EuroProB2 Web Coursebook

EuroPro B2
Web Coursebook
introduction unit 1 - short texts unit 2 - paragraph headings unit 3 - scan reading unit 4 - multiple choice reading unit 5 - short conversations unit 6 - making notes unit 7 - meeting unit 8 - transactional writing unit 9 - extensive writing unit 10 - dictation unit 11 - muliple choice gapfill unit 12 - modified cloze unit 13 - dialogue unit 14 - summary unit 15 - letter unit 16 - interview unit 17 - presentation unit 18 - transactional dialogues unit 19 - collaborative speaking unit 20 - CEFR
Web Coursebook
EuroPro B2
EuroPro B2 Coursebook - Introduction
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Introduction to EuroPro B2 Web Coursebook

About this book This coursebook is intended to prepare students for the EuroPro Examination at B2 (Vantage) level. The EuroPro coursebook is primarily intended for classroom use, but can also be used by those working alone or with a tutor. The book has twenty units; one for each task in the examination (reading 4 tasks, listening 3 tasks, writing 2 tasks, grammar and vocabulary 3 tasks, mediation 3 tasks and speaking 4 tasks); and finally a unit containing the CEFR criteria and extra classroom activities. Each unit, except the last, follows a similar structure: first vocabulary related to a particular business or professional topic is introduced; second, students meet and work with a reading text; third, examination skills for that task are practised, and fourth, there is a practice task for the examination. Throughout the unit there is a continuity of topic. The teaching time for each unit will, of course, depend on the students level and needs as well as the teachers method of presentation. However each until should provide for three hours teaching. The book is, therefore, best suited to a 48-50 hour course. Common European Framework of Reference (CEFR) The CEFR of the Council of Europe (language division) is a set of can-do criteria which enable all language examinations in Europe to be related to a common framework of standards. The criteria are designed positively, i.e. through establishing what a student can do, and not focussing on what the candidate cant do yet. As the criteria for examinations are based positively and on communication competence, those examinations which are related to the framework are practical and non-threatening. This coursebook and the EuroPro Examination are fully related to the CEFR. As a result both the students successful preparation using this book and the anticipated successful examination result will establish him/her at B2 (Vantage) level. The achievement will be recognised across Europe. Euro Examinations At present Euro Examinations are offered at three levels B1 (Threshold), B2 (Vantage) and C1 (Operational Proficiency). The examinations are in two systems: The EuroExam for general learners of English, and the EuroPro for business and professional learners. In addition to coursebooks, teachers books and sound recordings, the Euro Examination Centre also publishes sample sets of examination papers, diagnostic tests and mock examinations. Distinguishing the format of the EuroPro from the EuroExam The EuroPro and the EuroExam differ in format in just two of the tasks. In the speaking tasks the EuroPro features a presentation whereas the EuroExam has a picture story, and in the listening tasks the EuroPro has a business meeting and the EuroExam has a radio/TV programme. The format of the remaining seventeen tasks is the same for both exams.
Copyright 2007 Euro Examination Centre.
EuroPro B2 Coursebook - Introduction The Structure of the EuroPro B2 Coursebook
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The EuroPro examination has nineteen tasks. Each task has one teaching unit. The answers and tapescript (if relevant) are contained in the unit.
The Reading Units (1 - 4) Unit 1: Organisation in the Workplace

task name task description skills tested real life link topic for task in this book Reading test, part 1: short texts You match five short texts (hand-written notes, short advertisements, notices, instructions, directions, or excerpts from a leaflet), with one of seven possible responses (pictures, titles, notes, definitions, etc.). An example is provided. Skim reading, scan reading and reading for detailed information It is important to understand the meaning in context of notes and other short texts (e.g. business emails) The principles of scientific management
Unit 2: The Restructuring of Business

task name task description skills tested real life link topic for task in this book Reading test, part 2: paragraph headings There are six paragraphs for which you must find the most appropriate heading from a choice of eight paragraph headings. Two headings are not needed. An example is provided. Reading for gist. You will often have to read long texts, but only have to understand what the text is about and not for detailed information. The rights and options of workers who are made redundant
Unit 3: The Private Lives of Business People

task name task description skills tested real life link topic for task in this book Reading test, part 3: scan reading You read four texts on a single topic and eight statements containing information from one of the texts. Your task is to decide which text each statement comes from. An example is provided. Scan reading You often have to find key pieces of information in a longer text. The constitution and rules of a club for wealthy businessmen
Unit 4: Work-Related Conflict

task name task description skills tested real life link topic for task in this book Reading test, part 4: multiple choice reading You answer seven multiple choice comprehension questions based on a single text of 350-450 words, normally an article, letter or narrative. Skim and scan reading plus reading for detailed information Some documents, such as proposals, need to be understood fully in professional life. The Grenberg miners strike
EuroPro B2 Coursebook - Introduction Listening Units (5 7) Unit 5: Business Talk and Chatter
task name task description skills tested real life link topic for task in this book
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Listening test, part 1: short conversations You listen twice to six short recordings made in the same location, and match them with eight pictures or eight short pieces of text, (e.g. a list, email extracts, advertisements) Listening for gist and specific information to enable matching. We often need to understand a situation from small pieces of speech. Boring talk at meetings, presentation and speaking skills
Unit 6: Personal Bankruptcy

task name task description skills tested real life link topic for task in this book Listening test, part 2: making notes You listen twice to an extended monologue. There are notes based on the text, which contains nine gaps. Each gap requires a piece of information, which you must write in no more than three words, whilst listening. Listening for specific information. In meetings you will often have to listen and take down key points in notes. The legal procedure affecting a person who is declared bankrupt.
Unit 7: People Changing Jobs

task name task description skills tested real life link topic for task in this book Listening test, part 3: meeting You listen twice to an excerpt from a formal meeting. You answer ten multiple choice questions while listening. Listening for gist, specific information and detailed information Understanding what is being said in a meeting is vitally important in business The rules for fair and unfair dismissal of employees
Writing units (8 9) Unit 8: Formal Letters

task name task description Writing test, part 1: transactional writing You read several pieces of written or diagrammatic text (leaflets, notes, letters, maps, timetables) providing a context and information for the task. You are asked to write a ca. 200 word transactional letter, email or message using the information provided. Achieving a transactional outcome within the correct genre with written language accuracy. Most of your letter and email writing is to realise specific purposes. Letter terminating a contract of employment
skills tested real life link topic for task in this book
EuroPro B2 Coursebook - Introduction Unit 9: Formal Reports

task name task description
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Writing test, part 2: extensive writing There are three tasks from which you choose one. You must write a ca. 200 word text within the genre specified. The type of text could be an article, a report, a descriptive or narrative composition, or a discursive essay. Producing a relevant text within a given genre with written language accuracy. You need to be able to write in different genres, e.g. a report, a proposal, a letter of complaint. A report on the office Christmas dinner
Grammar & Vocabulary Units (10 12) Unit 10: Social Welfare
task name Grammar and vocabulary test, part 1: dictation You listen to a recorded extended monologue of 85-120 words. You have to write the text down word for word. The text is heard three times, once all the way through with no break. The text is then heard again broken down into small units with each unit repeated once. There are breaks between units to allow time for writing. Spelling, grammatical accuracy, vocabulary and detailed listening skills Sometimes you need to write down exactly what someone has said in a meeting The rules for paying social welfare benefits
task description
Unit 11: Work Satisfaction

task name task description skills tested real life link topic for task in this book Grammar and vocabulary test, part 2: multiple choice gap-fill You receive a written text of 150-200 words with ten gaps where a single content word has been removed. For each gap, the task is to choose the correct word from four options. Vocabulary, meaning in context, collocations and phrasal verbs When writing a letters, emails and other texts you often need to find the correct word to express yourself clearly. Levels of work satisfaction among women workers
Unit 12: Business Etiquette and Ceremony

task name task description skills tested real life link topic for task in this book Grammar and vocabulary test, part 3: modified cloze You receive a written text of 150-200 words with ten gaps where a single grammar word has been removed. For each gap, the task is to write in a correct word. Grammatical structure and meaning in context. When writing emails, letter and other texts, you need accurate grammatical structures to ensure your meaning is clear. Etiquette at a formal business dinner
EuroPro B2 Coursebook - Introduction Mediation Units (13 15)
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Unit 13: Doing Business Abroad (incomplete) Mediation test, part A1: dialogue task name You hear a dialogue of six turns between two participants, a Hungarian (speaking in Hungarian) and an English speaker (speaking in English). One of the speakers may be an official working in the public sphere. task description You write down the main points of the conversation in the opposite language to the one you hear. Two examples are given. Listening for key points and writing them down in another language. skills tested You may have to mediate speakers of Hungarian and English. real life link topic for task in Doing business abroad this book Unit 14: task name task description skills tested real life link topic for task in this book Unit 15: task name task description skills tested real life link topic for task in this book
Mediation test, part B1: summary You receive a text in English of 200-225 words, written in five paragraphs. For each paragraph you are given three summaries written in Hungarian. You must choose the most appropriate summary. Reading for gist in English and choosing a summary in Hungarian. You will often have to read long texts, but only have to understand what the text is about and not for detailed information. Professional associations and trade unions
Mediation test, part B2: letter You receive a personal or semi-formal letter of about 80 words written in Hungarian. You have to translate the letter into English. Translation from and to particular genres You may have to translate letters, emails and other documents Work experience
Speaking Units (16 19)

You are examined in pairs. There are two examiners: one an interlocutor, the other an assessor. You have ten minutes before the test for preparing Task 2. You may use printed (i.e. non-electronic) dictionaries.
Unit 16: Interviews at Work

task name task description skills tested real life link topic for task in this book speaking test, part 1: interview The interlocutor will ask you one introductory question, and then two questions on another topic. Topics include travel, work, family, sport, cinema, hobbies, education, relationships, housing, news and current affairs and the environment. Turn taking, language functions, detailed listening skills Interviews are common in the world of work; e.g. job interviews. Interviews are important. They involve preparation and communication skills.
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Unit 17: Business Profits

task name task description Speaking test, part 2: presentation You receive a set of information (e.g. graphs, charts, figures) to be used in the presentation. Before meeting the examiner, you have ten minutes to prepare. You may make notes in the preparation stage but should not read aloud from a prepared script. (2 minutes) You may have to give a presentation of your firms product or service, or you may give in-house presentations You may have to give a presentation of your firms product or service, or you may give in-house presentations Is all the behaviour of managers in firms directed towards the maximisation of profits?
Unit 18: Status at Work

task name task description Speaking test, part 3: transactional dialogues You receive a cue card. The card describes a situation, your role and gives you an instruction. You speak, the interlocutor gives a scripted reply and then you respond to the reply. You will have three cue cards. You and your partner will alternate in doing this task. Understanding a situation, use of language functions, appropriateness of style and register Being asked questions and responding to them effectively is a key skill in business life The language of power and inequality at work
Unit 19: Expanding a Company

task name Speaking test, part 4: collaborative speaking You receive a topic card which contains a debatable point or question, (e.g. what are some of the problems of living in a foreign country?) First you and your partner think of issues which answer the question or contribute to the debate. Then you discuss, expand on and prioritise these issues. Task 4 is the only task in the speaking test where you talk to your partner. (3 minutes) turn-taking skills, negotiating, prioritising You will have to negotiate and agree plans with others in your professional life The expansion of a software company
task description
The Common European Framework of Reference for languages and extra lesson activities
Unit 20: EuroPro, the CEFR, and Extra Activities (incomplete)

CEFR criteria Extra activities All skills plus grammar & vocabulary All skills plus grammar & vocabulary

Recurrent skills in the exam
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While each exam task tests a particular language skill, sub-skill or aspect of the language systems of English, there are three themes that permeate every exam task. A Recognising and producing genre texts
Every text in the exam, be it receptive/productive or visual/aural, is written in a particular genre, e.g. the genre of a letter of complaint, of a humorous narrative, of a joke, etc. Much is at stake here. The candidate needs to be able to recognise genre for reading and listening and be able to produce in the correct genre for speaking and writing. The following genre related issues will arise repeatedly throughout the course and in the exam. What is the genre of the text? What is the purpose of the text? What information is, or should be, included? What is, or should be, the format and layout of the text? How is the information (to be) sequenced into paragraphs? What kind of language is appropriate for the text?
Recognising lexical and grammatical words
The distinction between lexical and grammatical words is central not only to the grammar and vocabulary tests, but is an important part of decoding texts in the receptive skills as well as playing a role for the candidate in producing coherence and cohesion in the productive skills. Lexical words have nominal, attributive or action roots, have meaning when standing alone and their number is infinite. Let us examine this definition in a little more detail. Nominal root words refer to things (e.g. stone, committee), attributes refer to qualities (e.g. strong, beautiful), and action root words to actions (e.g. walk, hit). Though their root may be of one kind, words can transform into other classes (e.g. strong, strength, to strengthen) All lexical words, whether nominal, attributive or active at root, are capable of transformation into nouns and possess a clear meaning when standing alone (e.g. stone, committee, strength, walk). The number of lexical words in the language is potentially infinite; (i.e. lexical words form a paradigmatic open set) Grammatical words create reference and cohesion, largely lack meaning when standing alone and are definite in number, They may also be distinguished negatively; i.e. as non-lexical words. Let us examine this definition in a little more detail. Reference words substitute one word for a word or phrase: i.e. pronomination, and/or relate the text, either in part or in whole, to time and place: i.e. deixis. Cohesion is a more general concept in which words connect different parts of the text. All reference words serve a cohesive function. The major classes of grammatical words are listed below in non-exclusive categories: Pronouns: substitute for nominals (e.g. she, their, whose, those) and thus create either intra or extra-textual reference. Prepositions front phrases with either adverbial (e.g. She lived in France) or adjectival (e.g. the book on the table) force. Dependent prepositions indicate nominals connected to the headword (e.g. She listened to John, to bet on horses) Discourse markers are supra-sentential and relate one part of the text to another (e.g. however, consequently) Conjunctions syntactically link words, phrases, clauses, (e.g. and, but, although,)

