns in negative contexts

5. many for count nouns in affirmative and negative forms (one sentence with each)

6. few with count nouns indicating insufficiency

7. little with noncount nouns indicating insufficiency

8. a few with count nouns indicating sufficiency

9. a little with noncount nouns indicating sufficiency

10. a lot of (lots of) for count nouns in affirmative contexts

11. a lot of (lots of) for noncount nouns in affirmative contexts

2.10 Noun grammar workshop

Underline the nouns on the list below:

organization

organize

organizer

organizational

college

professor

reflect

anxious

standardize

reliable

anxiety

standard

complete

session

completion

academy

Rules to pluralize nouns.

1. Add -s to most nouns.

Examples:

Singular

Plural

improvement

improvements

truck

trucks

town

towns

notification

notifications

executive

executives

2. Add -es to nouns that end in -s, -z, -ch, -sh, or -x.

Examples:

Singular

Plural

watch

watches

business

businesses

bush

bushes

tax

taxes

waltz

waltzes

boss

bosses

3. Add -s if the “-y” is preceded by a vowel.

Examples:

Singular

Plural

valley

valleys

monkey

monkeys

survey

surveys

holiday

holidays (3)

2.11 Matching vocabulary

Match the columns below by writing the correct number in the parentheses.

1. franchisee

( ) It’s the right to sell other companies’ products and services.

2. franchiser

( ) It’s the one who buys the rights to sell products and services from the main company.

3. franchise

( ) It’s the enterprise that sells the rights to other companies to sell products and services. They receive a yearly fee for providing training and other things to the ones who buy the rights.

2.12 Word forms

Fill in the chart with the words that are missing according to their part of speech.

NOUN

VERB

ADJECTIVE

ADVERB

analysis

analytic/ analytical

to economize

economic/ economical

to identify

identifiable

identifiably

individual

individual

majority

to major in

X

to occur

X

X

edition/ editor

Table 2.2

2.13 Fill in the blanks

Fill in the blanks using a word form that corresponds to the word on the left. Make the necessary changes to form coherent and sensical sentences.

to identify 1. I was unsure about who it was on the phone, as she did not say anything that was______________ for me.

individual 2. It is difficult for me______________ my job tasks, as I am used to working with others.

editor 3. They did their______________ work rather fast, so I suggest you check whether it is perfect or not.

economy 4. The manager resorted to layoffs. Her purpose was______________, so that expenses and other matters were within budget.

edition 5. They put all the parts of the video together______________, so that it became a coherent sequence from beginning to end.

to occur 6. Tax evasion has not been an uncommon______________ for a long time. It’s worrisome, but it is a reality.

analysis 7. We are to use an______________ approach to learn to read articles to spot specific information.

to economize 8. Bill Soaks is currently studying______________because he is interested in becoming an______________; he is most intent on studying______________ ways to generate technology to help people who live on very little money. Most of them have______________ problems.

2.14 Idioms, make and do definitions and examples

Read and study all the information about the idioms make-do.

1. do (one´s) duty: do (one´s) job

I am devoted to doing my duty every day.

2. do justice to someone: to show (one’s) good looks

The clothes you are wearing today do you justice.

3. make progress: advance in doing (s/t); be better day by day

You have made progress on the job; I am happy about it.

4. make certain: make sure

She should make certain that all the arrangements for the prom have been made.

5. make an agreement: agree on (s/t)

At first, we could not reach a consensus about who was going to lead our group, but then we made an agreement not to have only one leader.

6. do with: manage to survive with

I cannot do with just a glass of milk in the morning; I need to eat breakfast.

7. make a mountain out of a molehill: get things out of proportion; exaggerate

The staff are working well, but the supervisor is always making a mountain out of a molehill. She wants everybody to be perfect.

8. make up: invent; create

Some people are accustomed to making up stories.

9. make a good impression on (s/o): cause (s/o) to have a good opinion of (s/o)

The candidate for the job did not make a good impression on the human resources department head.

10. do (one´s) best: try for the most in effort and excellence

They ought to do their best if they are competing against us.

11. make an attempt: try hard in doing (s/t) especially without succeeding

The bank robber made an attempt to leave, but he was caught and arrested.

12. do (s/o) a good turn: do (s/t) helpful for (s/o); do (s/o) a big favor

She did me a good turn when she told me she would take my kids to school.

13. make a profit: get an economic benefit from an investment (The opposite word is to make a loss)

We´ve made a huge profit from selling computers.