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Determiners qualify nominal phrases: articles for definiteness (e.g. a, the), and quantifiers (e.g. some, all) Reference adverbials: these contain a pronominal function (e.g. there/in that place, now/at this time, likewise/in that way), or a pure relational function (e.g. more coffee) Adverbial particles indicate the perfective aspect (e.g. to tidy up) or are components in phrasal verbs (e.g. to put up with) Auxiliaries indicate time and aspect (e.g. is, was, has does). Modals establish the mood of a clause (e.g. should, could, might).
Grammatical words are often called functional words because they bind with lexical words to form propositional meaning and textual coherence. Grammatical words cannot be transformed into nouns (being and having excepted) and have little meaning when standing alone. The number of grammatical words is fixed in the language; (i.e. grammatical words form a paradigmatic closed set)
Using top-down decoding
For every receptive task the issue of top-down decoding is necessarily applicable. The skill requires the reader/listener to establish as a first step the topic and genre of the text, which is achieved by looking at the task title and any appended picture and then skim reading the whole text by concentrating on the lexical words. Having established the topic and genre the candidate needs to call up his/her knowledge of the topic and genre. In this way the candidate establishes an outline meaning of the whole text, which then becomes a tool for determining detailed and specific meaning within the text. Top-down methodology is doubly important: first, as a tool for organising the staging of receptive lessons, and second, as a tool for candidates approaching tasks in the exam. Even productive task units in the book do not escape its grip, as invariably any model speech or piece of writing is introduced using a top-down decoding system. In conclusion, a sound grasp of genre, recognising the distinction between lexical and grammatical words and acknowledging the wide application of top-down decoding enable teachers to prepare students for the EuroPro B2Exam. For students these skills make possible their success in the exam.
Unit 1- Reading: Short texts
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1 Organisation in the Workplace

In this unit you will meet expressions about relationships and roles in the workplace read an article about scientific management write up the minutes of a meeting A What makes a workplace efficient? Do you think your workplace is efficient? What could be done to make your workplace more efficient? What do the words and phrases in the vocabulary box mean? prosperity, dividends, class, self-evident, to be coupled with, mutual relations, identical, to modify, to begrudge, to be entitled to, a competitor. C Put one item from the vocabulary box into each gap. You may need to adapt the word. Mr Jenner, a free-market thinker, believes that it is _1_ that shareholders want large _2_. He believes everyone is a _3_ in the market and thinks that nobody is _4_ to anything from society, except the protection of their property. He doesnt _5_ anybody their wealth, nor does he want to 6 the free market in any way. D E Look quickly at the text on the next page. How do you know it was written in the past? Look again at the text quickly. What was Taylors main message? 1 Efficiency is to the benefit of everybody 2 Employees should be made to work harder 3 Wage rates dont reflect efficiency Summarise each paragraph in one sentence. Thinking and Writing Look at the opinion in the box below. In one continuous piece of writing (not notes), contrast Arnie Fishers view with that of Frederick Taylor. Give your opinion with reasons.
There is no doubt in my mind that the relationship between employers and workers is one of conflicting interests. All profits for the bosses come from the workers who work in the factories or organise production distribution and exchange in the offices. The bosses want the highest profits for (themselves and) their shareholders, and the workers want the highest wages for the well-being of their families. Because there are always many unemployed people, the workers are in a difficult position. Only strong trade unions and left-wing governments can help ordinary working people. Arnie Fischer, United Workers Union.
F G
Before moving on, look at these words in Mr Bibbys notebook and work out the meaning. to chat, to giggle, to stand in line, to duplicate, literacy, to monitor, crockery Meeting language real-life phrases Id like it noted in the minutes that Id like to propose that On a point of clarification
Unit 1- Reading: Short texts The Principles of Scientific Management

Frederick Taylor (1911) (1) THE principal object of management should be to secure the maximum prosperity for the employer, coupled with the maximum prosperity for each employee. (2) The words maximum prosperity are used - in their broad sense - not just to mean large dividends for the company or owner. Maximum prosperity also refers to the development of every branch of the business to its highest state of excellence. Efficiency helps prosperity to become permanent. (3) In the same way, maximum prosperity for each employee means higher wages than are usually received by men of his class. More importantly, however, it also means the development of each man to his state of maximum efficiency, so that he can do the highest grade of work for which his natural abilities fit him. Maximum prosperity also requires giving that man, whenever possible, this type of work to do. (4) It would seem to be so self-evident that maximum prosperity for the employer, coupled with maximum prosperity for the employee, ought to be the two leading objects of management, that even to state this fact should be unnecessary. And yet there is no question that, throughout the industrial world, a large part of the organisation of employers as well as employees is for war rather than for peace. It is sadly the case that perhaps the majority on either side do not believe that it is possible so to arrange their mutual relations, that their interests become identical. (5) The majority of these men believe that the fundamental interests of employees and employers are necessarily opposed. Scientific management, on the contrary, has for its very foundation the firm conviction that the true interests of the two are the same. Additionally, we believe that prosperity for the employer cannot exist in the long term unless it is accompanied by prosperity for the employee, and vice versa. It is possible to give the workman what he most wants high wages, and the employer what he wants a low labour cost.
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(6) It is hoped that some at least of those who do not sympathise with these views may be led to modify their opinion. Those employers whose attitude toward their workmen has been that of trying to get the largest amount of work out of them for the smallest possible wages, should see that a more liberal policy toward their men will pay them better. Those workmen who begrudge profit to their employers should realise that such profits are not against their interests. So, I suggest a change of opinion from those workers who feel that all of the fruits of their labour should belong to them. They are wrong to say that the capital invested in the business should yield little or nothing; they should be led to modify these views. (7) No one can be found who will deny that in the case of any single individual the greatest prosperity can exist only when that individual has reached his highest state of efficiency; that is, when he is turning out his largest daily output. (8) The truth of this fact is also perfectly clear in the case of two men working together. To illustrate: you and your workman have become so skilful that you and he together are making two pairs of shoes in a day, while your competitor and his workman are making only one pair. It is clear that after selling your two pairs of shoes, you can pay your workman much higher wages than your competitor who produces only one pair of shoes is able to pay his man. There will still be enough money left over for you to have a larger profit than your competitor.

Exam Skills A
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Mr. Bibby is a partner in a leading firm of management consultants. There are a number of things which annoy him around the office, some of which he has made notes about. What is annoying him in each case? Mr. Bibbys Notebook 1. All this chatting in the corridors, and endless giggling from the young female trainees. 2. Look at these documents. Did these trainees ever go to school! 3. I nearly cut my lip when drinking my coffee this morning. 4. Look at this dust everywhere in my room. 5. I dont expect to queue when I need a duplicate of a document. 6. Its ridiculous my having to wear a jacket indoors in winter. 7. The selection is so bad, I feel quite sick when I look at it.
Exam tip: all the notes are on a related topic and take place in one location. Make sure you know place, topic and gist of the notes. B Here is an agenda for the firms monthly meeting. Match the agenda items with Mr Bibbys complaints above. Which item do you not need?
a b c d e f g h New photocopier Control the work done by cleaner Renew the office furniture Include literacy test in recruitment process Office manager to monitor employee behaviour Change lunchtime sandwich delivery service Call the heating engineers Reserve special crockery for the senior partners.
Exam tip: in the exam there are two titles which you dont need. When you find the unnecessary titles check that they do not apply to any of the notes. C. Miss Gold, the office manager, has written the minutes of the meeting. Here is her report for item a. Mr Bibby noted that the photocopying of documents took over five minutes because of the formation of a queue at the photocopier. The firm believes that this constitutes an inefficient use of work time, so resolved to purchase another photocopier. N.B.: Miss Gold (i) notes the facts, (ii) states the policy of the firm (i.e. believes that), and (iii) finally states what the meeting resolved. Write up the minutes of the meeting for the other issues on the agenda. When you have finished, read each item (without the heading) to a partner, who tries to guess the heading. Finally, check each others work.
Exam tip: the titles are designed to mislead you. You should work out the exact relationship between the notes and the title.
Unit 1- Reading: Short texts Exam Practice: Software Company in Dire Straits
A
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B C D
Imagine a poorly organised computer software company. What can go wrong in the following? bad workmanship untidiness staff parking staff clothing music and noise How would a manager, scientific officer, factory-floor supervisor and hourly-paid packer look at these problems? Look at the comments by workers in the first box (A-H). What are they talking about? Do their opinions seem reasonable? Mr Grice, the managing director, is dissatisfied with several aspects of his company, and has listed in the second box (1-5) some points for discussion by company workers. Match these with the workers comments. There are two comments you do not need.
A B C D E F G H Its all very well for them to talk like that, but they should install air-conditioning in the office. Sally, typist. Its boring enough working in the factory all day, and the machinery is so loud, so we have little choice. They should meet elsewhere. Terry, factory worker Its not our fault at all, Often the foremans late and even he cant start it for mechanical reasons. Emma, factory worker. EXAMPLE If youre a smoker, you havent much choice, have you? Becky, clerical assistant Well thats rich, as Ive never managed to get in at all. Its the bosses who arrive first and block the entrance to the building. Stephen, factory foreman Well, as far as Im concerned the whole problem is that theyre not prepared to pay for the office to be cleaned. Its really basic. Lisa, secretary Holidays are important, and theyll just have to learn to accept that. Deirdre, photocopying assistant. The problem is they always buy the cheapest they can get. Most of what theyre buying is rubbish and you cant work with it. Gary, factory worker.
To all company employees: Please take note of the following points, and bring any comments to the Works Council meeting on Thursday, 7 May. Ex Staff are insufficiently punctual. Often the assembly line starts up to twenty minutes late. As a result, production is down by over 10 per cent. (The Answer is C) 1. Over 20 per cent of our manufactured products are defective in some way. While some of this is undoubtedly due to poor workmanship on the assembly line, much of the problem lies with the poor quality of what we purchase. 2. The office area is unnecessarily dirty. Plastic cups from the coffee machine litter every available space. All of this serves to make a very poor impression on visitors to the company and has an adverse effect on profits. 3. The parking situation needs immediate attention. There are no markings in the car park, so space is not used rationally. The extensive practice of double parking means that early arrivals are blocked in. Often it is hard to reach the front entrance. 4. Staff appearance has also become a major source of concern. In summer office staff have taken to wearing tee-shirts, shorts and sandals. While this may be fine on the factory floor for certain jobs, in the office it has the effect of conveying an unprofessional image. 5 There is no objection to music on the factory floor, but the volume of this music has become a matter of serious concern. Office meetings have been made impossible because of the noise.

Unit 1: Organisation in the Workplace (p. 1) C 1. self-evident, 2. dividends, 3. competitor, 4. entitled, 5. begrudge, 6. modify (p. 1) D the photograph / language, e.g. gender specific language (e.g. workman, etc.) (p. 1) E No. 1. Efficiency is to the benefit of everybody.
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(p. 1) F 1. Prosperity should be maximized for everybody, 2. Maximum prosperity means the highest development of business, 3. Efficient use of labour means high wages, 4. Not everyone can see that prosperity for everyone is a good aim., 5. Managers and workers have the same basic interest, 6. Both employers and employees should modify their views, 7. Individual prosperity is based on individual efficiency, 8. Efficiency leads to higher profits which can be shared. (p. 3) B 1e, 2d, 3h, 4b, 5a, 6g, 7f. Agenda item c does not correspond to any of Mr Bibbys notes. (p. 4) D 1H, 2F, 3E, 4A, 5B
Unit 2 - Reading: Paragraph headings
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2 The Restructuring of Business

In this unit you will meet words and expressions about losing your job. read an article about redundancy rules. learn to write and practise writing organised paragraphs. A Have you (or somebody you know well) changed jobs? Why did you/he/she do it? If you did, was it easy to do? What does to be made redundant mean? Who of the following are more likely to be made redundant? Why? a policeman a teacher a factory worker Have you ever been made redundant, or do you know anyone who has been? How do people feel when they have been made redundant? What do the words and phrases in the vocabulary box mean? collective redundancy, a civil servant, a fixed term contract, to dismiss a worker, a plant, to consult, to notify, a threshold, an obligation, an unfair dismissal claim, collective bargaining, a shop steward, a representative, an establishment, a statute, to mitigate,
For all the verbs in the vocabulary box, write the derived nouns, e.g. to consult / consultation. Find the word or expression in the box above which fits these definitions: a factory to reduce the negative effect of something a person who speaks for somebody else when a group of workers negotiate together to tell somebody else some new information Look at the article written by Professor Otto Slovo. Where might you find this article? How do you know? There are twelve paragraphs in the article. Half the class should write headings for or briefly describe the purposes of paragraphs 1,3,5,7,9 and 11; the other half should do the same for the remaining paragraphs. Discuss the headings in class. You have a friend, Sara, who is about to be made redundant. Write her a letter, informing her of her rights. Use the information in the article to help you. (100 150 words) Formal notification real-life phrases I hereby give notice that I am writing on behalf of I regret to inform you that
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employer must inform and consult other appropriate representatives of those workers. These may be either existing representatives, or new ones specially elected for the purpose. It is the employers responsibility to ensure that consultation is offered to appropriate representatives. (8) In non-union cases, where affected workers fail to elect representatives having had a genuine opportunity to do so the employer concerned may fulfil their obligations by providing relevant information to those workers directly. (9) The employer must begin the process of consultation in good time (and in any event at least thirty days before the first of the dismissals takes effect) in a case where between twenty and ninety-nine redundancy dismissals are proposed at one establishment within a ninetyday period. A ninety-day period must be allowed for before the first of the dismissals takes effect in a case where one hundred or more redundancy dismissals are proposed at one establishment within a ninety day period. (10) Before the consultation, the employer must provide the following information in writing: the reasons for the proposals; the numbers and descriptions of workers it is proposed to dismiss as redundant; the total number of workers of any such description employed by the employer at the establishment in question; the proposed method of selecting the workers who may be dismissed; the proposed method of carrying out the dismissals, taking account of any agreed procedure, including the period over which the dismissals are to take effect; the proposed method of calculating any redundancy payments , other than those required by statute that the employer proposes to make. (11) The consultation is to include ways of avoiding the redundancy situation or dismissals, or of reducing the number of dismissals involved and mitigating the effects of the dismissals. The legislation does not require agreement to be reached, but the employer must consult in good faith with a view to reaching agreement. (12) I hope this brief set of guidelines will make the situation clearer for workers.
What are your rights if you are made redundant?

Professor Otto Slovo provides some guidelines
(1) Generally speaking, people can be made redundant in two situations. One is when some of the workers are no longer needed; the other is when a business is closing down, so all the workers have to go. In both cases the law is pretty much the same. The only difference in law is whether or not there is a collective redundancy. (2) Redundancy law covers most people except the military, the police and some civil servants. The only class of workers who have no rights under redundancy law are people on fixed-term contracts of less than three months. (3) A collective redundancy situation arises where an employer proposes to make twenty or more workers redundant within a ninety-day period. This means dismissal for a reason unrelated to the individual workers concerned. This might occur, for example, when a business or plant closes down, or when an employer no longer needs as many workers to carry out a particular task. (4) There are a number of requirements which fall on employers in all cases. An employer is required to inform and consult trade unions or other representatives of workers who are being collectively made redundant. The employer is also required to notify the Ministry for Industry of the proposed dismissals. (5) Employers are under no specific legal obligation to inform and consult workers representatives in cases falling below the twenty-redundancy threshold. They may, however, be at risk from successful unfair dismissal claims if they fail to inform and consult individual workers who are to be dismissed. (6) When workers who may be affected by the proposed redundancy action are represented by a trade union recognised for collective bargaining purposes, the employer must inform and consult an authorised official of that union. This may be a shop steward or a district union official or a national or regional official. The employer is not required to inform and consult any other worker representatives in such circumstances, but may do so voluntarily if desired. A trade union may be recognised for one group of workers, but not for another. (7) Where there are workers who may be affected by the proposed redundancies, the

Working with gist paragraph building A Look at the paragraph below. Give the paragraph a title. Can you find the topic easily? Where is it in the text? What is the structure of the paragraph? Redundancy can be the result of several causes. First, a whole factory may be unprofitable and the bosses decide to close it, so everybody loses his or her job. A second cause of redundancy is when a business downsizes and decides it needs fewer workers. Thirdly, new investment in machinery can lead to a reduction in the workforce.
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Exam tip: The topic of a paragraph can often be in the first sentence. Sometimes the paragraph title is only a re-wording and/ or summary of that first sentence. B Look at the paragraph below and give it a title. Can you find the topic easily? What is the structure of the paragraph? One hundred years ago there were no laws protecting workers in the event of redundancy. Most manual workers had only a daily contract and could be dismissed with only a few hours notice. Redundancy rights didnt come easily; trade unions had to struggle hard for the law to be changed. Today, under the pressure of globalisation, workers rights are again being threatened. Exam tip: some paragraphs are organised chronologically. The gist is a summary of the history. C. Look at the information below. Work out the topic of the paragraph and then write and organise it into a coherent paragraph.
More than 20 workers = collective redundancy (in 90 days) Inform the trade union (if there is one) if collective redundancy situation. If only one person made redundant, then possibility of unfair dismissal. If no trade union, then inform workers individually. Redundancy applies to everybody with more than 3-month contract.
Exam Tip: in the exam, you wont find the sentences of a paragraph thrown down in a disorganised manner, so let the structure of the paragraph help you. All the highlighted words in the paragraph below make sense by joining the sentences and sentence parts to make meaning. Explain to what each highlighted word is connected. What is the connection doing? DISCOURSE connectors / reference Danny Noble only spent one day, Monday 3rd February, working in the shoe factory. He went in at nine that morning, one hour late, and was given a job putting the shoes into boxes. That afternoon the closure of the factory was announced. Consequently, he was told that that he had no job from the following day. In addition, as he had only worked one day, he was not entitled to any redundancy benefits.
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Exam Task: Ice Cream Factory Goes to the Wall

A Why do factories close down? What are the main reasons? production is too expensive we buy things from China these days wages are too high factories pollute the environment What are the social effects of factory closures? What do the following mean? proletariat, monopoly, to plummet, to exploit, diversification, streamlining, a depressed area, to fall on deaf ears Read the article. Why did Kennings ice cream factory close. Find a title in the box for the paragraphs below.
BAD PUBLICITY THE DOMINO EFFECT ADVICE FALLING ON DEAF EARS ORGANISING A STRIKE FALLING SALES CHANGES AT THE COMPANY MARKETING AND DISTRIBUTION REDUNDANCIES
B C
D E
A B C D E F G H
Last lick of Kennings ice cream

Saul Denman reports on the closure of a historic icon of English ice cream.
EARLY HISTORY OF THE FIRM EXAMPLE
0 The Industrial Revolution created a proletariat, and the proletariat liked to eat ice cream. Capitalising on that trend, and to service the urbanised and industrial Midlands, Isaac Coupland opened an ice-cream factory in Meckham in the 19th century, which was sold on to the Kenning family at the turn of the century. (Title I) 1 From the 1930s onwards Kennings operated a fleet of yellow ice-cream vans which played a catchy ragtime tune to attract customers. In the 1950s Jack Kenning himself appeared on cinema advertisements eating an ice cream the size of a football. In the area the Kenning family had a virtual monopoly, and cleverly exploited it. 2 The 1950s were the heyday for Kennings, but sales have declined or plummeted on a yearly basis since then (depending on the year). In a 1985 interview Jack Kenning said, Its all that foreign ice cream. The government ought to ban it to help people like me. Weve never thought of selling our ice cream in Italy, so why should they sell theirs here? 3 Hector Jenner, a leading management consultant who worked with the company in the 1980s, thinks otherwise. As I always told them, if you have a product that isnt selling, youve got some important questions to answer. In their case, diversification and streamlining was the answer. You cant go on only making just two flavours of poor quality ice cream. Yet thats exactly what they did. 4 In the mid-nineties Consumer Review produced a damning report. Of all the ice creams on the market, Kennings came bottom, and a majority of respondents actually said that the ice cream had a horrible chemical taste. All of this came on top of a Health and Safety Inspectors report which stated that the standard of hygiene in the factory fell below legal requirements. 5 So next month the factory will close, and Kennings ice-cream will be licked no more. John Pizzy, one of forty employees, will be joining an ever-growing dole queue in the area. Employment prospects are grim. Ive spent twenty-two years packing ice cream in that darn factory. What is there for me? Its OK for Kenning, wholl retire on a big pension. But what about us, the workers? 6 The area around Meckham has been officially described in a government report as depressed. The industrial base in the area has taken several blows recently, with a string of factory closures adversely affecting consumer purchasing power and house prices.

Unit 2: The Restructuring of Business (p. 1) E
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to dismiss / a dismissal, to consult / a consultation, to notify / a notification, to mitigate / a mitigation a factory / a plant; to reduce the negative effects of something/ to mitigate; someone who speaks for somebody else / a representative; when a group of workers negotiate together / collective bargaining; to tell somebody else new information / to notify It is from a trade union magazine or a workers advice centre. We know this because the article is addressed to employees. 1. the situations in which redundancy arises, 2. who is covered by redundancy law, 3. collective redundancy, 4. employer requirements in cases of collective redundancy, 5. as 4 but for making fewer than twenty workers redundant, 6. consultation with workers representatives, 7. wider consultation, 8. what happens when there are no workers representatives, 9. when consultation must start, 10. information to provide before consultation, 11. the aim of the consultation, 12. purpose of the text. Suggested title: The causes of redundancy. The topic sentence is the first. The paragraph then goes on to give instances of the topic. Suggested title: The history of workers redundancy rights. The paragraph is organised chronologically. Suggested title: Employers duties in the event of redundancy DISCOURSE: in refers to into the shoe factory in the previous sentence; the in the shoes refers to the shoes the factory produces implied in the previous sentence; that in That afternoon refers to the afternoon of Monday 3rd February in the first sentence; the in the factory refers to the shoe factory; Consequently means that the whole previous sentence is the reason for the sentence; In addition establishes that the current sentence is additional information to the previous sentence(s). unemployment, poverty, low spending power, the knock-on effect on other companies (e.g. suppliers go out of business, workers cant buy products for themselves), social breakdown They produced a single low quality product and faced competition from elsewhere.
(p. 1) F
(p. 1) G
(p. 1) H
(p. 3) A
(p. 3) B
(p. 3) C (p. 3)
(p. 4) B
(p.4) D
(p. 4) E
1G, 2E, 3C, 4A, 5H, 6B
Unit 3 - Reading: Scan reading
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3 The Private Lives of Business People

In this unit you will meet words and expressions about meetings. read the rules and constitution of an organisation. learn the structure of a meeting agenda. A Are you a member of any clubs (e.g. a tennis club)? What are the rules? How much do you have to pay? Match words from the vocabulary box in section C with the following definitions: 1. 2. 3. 4. 5. C the head of a club s/he looks after the club money a group of people elected to make decisions a document showing money coming in and going out a change to the rules
What do the other words and phrases in the vocabulary box mean?
to be eligible for, to exceed, a chairman, a secretary, a treasurer, an annual general meeting (AGM), a committee, to expel, an obligation, to cease, conduct, to deem something, to be, to audit, a balance sheet, to submit a document, premises, to be liable for s.th., on behalf of, a debt, to sue, an amendment, to convene, to vest in somebody or something.
Find a word or expression from the vocabulary box to fit each gap. (You may have to alter the words or expressions slightly.)
Mr Bibby is _1_ of the club and keeps order at meetings. He is helped by the _2_ and the _3_ as well as the members of the _4_. Last week Mr Bibby voted to _5_ a member from the club at a general meeting he had _6_ for that purpose. The _7_ of the member had been unsatisfactory. Mr Bibby is _8_ for club _9_, which if not paid could lead to his being _10_ in court.
Look quickly at the club constitution on the next page and answer this question: Is the Businessmens Circle easy to join? Why (not)? Are these statements true, false or not stated? If they are incorrect, correct them.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. One purpose of the club is to provide its members with education. At present the club contains 60 members. The officers of the club are elected annually. The management committee of the club controls the property. A new member must be approved by the chairman. The management committee can change the membership fee. A member who has resigned has no further obligations to the club. Nobody can go to the club in the morning. The accounts are audited by the treasurer. Changing the constitution is only allowed if all the members agree.
G H
Find three paragraphs in the constitution of the club which you disagree with. What is wrong? Pool your ideas and vote as a class on changes to be made. Re-write the club constitution with the necessary changes. Meeting talk real-life phrases May I call the meeting to order! I declare the motion carried/defeated. Id like to putto a vote.
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Constitution
1. The club shall be Businessmens Circle. called The 10. A member may tender his resignation in writing at any time, but shall remain liable for any obligations incurred by him while he was a member. After resignation he shall cease to have any interest in the property of the club or exercise any rights in the club. 11. If the conduct of any member shall in the opinion of the committee or of any ten members of the club be deemed injurious to the club, a specially convened general meeting of the club may expel that member with a three quarters majority of those who vote. 12. The club shall be open to its members between 18.00 and 5.00 seven days a week, unless otherwise determined at a special general meeting. Any member of the committee (including the chairman, secretary and the treasurer) shall however be entitled to visit the club premises at any hour. 13. The accounts shall be audited annually, and the annual balance sheet shall be submitted to the members at least fourteen days before the Annual General Meeting. 14. A member shall be entitled to invite not more than two guests onto the club premises at any one time, but such guests shall not be entitled to be present at any general meeting. The names of invited guests shall be written into the guest book. 15. A member shall not be personally liable for goods supplied to, or any obligation incurred by, any officer of the club on behalf of the club, but the property of the club may be demanded in settlement of debts. The management committee shall be entitled to sue, and be liable to be sued in the name of the club. 16. Amendments to this constitution may only be made by a majority of threequarters of the members present at a general meeting specially convened for the purpose of its amendment.
2. The aim of the club is to provide the members of the club with a common meeting place, for the purposes of recreation, entertainment and discussion. 3. Only businessmen earning over EUR 20,000 a month shall be eligible to be members of the club. 4. The total number of members of the club shall not exceed fifty, unless in a special general meeting this number is altered by a three-quarters majority of the members present. 5. The chairman, secretary and treasurer shall be elected for one year at the Annual General Meeting of the club, to be held in the month of April each year, or as early as possible thereafter. 6. There shall be a management committee consisting of seven members in addition to the chairman, secretary and treasurer. The three longest serving members of the committee shall retire each year, and their replacements shall be elected at the Annual General Meeting. 7. The property of the club shall be vested in the management committee, and in the event of any members of the committee dying, being expelled or otherwise being incapable of carrying out their duties, the property shall be vested in the remaining members. 8. A new member of the club must be proposed by five existing club members, and then must be approved by the management committee. 9. Each member shall pay a monthly subscription of EUR 500, which is subject to alteration at an Annual General Meeting, provided at least three-quarters of the members present vote for such an alteration.