14. do (one´s) own thing: do what just (one) has to do

They did not seek my advice; they wanted to do their own thing.

15. make up for: repay or compensate for (what was bad before) with (s/t) good.

Can we talk over a cup of coffee to make up for our disagreement on this matter?

Helping children be successful people makes up for all the hardships that we have in raising them.

16. do away with: bring to an end, eliminate, discard, get rid of; kill

I will have done away with my old clothes by the time you return from work.

I did away with the dog that went for me last week.

17. make ends meet: have enough money to pay (one´s) bills, but with little left over (afford the necessities of life)

Nowadays, people find it difficult to make ends meet because salaries and wages are low.

18. make off: leave or escape in a hurry

The police tried to catch the burglar, but he made off.

19. make off with: steal

Somebody made off with the jewels that were in the safe.

20. make for: move in the direction of; go to

After you have filled out the application form, you should make for the human resources department to have your job interview.

21. make out: manage to see; manage to understand

I did not make out who was coming from the outside. Then, I realized that it was my brother.

Could you make out how to operate the new washing machine?

22. do up: fasten or tie; repair or decorate

If you are going out, you should do up your jacket, for the weather is cold and rainy.

I have done my house up twice this year.

23. do harm to (s/o): cause damage to (s/o)

Cigarette smoke does harm to everybody.

2.15 Make and do idioms rewriting

Rewrite the following sentences using the idioms in the parentheses. Each idiom corresponds to the underlined part of the sentence. Make the necessary changes so that you can write the sentences correctly. Sometimes you will have to change the form of the idioms (verbs) in the parentheses.

(make up for, make up, do with, make off, do away with, make off with, make for, make out, do justice to (someone), do up)

1. Some people can manage to survive with two meals a day.

2. In the state of Kansas, in the U.S.A., they are planning to get rid of the teaching of evolution and the Big Bang theory.

3. After the detective had arrested the drug smuggler, they went to the police station.

4. Why don´t we go out for a cup of coffee? It would be good for us in order to compensate for our argument. I do not want to argue with you anymore.

5. Decorating an apartment is no easy task. It´s a lot of work.

6. The thief had stolen the money from the safe two days before he was nabbed.

7. I read the article the teacher gave us, but I couldn´t manage to understand some vocabulary words in the text.

8. Don´t believe everything Francis says. She enjoys inventing stories.

9. After the bus driver crashed into a car, he escaped in a hurry, so the police couldn´t catch him.

10. The picture doesn´t really show your good looks. You´d better ask the photographer to take another one.

2.16 Fill in the blanks

Fill in the blanks using the idioms in the parentheses. You may have to change the form of the verb.

(make ends meet, do (one’s) own thing, do up, make an agreement, make a profit, do harm, make certain, do (one’s) best, do (s/o) a good turn, make progress, do (one’s) duty, make a mountain out of a molehill, make a good impression on (s/o), make an attempt, make a loss).

1. Crack is a drug that______________to your organism. You mustn´t consume it.

2. I am happy for Linda. She has______________ with her English. She can easily have a conversation with a native speaker.

3. I´ve______________ through hard work and a decent salary. I can live on what I earn.

4. They______________ to be the winners in the next marathon.

5. I don´t think the problem you are talking about is that serious. Don´t you think you are______________?

6. Most children______________their tennis shoes. Their parents are always telling them to do it.

7. They hoped______________ in their business because they did invest a lot of money in it.

8. The two entrepreneurs were sad, for they______________.

9. That athlete______________ a great______________for the last two years to be well-prepared for the Olympic Games. He should win a medal.

10. The assessors that came to appraise our performance______________and turned in the final report.

11. Professors______________ to students when it comes to meeting deadlines. They are strict with them.

12. She thinks that they______________that the venue for the conference is spacious enough for all the people who are attending.

13. We refused______________ with them, because there was something fishy in the negotiations of the merger.

14. Sally didn’t think she would______________ her interviewer, but she did. She impressed him.

2.17 Speaking activity

Part 1

In this part, the interlocutor asks questions to each of the candidates in turn. (Groups of four, one plays the role of examiner). You have to give information about yourself and express personal opinions. (12 minutes)

Sample questions:

1. What is difficult for you about expressing your ideas in English?

2. What’s your favorite hobby? Why? How long have you been doing it?

3. How many members are there in your family? What is interesting about them?

4. What’s your opinion about tax evasion? What should be done about encouraging everybody to pay for taxes?

Part 2

In this part, you are asked to give a short talk on a business topic. You have three minutes to prepare the presentation, and you have to talk for four minutes. Add two more parts to the presentation.