Exam skills A
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What is the difference between the reading sub-skills skimming and scanning? When scanning, which is better (i) reading the statements first, or (ii) reading the text first? Exam Tip: it is important to know what scan reading is and how to do it.
The following are items on an agenda. What do they mean? In what order would you expect to find them? If you dont know, put the agenda items in a logical order. A B C D E F G H I J Any other business Approval of minutes Approval of new members Chairmans opening address Minutes of previous meeting Resolutions Secretarys report Time and date of next meeting Treasurers report Matters arising from the minutes (easily confused with E)
Exam Tip: when you are asked to find items in a text, read all the items, as it will tell you a lot about the content of that text. C On the next page is the agenda of a meeting of the Businessmens Circle. Under which item are each of the following relevant? a b c d e f g h i Only small items of business should be raised here. A proposed change to behaviour in the club. The secretary talks about another meeting A financial discussion A non-controversial part of the meeting to be enjoyed Fifty per cent of the members need to agree Five people have put forward a proposal Changing regular meeting times Members are asked to do some homework
Exam Tip: it is important to understand the structure of a text. Use your background knowledge and skim read before you scan. Supplementary Task Divide into two groups with at least three people in each group. Each group should prepare seven questions about the Businessmens Club (from the constitution and the agenda). Test the other group with your questions. The other group has only thirty seconds to look at the material before answering.

Dear Members,
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I enclose the agenda for next months management committee meeting, to be held in the meeting room at the club on Thursday 17th of next month. 1. Chairmans opening address Mr Bibbys short opening address will be: Being a businessman: a pleasure or a burden? It is very much hoped that members will come on time for the meeting and not miss this short but pertinent speech. 2. Minutes of previous meeting The minutes are attached to this agenda. Mr D. Styn has raised an issue over the accuracy of the recording of the discussion under Item 7 of last months meeting. 3. Approval of minutes You are reminded that a simple majority of members is sufficient to approve the minutes of the previous meeting. I note this to answer a point raised in a letter to me by Mr S Guth. 4. Matters arising from the minutes Members are reminded that under this heading only issues directly related to the minutes of the previous meeting may be discussed. 5. Secretarys report My report is attached to this agenda. Please note that I have attached a list of possible other times and dates on which to hold this meeting. 6. Treasurers Report Mr Renes report is attached to this agenda. He anticipates a major discussion on the cash flow account, which is now overdrawn by EUR 50,000. Please make yourself fully conversant with the report before the meeting. 7. Approval of new members Mr C. Reninson has been proposed as a new member by Messrs R. Wilf, K. Hent, P. Rene, F. Relf and V. Aspad. 8. Resolutions One resolution has been submitted to the meeting, proposed by Mr Wilf and seconded by Mr Aspad: The main lounge should be a no smoking area. 9. Any other business Please do not raise any major matters under this section. It is helpful if the secretary is notified of major issues before the meeting, so they can be included on the agenda. 10. Time and date of next meeting According to the standing orders, unless otherwise agreed. E. Meredith (Secretary) Enc. Minutes of previous meeting Report of the Secretary Report of the Treasurer
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Exam Practice: Waking Up

A B Do the task by finding the information below in texts A, B,C or D.. Underline the information in text which gives you the answer. Summarise the characters of the four people. Whose character is most likely to create a successful businessperson? Why?
Example: This person thinks it odd that journalists cover this topic text A
Wake up, its morning

Most of us know the feeling of rushing to work in the morning. But what is it really like for other people? Every day this week you will read about four people in the town. Series editor, Saul Denman.
1 2 3 4 5 6 7
(A) Miss Rebecca Gold Oh dear, I thought, when I was asked to write this piece what strange questions journalists ask and what strange things people are interested in these days. Im an office manager, so keeping things tidy at work is very important and, although I live alone, I try to keep everything in order at home too. Well, my little alarm clock goes off at 6.30, and I get up and go to the bathroom. Now, as my mother taught me, I always fold my night clothes and make my bed. Although other people hardly ever come into my little house, I still feel it is important to be tidy and live properly. Breakfast is a simple affair, consisting of tea, toast and jam a delicious plum and apple jam made by Miss Pinkerton from my church group. Now, going to work is a bit of a jolly old trek, as I cant drive as my late father once said, Who would ever trust you behind the wheel of a car? So, its the bus for me. I normally arrive at about 8.30, before most people arrive at 9.00. (B) Mr Ralph Bibby To be perfectly honest, I am usually more irritable in the morning than at any other time during the day. At work, as a senior management consultant with clients to meet, I cant always show my irritation with things. Im not a married man, and I am alone, unless I have a friend staying over. The alarm goes off at 7.30 most mornings, but I usually get up around eight. After washing and dressing, my coffee and chocolate croissants are uppermost in my mind. I am very particular about how my coffee is made not too strong or too weak. For the last couple of years Ive had a fellow who comes in at 7.45 with fresh croissants, and he makes my breakfast. He also does the cleaning after Ive left for work I need order and cleanliness, but the sound of the vacuum cleaner well I couldnt tolerate that. I have a driving licence, but I dont drive to work I just simply havent the patience. My taxi comes at 8.45. (C) Mr Hector Jenner My approach to the morning is to get what needs to be done completed as efficiently as possible. I am a senior management consultant, and I believe that if I cant organise my own affairs, then who am I to make recommendations to others? Our alarm goes off at 6.00 and both my wife Sarah and I get up promptly. I immediately go to the gym we have in our house for a twenty-minute workout. For several years now we have adopted the practice of laying the breakfast table before we go to bed. We
S/he is driven to work. S/he uses public transport for environmental reasons. S/he is not in a good mood in the morning. S/he has academic interests. S/he drives him/herself to work. S/he has few visitors. S/he tidies her/his house him/herself.
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have a simple breakfast of toast, jam, cereal and tea. We live some distance from the town, so I need thirty minutes to drive to work. Sarah, who is an accountant, has her own car and usually leaves twenty-three minutes after me. She tends to wait to let Mrs Hardie, the cleaner, into the house. I am normally the first to arrive at the office at 7.30, and I like to be well underway with my work by 7.35. My father used to say, Dont waste the morning, and you wont waste the day. (D) Mr Arnie Fischer In the last few years I have had problems sleeping. I am the regional secretary for the United Workers Union, and my work follows irregular hours, with meetings often going on into the small hours. But even if I dont get to bed until one, I am up at 5.30 or so. My wife Barbara, who is partially disabled, sleeps on till eight. I call the period until eight my quiet time, when I go downstairs and read. Ive recently finished a major work on the philosopher, Kant. I make a simple breakfast for myself and Barbara coffee, rolls and cheese and we usually have it on Barbaras bedside table. I used to drive to work, but in view of the early morning congestion in the town, I decided my conscience required me to do my bit and go by tram. I usually get to my office at about 9.00, and theres so much to do I dont know where to start. C Look at the five quotations below. Look at the personalities above and decide who you think might have said them? How true do you think these sayings are? 1 2 3 4 5 Money makes the world go round. The workers united will never be defeated; the problem is theyre not united. The market knows no morality, and I believe in the market. Principles what I want to know is their buying and selling price. Business knows the price of everything and the value of nothing.
Short Story A wealthy businessman returned from work one day to find his three-year-old son standing on the stairs. Why are you standing there, son? the father asked. Im afraid to jump, replied the boy. Dont worry, his father reassured him. Jump, and Ill catch you. More confident now, the little boy jumped, but his father made no attempt to catch him. He fell onto the floor and bumped his head. Through his tears he asked his father, Dad, why were you so horrid to let me fall? Im not horrid, his father replied. Ive just taught you the most important lesson in life: Never trust anyone.

Unit 3: The Private Lives of Business People (p. 1) B
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1. the head of a club / chairman; 2. s/he looks after the clubs money / a treasurer; 3. group of people elected to make decisions / a committee; 4. A document showing money coming in and going out / a balance sheet; 5. A change to the rules / an amendment Vocabulary to be eligible for s.th. to exceed a chairman a secretary a treasurer an annual general meeting (AGM) a committee to expel an obligation to cease conduct to deem s.th to be to audit a balance sheet to submit a document premises to be liable for s.th on behalf of s.b. a debt to sue an amendment to convene to have the right to apply for s.th to go over the maximum the head of an organisation/club the officer in an organisation who carries out its decisions the officer in a organisation who controls the finances a yearly meeting which has special powers. a group of people who exercise power as a group to throw s.b out of an organisation something which must be done to stop behaviour a person or an organisation holds s.th to be true, irrespective of whether it is true or not to control the finances an account sheet which shows income and expenditure to officially give a document a building (used legally) the have to pay the costs or bills for s.th to do s.th for s.b else money that is owed to s.b else to take civil legal action to make a change in the content of a motion to call a meeting
(p. 1) C
(p. 1) D
1. chairman, 2. secretary, 3. treasurer, 4. committee, 5. expel, 6. convened, 7. conduct, 8. liable, 9 debts, 10. sued The club is seemingly hard to join, as a new member needs to be proposed by five existing members. 1. False, 2. False: the number of members cannot be over fifty, 3. True, 4. True, 5. False, 6. False, 7. False, 8. False: the officers and members of the committee may visit the club in the morning, 9. Not stated (this is not in the text: accounts are audited by an independent auditor), 10. False Skimming is fast reading the whole text for gist; scanning is fast reading to find specific information. In a scanning task, students should read the information sought before searching the text.
(p. 1) E
(p. 1) F
(p. 3) A

(p. 3) B (p. 3) C (p. 5) A (p. 5) B 1D, 2E, 3B, 4J, 5G, 6I, 7C, 8F, 9A, 10H a 9, b 8, c 5, d 6, e 1, f 3, g 7, h 10, i 6 1B, 2D, 3B, 4D, 5C, 6A, 7A,
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Miss Gold (loyal, obedient), Mr Bibby (selfish, arrogant), Mr Jenner (direct, organised), Mr Fischer (sensitive, intellectual) Mr Jenner would probably make the most successful businessman. There is no right answer. Fischer (2 and 5), the most likely person to say the others is Jenner.
(p. 6) C
Unit 4 - Reading: Multiple choice reading
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4 Work-related Conflict
In this unit you will meet words and expressions about strikes read an article about a strike practise detailed reading of a text
A B
What happens during a strike? What was the most famous strike in your country? When are strikes justified? These words and expressions are about things which can happen during or after a major strike. Match each word/expression to its definition
1 2 3 4 5 6 7 a ballot a picket a breakaway party a confrontation a historical re-enactment to concede defeat Phone-tapping A B C D E F G To admit that you have lost a fight When two sides directly oppose each other sometimes violently A striker who stands outside his/her workplace urging other workers not to break the strike When somebody secretly listens to your telephone calls When there is a vote A political party which is created from a split in an older one When actors make a play out of a historical event
C D E
Work with a partner. Invent a scenario/short story involving all of the items in the vocabulary box above. What are the following, and what do they do? a political activist, a renowned and fiery orator What do the following words and expressions mean? to declare, local, national prominence, the polls, crucial, a tactical error, funds, to seize, to concede defeat, to impoverish, hostile, to reveal, counter subversion
Fill each gap with vocabulary items which you have met up to now in this unit. Arnie Fischer, leader of the United Workers Union, is a _1_ and _2_ speaker. He came to _3_ when he led a national strike some years ago. There were both _4_ and national _5_ and a strike was _6_. He sent _7_ to talk to workers around the country, and there were _8_ with the police. The government _9_ the _10_ of the trade union, so the union had no money. The security service _11_ his phone.
G H I J
Look quickly at the article on the next page. Does the writer, Professor Otto Slovo, generally support the miners? Summarise each paragraph of the main article in one sentence or in a title. Write a summary of the article in not more than 100 words. The right to strike is a basic right. Do you agree? Write a list of reasons for your opinion and discuss it with others in the class. Reaching breaking-point at work real-life phrases Ive just about had enough of this That was the last straw! Right. Im walking!
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Jacks strike
Professor Otto Slovo outlines one the most famous strikes in Grenbergs history, the 1994 miners strike led by Jack Landau.
(1) In 1994, Northern Coal PLC announced that it would break an agreement reached with the Grenbergs miners in 1984; the company intended to close twenty pits. Twenty thousand jobs would be lost, and many communities around Grenberg would lose their primary source of employment. The stage was set for conflict. (2) Strikes broke out across the area, but they were strongest in those pits most heavily affected by the job losses. In the Meckham pit, strikes began on 5 March following a local ballot, and the following day pickets from Meckham appeared at pits in the villages south of Grenberg (one of the areas least threatened by pit closures). On 12 March 1994, Jack Landau President of the Mineworkers Union declared the strikes official, and ordered a strike across the whole Grenberg coalfield. Jack Landau was born in 1938 in Meckham, just north of Grenberg, the son of Harold, a miner and member of the Communist Party. The young Landau became a miner himself after leaving school. He soon became a left-wing political activist, joining the Young Communist League, but later joined the Social Democrats as the influence of the Communist Party in the town waned. In 1981 he was elected leader of the Meckham miners, and in 2001 was elected President of Grenbergs miners. He is renowned as a fiery and effective orator. He bitterly opposed the industrial policies of several governments, and rose to national prominence during the 1994 Grenberg miners' strike; defeat for the miners in this strike was followed by a split in the union. In December 1995 he founded the Socialist Labour Party, after criticising what he saw as a further move to the right by the Social Democrats. His breakaway party has had little success in the polls. (3) Crucially, although there was widespread support for the strike amongst mine workers, Landau did not call a ballot for the Grenbergwide action. This tactical error made it easier for the Ministry of the Interior to bring the full weight of the law down on the striking miners and the union. The unions funds were seized on 24 October 1994. The miners received no wages and were denied state benefits. The police were mobilised to deal with picket lines, on the grounds that they represented illegal public disturbances. The miners were also split, with a minority mostly in the villages to the south of Grenberg forming the anti-strike Union of Democratic Grenberg Mineworkers. (4) One of the most famous clashes of the Miners' Strike took place in Traunt, a small village east of Grenberg on 18 June 1994. This confrontation between striking miners and Ministry of the Interior police became known as the Battle of Traunt. It was the subject of a historical re-enactment for television in late 2005. (5) The strike ended on 3 March 1995 nearly a year after it had begun when Landau conceded defeat, faced as he was with an impoverished membership and overwhelming state power. (6) Rueben Stein, head of the Ministry of the Interiors secret service, published an autobiography in late 2005. In this he revealed the extent of the services counter-subversion exercises against Landau and the striking miners, which included the tapping of trade union leaders' phones. (7) The rights and wrongs of the strike and the behaviour of the state authorities still divide Grenberg. Local management consultant, Hector Jenner, believes, Defeating the miners, and thereby breaking the power of the trade unions in the area, was a great gain for business in the area. I welcome it. But local councillor, Arnie Fischer, points to the lasting divisions and high unemployment in Grenberg. The tactics used by the government were a disgrace, says an angry Councillor Fischer. Prof. Otto Slovo lectures at the University of Grenberg. His book, 2004 and the Grenberg Miners Strike will be published later this year.

Exam Skills A Read the following paragraph. Who do you think wrote it?
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You need to get pickets at the factory gate to stop the workers going in. Often, to make things more difficult, there is a real problem of getting the message through, because most of the media is against the strike. Negotiators need to spend time with management. Collecting money is important, as is getting the message across to the public, who may be having difficulties because of the strike. Strikes are often harder work than going to work. B Which of the following is the best title for the above text? Strikes can be fun Organising a strike How to end a strike Think of further appropriate titles for the text. Debate with your partner which is the best and why. Where is the topic sentence in the paragraph in A? Exam tip: you need to read the text very quickly to work out what kind of text it is and what it is about. E Look at the following sentence heads: unfinished sentences which can be completed by one of four multiple-choice options (here the multiple-choice options for each are not shown), Work out the topic of the text. The strikers threw stones because The police arrested the three women when Marys husband thought that The conflict became worse when Marys husband Exam tip: Reading all the sentence heads for the multiple-choice questions (not the multiple-choice options) will tell you what the text is about. F Look at the following question (without multiple-choice options), and work out in which of the two following paragraphs the answer can be found. Why cant the answer be found in the other paragraph? Write a question which has its answer in the other paragraph.
Why did Mr Fischer call a strike? 1 Conditions for workers in the whole region have been getting worse for several years now. The number of houses built by the local council for ordinary working people has declined, and little money has been put into education. Unemployment in the region has now passed two million. Protest and unrest are now common. 2 At PKZ Engineering, where I represent over half the workers, conditions have actually improved in the last year. A major order from Saudi Arabia boosted production, profits and employment levels in the factory. In these circumstances I found it strange that the managing director, Mr Grice, should choose to end the profit-sharing agreement worked out last year.
Exam tip: Read the questions and work out exactly the kind of answer required.
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Read the following paragraph, written by Arnie Fischer, and answer the multiplechoice question. Give reasons for the correct answer and explain why the distractors are incorrect. The strike A B C D was supported by all the members of the executive committee. received Mr Fischers vote. was supported by a majority of the members of the union. was opposed by a minority of those who voted.
Whether the strike would go ahead or not was not decided till the last minute. The executive committee of the United Workers Union, of which I am chairman, voted eight to four in favour of a strike, but then there had to be a vote of all the workers. We sent out voting papers for a postal ballot, but less than half the members returned the ballot papers. Of those who voted, 59% voted for the strike, and the executive committee then endorsed the strike seven to five.
Exam tip: work out why the distractors are wrong before choosing the correct answer. Extra Task Read the pieces of speech below (1 to 6). Which of the following people (A to F) do you think said each one? A. Jack Landau the miners union president B. a police officer from the Ministry of the Interior C. a miner on the picket line D. the mayor of Grenberg E. Rueben Stein state security service F. Hector Jenner management consultant (1) We were running like hell. Mrs Green at number 47 opened her front door. We thought we were OK, but then the whole door was knocked in. Well, we have people everywhere. We have a unit at the telephone exchange, and of course we get information from the odd miner but we pay under the table for that. Then we have people in the media. We get our orders. We have shields and batons, of course. If we use gas, we need masks. Trade unions get in the way of profit-making and the market. I welcome anything which weakens their power. Its not just a question of the miners jobs, but the whole community is dependent on the mining industry. What is terrible is that all this is happening in the first place. Weve already had two deaths, and the effects will be felt in Grenberg for many years to come.
(2)
(3)
(4)
(5)
(6)
Unit 4 - Reading: Multiple choice reading Exam Practice: Everybody Out!

A B
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When workers get angry with pay and conditions, what (apart from leave!) can they do? What do the following mean? go slow, work-to-rule, industrial dispute, line manager, negotiation, non-contractual work,
C D E
Which forms of industrial action are most successful and why? Read the following letter from Arnie Fischer. Why is he writing? Do the task. Dear Colleague, You will by now be in receipt of the letter from Regional Office, outlining the latest revised view concerning the current pay dispute. It has come as some surprise to me, as it is mistaken and is now superseded by this letter. To help you understand the events leading up to the present situation, I will endeavour to explain them. Last month the union decided that we would begin a work-to-rule protest. In other words, we would only do what our contracts require of us and no more. The work-to-rule letters which all members were asked to send to their line managers came to the attention of the company manager, Mr Edgar Grice. In response, Mr Grice declared that he had withdrawn from negotiations, and wrote to me indicating this, also questioning the legality of the branch taking industrial action against the company. I contacted the Regional Officer to request direction from national officers. Their immediate response was unequivocal: we were in dispute, and the dispute was legal for the reason in the following paragraph. The company was informed of the pay claim and the intention to ballot the membership for strike action on 24 April 2003. No challenge was received. The ballot was conducted following all legal requirements. I read this statement to Mr Grice at the last industrial works council, and there was no protest made at the time. Following a meeting of the regional committee of the United Workers Union on 9 May, the regional officer (Ms OBrien) circulated a letter to members in this branch, stating that the latest advice from National Office was that we would have to be excluded from the action in November. I understood there was now some doubt over our legal position, and that National Office did not want to risk the integrity of the entire national ballot. In consequence of the above, I must further advise you that this branch of the United Workers Union and its members are in dispute with employers in pursuance of the national pay claim. The industrial action on 5 November will proceed as originally planned. The work-to-rule is also to proceed with immediate effect as part of the national industrial action. This has consequences for all non-contractual work, including the Open Day on 9 November. Advice regarding action on Open Day can be viewed on the branch website. Yours fraternally, Arnie Fischer United Workers Union, Branch Chair
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This letter A B comes from the Regional Office of the union. is the first that members have heard of the industrial action. corrects an earlier letter. confirms an earlier letter.
Ms OBrien A B C D wrote to the members of the branch. opposed a national strike. ignored the advice of the national officers. believed the national ballot would have to be held again.
C D 2
The Union will ask its members A B C D to go on strike. to break their contract with their employers. to break company rules. not to do any work not specified in their contracts. 6 The latest position is A B as Ms OBrien described it. that the branch will not join the national industrial action. that the national union is not in dispute. that the branch will start a work-to-rule.
C D
Mr Grice A refused throughout to negotiate about the pay claim. thinks a work-to-rule isnt an industrial dispute. has told Mr Fischer that he has finished discussing the issue. doesnt know the details of the industrial dispute.
Most of the letter is about A B C D the history of the industrial dispute. what members of the branch should do. Ms OBriens opinions. the national officers of the United Workers Union.
B C
About the ballot A B C D Mr Grice questioned it from the beginning. Mr Grice was given notice of it. It was organised illegally. Mr Fischer and Mr Grice discussed it before it was held.

Unit 4: Work-related Conflict (p.1) B (p.1) D 1E, 2C, 3F, 4B, 5G, 6A, 7D
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political activist: somebody who engages in political activity, usually unpaid (not a politician); a renowned and fiery orator: renowned: well-known; fiery: adjective related to fire (here it means passionate or hot-tempered); orator: a public speaker. 1. renowned, 2. fiery, 3. national prominence, 4. local, 5. ballots, 6. declared, 7. pickets, 8. confrontations, 9. seized, 10. funds, 11. tapped. The article is mainly factual and includes comments from both pro- and antistrike people. The article, however, largely explains the strike from the miners point of view. (possible answers) 1. the reasons for the strike, 2. the start of the strike, 3. the politics of the strike, 4. The Battle of Traunt, 5. the end of strike, 6. the role of the secret service, 7. present-day opinions on the strike a trade union organiser organising a strike A strike is hard work, Many things to do in strike arguably the last one: Strikes are often harder work than going to work. Marys husband is involved in violent confrontations during a strike. The answer can be found in the second paragraph, because it states a possible reason for the strike. The first paragraph talks about the social decline of an area. The correct answer is D, a minority (i.e. 41% of those voting) opposed the strike. A is incorrect because the votes at the executive meeting were split. For B there is no evidence, as we have no idea how Mr Fischer voted. C is incorrect, as a majority of the members of the union didnt vote. 1 C, 2 E, 3 B, 4 F, 5 A/D, 6 A/D to clarify the status of the strike to branch members 1C, 2D, 3C, 4B, 5A, 6D, 7A,
(p.1) F
(p.1) G
(p. 1) H
(p. 3) A (p. 3) B (p. 3) C (p. 3) D (p. 3) E (p. 3) F
(p. 3) G
Extra Task (p. 5) D (p. 5) E
Unit 5 - Listening: Short conversations
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5 Business Talk and Chatter