What is important when organizing a conference?

Giving a title (name) to itInviting a specialized guest speaker (lecturer)The lecturer’s expensesFocusing on the target audienceDate and time of conferenceTime span for the conference (two hours) Why?Time allotted for questions of the audience??

2.18 Writing activity

Read part of a letter below that the new manager of an important transport company’s branch wrote to the CEO of the headquarters. The manager feels there is a lack of corporate culture and that working environment is not appropriate to work efficiently.

Albert Finn CEO

Fast Arrow Bus Co.

Dear Albert,

I am writing to inform you that I have not felt well at all working at the branch of which I am in charge. We are supposed to be punctual for work; our working day starts at 8.00 a.m., and most members of staff arrive at 8.20 a.m. Also, there are two breaks during each shift, but some workers take three or four. Furthermore, we have a policy of cooperative work, but staff don’t seem to feel comfortable working together.

What can I do?

I look forward to hearing from you soon.

Paul Johnson

Senior manager

Write a letter to Paul Johnson as if you were the CEO of the headquarters (write from 210-250 words).

a) State that employees must arrive at work on time; otherwise, they will be put in a post that is lower than the one they have, and that it will have an impact on their salaries.

b) Propose how to implement an idea for the number of breaks to be respected and complied with, and that measures will be taken if employees do not adapt to it.

c) Come up with a proposal to give employees a training course on how to work cooperatively.

Chapter 3. Business Analysis

A relevant skill EXAM a candidate should have is the ability to interpret graphics related to business. Below is information on graph interpretation. We will study it, and we will have some practice, so that you are prepared to speak and write based on them.

The purpose of the information is to give you hints on how to use words that mean going up and going down, which include both nouns and verbs.

3.1 Exam practice: graph interpretation

Vocabulary

1. Vertical axis: the line that goes from bottom to top.

2. Through: it signals from a point of reference to another.

3. Horizontal axis: the line that goes from left to right.

4. Meet: intersect

5. Dot: ( . )

6. To connect: to join

7. Steady: firm; at the same level (not moving); moving and developing in a continuous gradual way.

8. Slightly: a bit, a little

9. Sharply: to rise or fall quickly and suddenly

10. Steeply: too sloped (vertical) to ride a vehicle up.

Words that indicate to go up or to go down:

Go up

Go down

soar

decline

rocket

plummet

increase

recede

upturn (n)

shrink

show an improvement

decrease

rise

drop

highs (n)

fall

downturn (n)

downs (n)

Table 3.1

3.2 Writing activity

Based on the graph below, write a 120-135-word paragraph that describes it. Use the words and expressions above.

Graph 3.1

Graph 3.2

3.3 Speaking activity

Based on the graph above, give an oral description of it considering all the parts in it (you have to speak for two minutes).

It’s about the production of leather purses last year, this year, and the prospects for next year. It’s comparing products without imperfections with those with defects. They must do something (different approaches, methods, etc.) to improve the production from this year to next year.

3.4 Writing activity

Write a paragraph of 180-200 words about the same graph that is above. Write formally. Write it on a separate sheet of paper and turn it in to the teacher.

3.5 Reading

Both Applicants and Employees Face a Number of Pressures on the Job

Job seekers and members of staff can encounter hindrances in both trying to get a job and doing it once they are appointed in it. For example, when they go to a company for the first time, they are ignorant of the kind of company at which they want to get the job; in addition, when they are given the post, they do not know anything about the corporate culture of the company, and to make matters worse, they are not informed about it. All these issues and other matters make them feel stressed out, and they might fail to do their job.

To illustrate this clearly, one of the pressures applicants can meet is uncertainty. From the moment they show up at the company to begin the recruitment process, they feel disorientated, for they are unaware of the steps of the process and what each of those steps entails. An illustration of this can be when they are asked to fill out the application form. They are provided with it, but nobody assists them to complete it, and they end up making mistakes that might cause them to be turned down. Another instance occurs when they attend a job interview. They are usually hesitant to answer questions because they are afraid of saying something inappropriate that might hold them back, and they will be unsuccessful in getting the job. Furthermore, sometimes they are not conscious of the company’s corporate culture, and they start doing things that bend or even break the rules