In this unit you will meet words and expressions about public speaking read an article on boring presentations role-play situations during a presentation A Do you like listening to business talks and presentations? What makes them interesting or boring? What are PowerPoint presentations? What advantages do they have? Do you like them? What do the following words and phrases mean? Which are connected to presentations? Power Point, to hire a venue, assorted expenses, to point the finger of blame, a slide, to detract from, a monotone voice, umming and erring, to be onside, to come down to s.th., a tip D Fill in the gaps with a word or expression from the vocabulary box. You may need to adapt the word. Wayne Shatner runs a small catering business. He has a _1_ presentation which uses twenty _2_. He _3_ through the local business college for his presentations. Unfortunately, he has a _4_ which is boring to listen to. He never pauses, but _5_ all the time, which _6_ from his message. He wants to keep his listeners _7_, so he tells bad jokes. E Look quickly at the article on the next page. Who wrote it, and who is likely to read it? Where would you find it? Read the article again quickly. What is Mr Jenners main point? Make a list of the most important pieces of advice from Mr Bibby. Which is the most important? Do you agree with everything Mr Bibby says? You have received the following letter from a colleague and friend. Write a reply. Look again at Mr Bibbys advice in the text. Remember, you are writing to a friend.
Hi there, Its absolutely terrible. Last week I gave a presentation to some managers in the catering business and they just looked bored all the way through. I thought I had very interesting Power Point slides, and I kept talking and had a good stock of jokes. But nobody laughed. Next week I have to give them a second presentation, and Im really worried that things will go badly again. Have you got any advice for me? Jane
B C
F G
Being clear in public real-life phrases Good Morning. Could I have your attention please In this short talk I want to make three points To conclude, my key message is
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Boring presentations
Hector Jenner, management consultant, explains his anger at boring and unprofitable talk in meetings and presentations. Meetings are about talking. Talking should be about effective communication. And effective communication is necessary for profit. Yet the sad truth is that boring meetings cost business millions of euros each year. And wasting money on orange juice and sandwiches doesnt make the meeting any more interesting or profitable. By the time the typical business presentation comes to an end the interest levels of the average listener will have disappeared. I am fed up with this army of PowerPoint-crazed middle managers. One study suggested that these boring meetings cost businesses more than EUR 8m a year. Include preparation time, the cost of providing refreshments, hiring venues and equipment, travel and other assorted expenses, and the figure is even more. Why then, if there must be meetings, do we get such poor value for money? My colleague Ralph Bibby, who teaches public speaking techniques to business people, has pointed the finger of blame at slide shows. In a lot of organisations it's not regarded as a proper presentation unless there are slides, he says. Relying on "visuals" restricts a speaker's eye contact with the audience. And the nervous speaker uses them as a support. Nobody wants to sit there watching a series of slides. People might as well go away and read a book. Bibby, a professional public speaker, also focuses on the voice, Listening to people speaking in a monotone voice and umming and erring well, they shouldnt be public speakers at all until theyve had lessons. They need to learn to pause Another problem is those who insist on telling bad jokes in a desperate attempt to keep the audience on-side. Bad jokes really irritate me. Why should we have to waste time sitting there listening to somebody elses bad humour and stupid jokes? says Bibby. I would add to that the financial cost of wasted time and effort. There's no such thing as a boring subject, only boring speakers, says Bibby. A year ago I heard someone give a speech about the history of pensions and he held the attention of a hundred people for over an hour. It all comes down to training and, I suppose, natural ability Bibby has a few tips for those who want to improve their speaking skills. The ability to use metaphor, storytelling and rhetoric helps keep up interest levels. But, I would add, nothing is more important than the speaker believing that his speech will communicate a message that will make money. The extraordinary thing is that even people who don't like being on the receiving end and can see the waste when they're sitting in an audience still use the same slide-dependent approach when making presentations themselves. So this self-defeating cycle continues, with thousands attending presentations from which they are getting little or no benefit. Its time it stopped, as its a waste of money.
Unit 5 - Listening: Short conversations Exam skills

A
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A presentation is being given at a firm of management consultants. Working with a partner, write a three or four-turn dialogue of not more than sixty words for one of the following situations. Role-play the dialogue to the class; other class members must guess which situation. Two participants
meet before the presentation. They know each other, but have not met for some time. participants cant hear the presenter. When one complains, the presenter cant hear him/ her. are at the buffet table. One spills orange juice on the other. discuss the presentation. who have met at the presentation exchange telephone numbers.
Exam tip: all the conversations occur in one place, or involve one topic. B Look at the following dialogues between two participants, and work out what the highlighted pronouns might be referring to. Wayne Kevin Wayne Wayne Kevin Wayne Wayne Kevin Wayne Wayne Kevin Wayne My God, he was boring. Yes, he kept asking all those questions And nobody shut him up. It was quite funny to see Mr Bibby holding it and waving it around like that. Well, it saves having a whiteboard-pointer He does have a bad leg, though, poor guy. Wow, they were disgusting. They must have been made yesterday. It was what was in them that was awful. I couldnt find it at all. Yes, youd think theyd tell you at the start of the day. Quite. Its daft, having people wondering around the building looking for it.
Exam tip: often you will hear an object referred to by pronouns. You will have to listen carefully to work out what it is. C Listen to the following dialogues, which occur at a business presentation. In each, determine what the speakers are talking about. Exam tip: you will need to listen to the full text to understand what is happening.
Unit 5 - Listening: Short conversations Exam practice: The Garden Party

A What is a garden party? What do you think business executives talk about there? Would you feel comfortable there? Look at the structure of the management consultancy Bibby and Jenner. What kind of job does each person do? Which job would you most/least like? Read the instructions and remind yourself of the structure of the firm. Do the task. Listen again. What additional information can you remember about each person?
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C D
Mr Hector Jenner senior partner in the firm of management consultants Bibby and Jenner and his wife Sarah are holding a garden party for members of the consultancy. In each conversation you will hear Mr Jenner talking to a person in the firm. Match each conversation with a person in the office structure diagram below. There are two people you will not hear.
A. Mr Anders Senior International Consultant Partner
Mr Jenner Senior Partner and Executive Director
B. Mr Bibby Senior Partner and Chief Consultant
C. Miss Schlick Personal Secretary to Mr Jenner
D. Mr Pringle Consultant and Assistant to Mr Bibby
E. Miss Gold
Consultant and Office Manager
F. Miss Fletcher Trainee Management Consultant
G. Mr Watergeist Management Consultant
H. Mr Strapling Part-time Consultant
Make a list of as many job positions in a company you can think of.
Make a diagram of the hierarchy in a real firm that you know or otherwise an imaginary one. Explain it to somebody else in the class.

Unit 5: Business Talk and Chatter (p. 1) D
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1. PowerPoint, 2. slides, 3. hires a venue, 4. Monotonous voice, 5. ums and ers, 6 detracts, 7. onside Written by Mr Hector Jenner, an experienced management consultant, who has attended many business presentations. You might find it as a general feature in a magazine for professional people. His main point is that money is being wasted on ineffective presentations relying on visuals is a mistake; nervous people shouldnt use slides as a support; speakers need training; they need to pause; they should avoid bad jokes; any subject can be made interesting; should use metaphor, intonation, rhetoric, storytelling; speakers should concentrate on subjects that they believe will help people to make money. (possible answers) a participant in a seminar, a walking stick, sandwiches, the toilet 1. the seats, 2. the room, 3. the (PowerPoint) screen 1B, 2A, 3E, 4D, 5H, 6C.
(p. 1) E
(p. 1) F (p. 1) G
(p. 3) B
(p. 3) C (p. 4) C
Unit 5: Business Talk and Chatter
Conversation One Mr Jenner Ah, there you are. I wanted to catch you. This partys creating a massive amount of good will in the firm. Yes, Hector. I suppose these types of occasions are necessary. We see these people every day in the office, so Im not exactly over-excited by spending my Saturday afternoon with them. Just one thing, given your position in the firm,. Im expecting you to bear half the cost. That comes to around 600, I think. Of course, Hector. If wed paid a little more we wouldve been able to get higher quality French cheeses. This cheap stuff is murdering my palate.
Ralph
Mr Jenner
Ralph
Conversation Two Mr Jenner Hello, Felix. I wasnt sure that you were back in the UK, when I sent out the invitations. Yes, I flew in from the States yesterday. Ah, now Ive been wanting to talk to you about the Seattle-based Liebermann Corporation, Felix. Next week, Hector. Were supposed to be enjoying ourselves.
Felix Mr Jenner
Felix

Conversation Three Mr Jenner Rebecca Mr Jenner
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Hello there, I didnt know that you drank red wine! Are you enjoying it? Yes, its fine, Mr Jenner but I only drink in extreme moderation. And I bet now, that even here youre still keeping an eye on people as if you were at the office. You know me, Mr Jenner. My lifes my work. Yes indeed, middle-management can be quite fascinating.
Rebecca Mr Jenner
Conversation Four Mr Jenner Gavin Mr Jenner Ah, young man. Youre as well-dressed as usual. I like the tie. Well to tell the truth, its a present from Mr Bibby. Yes, well I suppose if you have a close one-to-one working relationship with your boss, strange things happen. Anyway, lets change the subject more wine?
Conversation 5 Mr Jenner Hello, there. Oh, there are serviettes, so you dont have to wipe your hands on your jacket. Oh, Im just being my dirty old pig-like self, Mr Jenner. So I can see. I miss your appalling manners since youre only in the office a couple of mornings a week now. Not bad for you. eh? if you can survive on the money. Yes, well, Mr Jenner. After twenty years with the firm Im still at the bottom of the pile.
Laurence Mr Jenner
Laurence
Conversation Six Mr Jenner Hello, my dear. May I pay you the compliment of saying your perfume smells as if it were made in Heaven. Im not wearing perfume, Mr Jenner. And perhaps youre standing just a little too close and Mrs Jenners looking at you. Good Heavens! We wouldnt want any misunderstanding, would we? It can easily happen, you know, when two people work so closely together.
Lorna
Mr Jenner
Unit 6 Listening: Making notes
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6 Personal Bankruptcy
In this unit you will meet words and expressions about closing down a business read an article about bankruptcy practise listening for specific information A What does it feel like when you have no money? What happens to you when you cant pay your debts? Check you understand the words and expressions. Put one into each gap below. You may have to adapt the word. bankruptcy, a creditor, a debtor, to petition, a settlement, a receiver, a utility supplier, to comply with s.th, a lump sum cash payment, a will
Leah Bash owned a large business which failed. She had many debts, so she was a _1_ and had many _2_ who wanted to be paid. No _3_ with her creditors was possible, so she _4_ a court for _5_. The court appointed a _6_, who informed the electricity company and other _7_ . She had to_8_ bankruptcy laws and hand over a _9_, which she had received in her grandmothers _10_.
What do these words and expressions mean? Which ones are connected to bankruptcy? to impose restrictions, a procedure, an asset, a partnership, to commit a criminal offence, to disclose, a redundancy payment,
D E
Look quickly at the article on the next page. Who is you in the text? Look at the article again quickly. In which paragraph can you find the following? a b c d e how the public finds out that somebody is bankrupt a bankrupt can keep some furniture a bankrupt must visit the receiver who can become a bankrupt organisations which are told about a bankrupt person
F G
Give each paragraph a title, or summarise it in one sentence. A friend has just sent you an e-mail saying that she owes EUR 5 million which she cant pay. Write to her and tell her that she will become a bankrupt, and what will happen to her. The mail should be no longer than 150 words. Remember, you are writing to a friend. Talking about debts real-life phrases Were in the red. (having debts particularly a firm) Im skint / broke (?) at the moment (slang- having no money) The business has a cash flow problem.
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Im bankrupt!
What does going bankrupt mean? Sara Liebermann explains.
(1) Bankruptcy is a serious matter. You will have to give up any possessions of value, and you will lose your house or flat. Bankruptcy will involve the closure of any business you run and the dismissal of any employees. Being a bankrupt will also impose certain restrictions on you. (2) Bankruptcy is a way of dealing with debts you cannot pay. Bankruptcy can free you from overwhelming debts, so you can make a fresh start in five years time. It also ensures that your assets are shared out fairly among your creditors. Anyone can go bankrupt, including individual members of a partnership. There are different insolvency procedures for dealing with companies. (3) A court makes a bankruptcy order only after a bankruptcy petition has been presented. This can either be presented by yourself (debtors petition), or by one or more creditors to whom you owe at least EUR 750 (creditors petition). (4) A bankruptcy order can still be made even if you refuse to acknowledge the proceedings or refuse to agree to them. You must co-operate fully once the bankruptcy proceedings have begun. If you dispute the creditors petition, you should try and reach a settlement before the bankruptcy petition is due to be heard. Trying to do so after the bankruptcy order has been made is both difficult and expensive and money is something you dont have! (5) Once the bankruptcy order has been made, it is advertised in the leading newspapers to inform everybody that you are a bankrupt. A receiver is appointed by the court to deal with your case. He or she has responsibility for administering your bankruptcy and protecting your assets from the date of the bankruptcy order. (6) The receiver is also responsible for looking into your financial affairs for the period before and during your bankruptcy. He or she may report to the court, and has to report to your creditors. The receiver must also report any matters which indicate that you may have committed criminal offences in connection with your bankruptcy, or that your behaviour has been dishonest. (7) The receiver will give notice of the bankruptcy order to local authorities, utility suppliers and the Land Registry. Enquiries will also be made of banks, mortgage, pension and insurance companies, and landlords. (8) When a bankruptcy order has been made, you must comply with the receivers request to provide information about your financial affairs. The receiver may request that you visit his or her office for an interview. Before the interview you will be sent a questionnaire, which you must fill in fully and accurately. (9) After being declared bankrupt you must do the following: give the receiver a full list of your assets, and details of what you owe and to whom; hand over all your assets to the receiver together with all your financial records, bank statements, insurance policies and other papers relating to your property and financial affairs; inform the receiver of any property which becomes yours during the bankruptcy such property includes lump sum cash payments that you may receive (for example redundancy payments, property or money left in a will); stop using your bank, building society, credit card and similar accounts straightaway; not obtain credit of EUR 500 or more from any person without first disclosing the fact that you are bankrupt; hand over to the receiver any pay or salary you receive from work you will be allowed to keep a minimal amount for living; hand over to the receiver all documents relating to your home, so it can be sold.
(10) You can keep the following items unless their individual value is more than the cost of a reasonable replacement: work tools up to a value of EUR 2000;, clothing, bedding, a bed, table, chair and cupboard. All personal items must be disclosed to the receiver, who will then decide whether you can keep them.
Unit 6 Listening: Making notes Exam Skills

A
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Look at the following paragraph and give it two possible titles. Discuss with your partner which one is the best. (NB the exam task will be gapped) From childhood Leah Bash formed a strong interest in cosmetics. When she left university she borrowed some money from her father and opened a small shop. Many women sought her advice and bought her products, so she was able to open several more outlets and after five years had a staff of eighty. However in 2004 people stopped buying her cosmetics because of a bad review in a newspaper. Soon she had debts which she couldnt pay and went bankrupt. Exam tip: when you first see the gapped notes, read them through quickly to get the gist of the text. This will help you to understand the recording when listening to it.
The following are all in the paragraph above. What is the significance of each term in the text? cosmetics university borrow eighty a newspaper review Exam tip: when you hear the text you will have to listen for factual pieces of information to fill the gaps.
Look at the following text. Predict what information will fill each gap. You can put up to three words in each gap. By April 2004, Leah could no longer pay her _1_. Her shops werent able to open because she couldnt afford to buy _2_. She went to court to petition for _3_, and a _4_ was appointed to manage her affairs. She became very _5_ because she _6_ and now she 7 .
Listen and check your answers. Exam tip: predict the information for the gaps. You may be wrong, but at least you know what you are listening for.
Finish each of the sentences below in not more than three words. 1. Leah opened a business 2. At first the business 3. A newspaper published Exam tip: remember not to put more than three words into each gap
Each of the sentences below has one or more grammatical mistakes. Look at them quickly and correct them, if necessary. 1. Leah was always interesting in cosmetics. 2. He business quickly grown. 3. She employing more than eighty peoples. Exam tip: in this task spelling and grammar do not matter, as long as the meaning is clear.
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Exam practice: I just threw it all away

A B C What can happen when parents hand over a successful business to their children? Write down all the words you know about a business getting into trouble (e.g. bankrupt). Read the notes and try to guess what should fill the gaps.
D
E
What are Lionel Metcalfs problems?

Morgan Fletcher of Business World Magazine is interviewing Lionel Metcalf, who has not been successful in his business life. As a trainee journalist, you are taking notes. Listen and fill each gap with not more than three words. An unsuccessful businessman The Beginnings Lionel Metcalfs father had a/an _1_ , which Lionel inherited in _2_. A Youth Spent in Vain/ A Wasted Youth When he was young he liked to _3_ and have a/an _4_ . For his girlfriends he bought _5_ and _6_ . Like Father, Like Son Godfrey Metcalf established company. Soon his company _8_ . The Present Both father and son lost their _9_ . They live together in _10_ . Their income comes from _11_ .
a/an
_7_
F G H
Make a list of all the mistakes which Lionel Metcalf made. What does the future hold for Lionel? Working with a partner, discuss what Lionel should have done. For each gap, choose one option (A, B or C) When Lionel became unemployed he had no income. Lionel was entitled to unemployment _1_ for a year, because during his working life he had paid into the _2_. After a year, Lionel applied for _3_ benefit. He was given a _4_ test to see what income and assets he had. As he had neither, he was given benefits. He also receives money from the local council, to pay for his _5_. 1 2 3 4 5 A A A A A scheme bank money rent benefit B B B B B benefit welfare bankruptcy means employment C C C C C expenditure scheme welfare spending rent

Unit 6: Personal Bankruptcy (p. 1) B
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1. debtor, 2. creditors, 3. settlement, 4. petitioned, 5. bankruptcy, 6. receiver, 7. utility suppliers, 8. comply with, 9. lump sum cash payment, 10. will the person who might be going bankrupt a5, b10, c8, d2, e7. (suggested answers) 1. Bankruptcy is a serious matter 2. Bankruptcy is about dealing with unpayable debts 3. Debtors or creditors can petition for bankruptcy 4. You cant hide from bankruptcy 5. Bankruptcy is made public 6. The receiver investigates and reports 7. Notices and inquiries 8. The debtors duty to provide information 9. The obligation of a bankrupt 10. What you can keep Possible titles From Success to Failure or The Ups and Downs of Business. cosmetics: Leah always had an interest; university: after that she set up in business; borrowing: from father to open shop; eighty: had a staff of 80; newspaper review: bad and went bankrupt 1. bills, 2. any cosmetics, 3. bankruptcy, 4. receiver, 5. depressed, 6. had hard, 7. would lose everything
(p. 1) D (p. 1) E (p. 1) F
(p. 3) A (p. 3) B
(p. 3) D worked
(p. 3) E
(possible answers) 1. after leaving university, 2. prospered. 3. a bad review 1. Leah was always / had always been interested in cosmetics. 2. Her business grew quickly / quickly grew. 3. She employed more than eighty people. 1 electronics business, 2 1950, 3 drive expensive cars / spend money, 4 luxury flat / expensive car, 5 dresses, 6 bracelets, 7 computer , 8 went bankrupt, 9 houses, 10 a small flat, 11 welfare payments. 1B, 2C, 3C, 4B, 5C
(p. 3) F
(p. 4) E
(p. 4) H
Unit 6: Bankruptcy and Starting up Again
Listening making notes Morgan Well, Mr Metcalf, sadly your business career has not been successful. Would you like to tell us about it? Well, to tell you the truth my life in business was a complete and total disaster. Its sad to say, but its true. I suppose I had a good start in life. My father had built up a successful small electronics business, which I inherited when he died in 1950. The truth is I wasted all my money. It was far more important for me to drive expensive cars and have a luxury flat in London.
Lionel
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Back in the 1950s, when I was young, I would drive along in my new sports car. Of course, I really should have been running the business, not driving around the countryside. Well, inevitably, everything started to go wrong with the company. I also spent too much money. The girls would say, Oh. Lionel, couldnt you buy me that dress, or I really must have that bracelet. Like a fool I would buy them what they wanted just to keep them happy. In the end I spent twice as much as the company was making in profit. The situation at the company went from bad to worse. The company could not pay its creditors, and we were rapidly becoming insolvent. Bankruptcy was just around the corner. I also set a bad example for my son, Godfrey. He set up a small computer firm on borrowed money in the boom of the 1980s, but the company went bankrupt, too. I would tell him, Well, son, you cant run a race and tie up your shoelaces at the same time. And he kept running up huge debts and in the end that brought him down. Father and son. Well, we are now both in the same position. We lost our houses in the bankruptcy proceedings. The local council rent us a small flat, and we live there now on welfare payments.
Unit 7 - Listening: Meeting
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7 People Changing Jobs

In this unit you will Meet words and expressions connected to employment contracts Read an article about fair and unfair dismissal Practise listening for detailed information A Think of five reasons why people change their jobs. Have you ever changed your job? Check you understand these words: employer, employee, to dismiss Make a list of all the reasons an employer might want to dismiss an employee. What do the following words and expressions mean? to resign, to give notice, a fixed term contract, an employment tribunal, a qualification, conduct, redundant, to be entitled to s.th., a disciplinary procedure, an verbal warning, a right of appeal, financial compensation, to be habitually late, to be dismissed on the spot E Put the words and expressions from the vocabulary box into one of three columns: good things that happen at work; bad things that happen at work; neither/dont know. Put one item from the vocabulary box into each gap. You may need to adapt the word. The ice cream factory closed, and John Pizzy, who had worked there for many years, was made _1_. He knew about the closure because he was given three months _2_. He also received EUR 300 in _3_, and is _4_ to unemployment benefit. He will find it difficult to get another job as he has no _5_. G Complete the table. Which syllable is stressed in the words in each box? Does the stress change when the word is converted ot another type of word? NOUN qualification compensation dismiss H Look quickly at the following article by Professor Otto Slovo. Which of the following magazines do you think the article is from? 1 Management Consultants Review, 2 Workers Briefing, 3 Meckham Community Post Look at Professor Otto Slovos article again quickly. When can an employee be fairly dismissed? Write a short leaflet (not more than 100 words) informing workers about the law on dismissals. Use the structure on the opposite page, under Mr Slovos article. Employment real-life phrases They took her on (informal) He got the sack/boot / was fired/sacked/ thrown out/kicked out (informal) To give notice VERB ADJECTIVE procedural
B C
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Fair and unfair dismissal

Have you ever been dismissed from your employment? Was it fair? Read Professor Slovos article and find out. Dismissal is defined as the ending of a contract of employment. It doesnt matter if the employer gives you notice or not. You are also dismissed in law if you resign because the employer has broken the contract of employment, or intends to do so. Finally, in law you are dismissed if you have a fixed term contract and that contract comes to an end. So you may have been illegally dismissed without knowing it! Dismissals may be fair or unfair. Dismissal is only fair if it was for one of the reasons listed below, and the employer has acted fairly. You should know, however, that you can only claim unfair dismissal before an employment tribunal if you have worked for the employer for at least one year, so if you are new to a job you are in a pretty weak position. Let us look at the reasons for fair dismissal. First, you can be dismissed if you are incapable of doing the job or dont have the correct qualifications. So if you are a singer in a choir and cant sing, your employer can say goodbye to you! And if youre working as a doctor without ever having been to medical school, then your days in the job could be numbered. Secondly, you can be dismissed if your conduct is unacceptable so if you are a waiter and you throw soup at the customer or steal the money from the till, then you can be thrown out. Thirdly, there is redundancy. This is when you are no longer needed to do the job that you do, for example when a factory making ice cream no longer has any customers, and closes. A dismissal for redundancy will be unfair if you have been selected unfairly for redundancy. Even if you are fairly dismissed you may still be entitled to a redundancy payment. Fourthly, if your employer dismisses you because of your race, religion or gender, then that is automatically unfair. It doesnt matter how long you have worked for the firm, you can take the case to an employment tribunal. Now, it is not just a case of the employer having a good reason to dismiss you, but the employer must also act reasonably. The correct disciplinary procedures must be followed. This usually involves a verbal warning, a written warning and then a dismissal with a right of appeal. So even if you are habitually late for work and you get dismissed on the spot, you might still have a case. If you think your employer has dismissed you unfairly, you can take your case to an employment tribunal, which has the power to recommend that you get your job back or to give you financial compensation.
Have you been sacked unfairly? You might have been, if:

What can YOU do you about it?


Exam Skills A
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Mr Jenner is the senior partner in the firm of management consultants Bibby and Jenner. Look at the questions below and discuss in pairs exactly what information is being asked for. Predict the answers. (i) Why does Mr Jenner often offer dismissed employees money? (ii) What rights do dismissed employees have? (iii) What does Mr Jenner want to avoid? Now look at the extract from the exam script and find answers to the questions. Compare your answers with a partner. Mr Jenner Now of course when we terminate a contract by dismissing somebody, that employee has the right to take the case to an employment tribunal. If the employee decides to go down that road, the problem for us is the amount of time it takes us to prepare the case and attend the court proceedings For us, time is money. We usually get round this problem by offering the dismissed employee some money to leave without taking the matter to court. It makes financial sense, even if we believe we were right to dismiss the employee. The important thing is to employ good people in the first place, so we dont have to dismiss inefficient or otherwise useless people. Exam tip: At the beginning of the meetings task you are given one and a half minutes to read through the multiple choice questions to decide what each question is asking for. Questions are often answered wrongly because the question itself has been misunderstood.
Look at the following multiple-choice question. In pairs decide on the correct answer and the three distractors. Find evidence for your choice in Mr Jenners speech. Mr Jenner avoids employment court cases because A he is worried about losing the case B the company doesnt have the ability to fight the case C they are expensive for the firm D he needs to employ lawyers Exam tip: When you are looking at the questions, it helps to predict the answer and listen to see if you are correct.
Fill in the gaps in Mr Jenners speech. Very often people have to leave the firm because the pace of work causes _1_. Obviously we need our people to work as _2_ as possible to maximise our profits. But if we overdo it, we end up _3_ good people, which is of no benefit to us. Exam tip: you may not hear every word of the recording. When you cannot hear a word try to guess what it means from the context.
Fill in the text below with the following words: appeal, standard, code, image, procedure, dismissal. Bibby and Jenner is a management consultancy which requires a very high _1_ of conduct from its employees. There is a strict dress _2_ too. Mr Jenner believes that it is important to present a professional _3_ to clients. If a staff member does not perform satisfactorily s/he will go through a disciplinary _4_. First, an oral / a verbal warning is given, then a written warning and finally _5_. Any employee who is dismissed has the right of _6_ to the managing directors, Mr Jenner and Mr Bibby.

Exam practice: Saying Good-bye to Miss Fletcher A B C D E
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Imagine a firm with over fifty people. What issues will concern the managing directors? Which ones will not? What is the procedure for dismissing an employee in a properly organised company? Read the first lines of the questions and glance over the options looking for key words. What do you think the listening text is about? Listen and do the task. You will hear Ralph Bibby, Hector Jenner and Sarah Fletcher. Compare Mr Jenner and Mr Bibbys approach to the issue. What is your opinion?
1. The meeting between Ralph Bibby and Hector Jenner was

A. one of their regular meetings. B. the result of a note from Mr Bibby. C. set up by phone. D. called by Mr Jenner.
6. What does Hector Jenner lie to Fiona Fletcher about?

A. Miss Gold having recommended her dismissal. B. Mr Bibby knowing the full facts of the case. C. Mr Bibby being pressed for time. D. the senior partners giving the matter their full consideration.
2. Concerning Fiona Fletchers dismissal, Ralph Bibby thinks

A. the matter is not important. B. Miss Gold is incompetent. C. he should not be involved D. Mr Jenner should deal with the matter alone.
7. When his tea arrives, Ralph Bibby

A. is grateful. B. is irritated. C. is amused by the circumstances. D. leaves it with Fiona Fletcher.
3. Concerning Fiona Fletchers dismissal, Hector Jenner feels

A. Miss Gold has done her job correctly. B. he should not be involved. C. Miss Golds conclusions are unreasonable. D. the matter will take the whole morning.
8. Concerning the complaint against Fiona Fletcher, Ralph Bibby

A. believes Miss Golds report. B. doesnt see the complaint as serious. C. takes a balanced view of the matter. D. wants to hear what Fiona Fletcher has to say.
4. On the question of her dismissal, Fiona Fletcher

A. is required to meet the senior partners. B. has the option of meeting the senior partners. C. can ask, but has no right to see the senior partners. D. cannot question a decision made by Miss Gold.
9. Which of the following would best describe Ralph Bibbys behaviour?

A. self-controlled B. formal C. impatient D. friendly
5. Hector Jenner suggests that Ralph Bibby has some tea

A. to pacify him. B. because he is thirsty. C. because he always drinks the same tea. D. because Mr Jenner is thirsty too.
10. How does Hector Jenner treat Ralph Bibby?

A. Dismissively B. With understanding C. With humour D. Rudely

Unit 7: People Changing Jobs
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(p. 1) F 1. redundant, 2. notice, 3. financial compensation, 4. entitled to, 5. qualifications. (p.1) G NOUN a qualification (oooOo) a procedure (oOo) compensation (ooOo) a dismissal (oOo) VERB to qualify (Ooo) to (e.g. to institute) a procedure to compensate (Ooo) to dismiss (oO) ADJECTIVE qualified /-ing (Ooo ooOo) procedural (oOoo) compensatory (rare) (ooOoo) dismissed (oO)
(p. 1) H A trade union journal, Workers Briefing (it is easy to understand, oriented to the workers point of view) (p. 1) I inability to do the job, no qualification, unacceptable conduct, redundancy (p. 3) A (i) Mr Jenner offers to dismissed employees money in compensation because it costs the firm money to fight a dismissal case, (ii) to take their case to an employment court, (iii) spending money on fighting a case at an employment court (p.3) B Option A: Jenner never mentions this; he assumes his dismissal is justified. Option B: Jenner implies that the firm is unwilling to devote the funds to the case, not that it does not have the funds. Option C: the correct answer, Option D: while D may be true, it is not the reason given. (p.3) C (possible answers) 1. stress/illness/dissatisfaction/discontent/friction, 2. hard/much, 3. losing (p. 3) D 1. standard, 2. code, 3. image, 4. procedure, 5. dismissal, 6. appeal
(p. 4) D 1D, 2C, 3A, 4B, 5A, 6B, 7B/A, 8A/B, 9C, 10B Unit 7: People Changing Jobs Listening meeting Mr Jenner Ah, Ralph, come in. I see you got the note I left on your desk about the probable dismissal of one of our new young recruits. Yes, I did. Whats all this about exactly? I certainly hope it wont be too timeconsuming. Well, the office manager, Miss Gold prepared the report. It would appear that Fiona Fletcher whom we appointed at the last minute in January, if you remember has been playing up. Miss Golds made a full report of the incidents involved, and has - so I believe fully discussed the matter with Fiona Fletcher. On the basis of that discussion, Miss Gold has recommended her dismissal and has communicated the fact to her.
Mr Bibby
Mr Jenner

Mr Bibby
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I fully understand, Hector, but why on earth does a matter of this kind require the attention of both senior partners in the firm? What do we employ Miss Gold for, if she cant sort out this kind of matter herself? Oh, Hector, dont answer me, because I know the answer. Its just that Im really very annoyed about having to give up a whole morning to listen to the Fletcher girl.
Mr Jenner
Well, as you know, Ralph, under clause 27 of her employment contract she has the right of final appeal to us. It doesnt help us make money directly, Ralph, but But Ive got so much to do with the re-writing of the management contracts for PLZ Engineering. Wheres Miss Gold anyway? Why are things all over the place at the moment? (irritated, but with understanding) Ralph, calm down. These little tempers of yours are beginning to affect profits. What Ill do is have Lorna make you one of your teas. What do you want? The Darjeeling tea? (loudly) Lorna, be so good as to make Mr Bibby a Darjeeling tea, if you would. KNOCK AT THE DOOR Ah, thatll be the Fletcher girl now. (loudly) Come in. Now, come in and sit down, Miss Fletcher. Mr Bibby and Ive had the opportunity to familiarise ourselves with Miss Golds report on the matter in hand.
Mr Bibby
Mr Jenner
Miss Fletcher Mr Jenner
Shall I sit here, Sir? Yes, sit there where we can see you. Whats that youve got in your hand? Is it Mr Bibbys tea? Ralph, your tea seems to be here. Yes, I think so. (irritated) Ok, Ill take it off you and for heavens sake dont let us waste any more time. Lets get on with things, Hector. Now, Miss Fletcher. The heart of Miss Golds case against you is that youve come in late on average three times a week, youve wasted time while at work, used the firms phone for private calls and been rude to Miss Gold. Last week, if I understand correctly, you were given a final warning by Miss Gold, but the offending behaviour since that time has continued. Is all that correct, Miss Fletcher? Could I just say Could I just Who on heaven or earth do you think you are, Miss Fletcher? Do you think we are running some kind of hotel or holiday camp here? If I could just say
Miss Fletcher Mr Bibby
Mr Jenner
Miss Fletcher Mr Bibby
Miss Fletcher
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Mr Bibby Mr Jenner Miss Fletcher
The point is Ralph, let her comment. Yes, now what do you have to say, Miss Fletcher? What I want to say is that Ive found another job, and Im leaving at the end of the week.
Unit 8- Writing: Transactional writing
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8 Formal Letters
In this unit you will meet words and expressions about formal procedures read an article about the legal steps for dismissing an employee write a letter dismissing an employee A B Do you enjoy writing formal letters? Why? Why Not? Match the types of letter described on the left with the extracts on the right
1 2 3 A letter telling you that youve been successful in a job interview A letter dismissing you from a job A letter to a friend about your job A B C Its really greatwhat I have to do is We are pleased to inform youWe look forward to In relation to clause 8 of your contract of employment
What do the following words and phrases mean? Which words have a negative connotation? employment termination, redundancy, (gross) misconduct, poor performance, an appeal, to delay, (a piece of) evidence, to have sth. at your fingertips, vindictiveness, malicious, alienating, a victim, vengeful, libel, defamation, a liability
Use one item from the vocabulary box to fill each gap. There is more than one possibility for some. You may need to adapt the word. Sara Liebermann helps workers who have had _1_ bosses. The official reason for the _2_ of their _3_ can be _4_, _5_ or _6_. In many cases the formalities were not followed, and most of the workers werent given a chance to go to an _7_ at work. If you decide to go to court, it is important to have _8_, and have all the information _9_. I tend to see most of these workers as _10_, she says.
E F
Look quickly at the article on the next page. Who is Mr Jenner advising? What is the purpose of the first paragraph? (You can include the text in bold as part of the first paragraph.) Each paragraph has a function and makes a point. Summarise each paragraph in a sentence or title. Compare the internal structure of paragraphs 3 and 4. What are the topic sentences of each of the two paragraphs? Is there a difference between the topic sentence and the theme of the paragraph?

I
Page 2
Look at the following paragraph from a review of Mr Jenners article. Is the letter logically ordered? Re-write it. He is completely partisan. For Jenner the purpose of keeping records is solely to empower the boss, not the worker. Jenners article reveals everything which is wrong with management consultancy today. Jenner writes entirely from the employers point of view. He says bosses should avoid vindictiveness, not because it hurts the employee, but only because it can cause problems for the employer.
Reply to the following email in not more than 150 words. Advise Wayne on the what steps he would have to take to make the dismissal legal.
Hi I hope you are feeling better than I am. This new chap has just borrowed one of our company vans to go off and get himself some lunch. When he gets back in a minute, Im going to call him a fool and an idiot and sack him on the spot. How are things with you? Wayne, Wayne Shatner, Shatner Catering, 7-11 Park St. 3830 Meckham.
Giving formal notification real-life phrases I hereby give notice that I have been asked to inform you (writing for somebody else) With reference to clause 4 of your contract
Page 3
Good-bye Letters
Writing letters terminating employment contracts is not easy. Management consultant Hector Jenner provides some advice. and meetings must be at reasonable times and venues. The employer must also not unreasonably delay any of the stages in this process. (5) The above process means a minimum of three official letters. Letters should concentrate on the facts of the situation, and the clear evidence to support these facts. Having facts and figures at managements fingertips requires good record-keeping. An essential part of a properly run firm is the keeping of accurate day-to-day records on every aspect of an employees conduct. Nothing could be worse than getting into the middle of a dismissal process and finding basic facts and figures are lacking. (6) Even in cases of gross misconduct, avoid vindictiveness; there is no money to be made from it, and unnecessary hostility may cause management problems later. Any subsequent legal review process will not look kindly on any aspects of malicious behaviour used in the employer's handing of a dismissal. (7) As a matter of good practice, always try to part as friends, not enemies. Nothing is gained by alienating people who already see themselves as victims; negative treatment can prompt them to be vengeful, which does nobody any good at all. Also, by keeping employment termination and dismissal letters positive you avoid the risk of libel or defamation, which carry potential legal liabilities for the employer, irrespective of the circumstances and process of the dismissal itself.
(1) Whenever you write any kind of official letter there are two things that it is vital to get right: the style and the content. Assuming you have mastered proper business style, here I will concentrate only on the content. (2) Employers must use proper employment termination and dismissal procedures to ensure that the process when an employee leaves is professionally and legally correct. There are severe costs to the firm if employment termination is, for whatever reason, not handled properly. (3) Employment termination by the employer normally falls into one of these categories: redundancy, misconduct or poor performance. Poor performance may or may not be the fault of the employee; s/he might be doing his/her best but his/her best is simply not good enough. The central principles for dealing with all three of these situations are broadly similar. (4) There are basic steps that need to be followed properly. First, give reasons for the proposed dismissal to the employee in writing, and give the employee a reasonable period during which to consider the facts and his/her response. Second, hold a meeting with the employee to explain the reasons and give the employee the opportunity to explain his/her position. Third, after the meeting, give the employee your decision in writing (whether to proceed with the dismissal or other action), and invite the employee to make an appeal and attend an appeal meeting. After any appeal meeting the employer must confirm the appeal decision in writing. A manager of proper authority must attend meetings,
Dear Miss Fletcher,
Further to our meeting held earlier today, I regret to inform you that your employment with Bibby and Jenner is terminated with effect from Friday 14 June.
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Exam Skills
A Look at the letter template below. On a separate sheet of paper, write out the formalities: letterhead and closure (i.e. the position of the senders name and address, the recipients name and address, salutations, the date and the reference). Exam tip: you do not need to reproduce addresses in the exam, but you need to recognise who the letter is from and who it is to. B Look at the letter template again. What is the purpose/function of each paragraph? Exam tip: your letter in the exam needs a clear structure, through logical paragraphing. C What is the function of the pieces of formal language highlighted in the text? Exam tip: you need to use appropriate register in formal letters. D You are Mr Jenners assistant. Using the template below, write a letter dismissing Miss Fletcher, the trainee management consultant. Invent details, but be realistic. Your letter should look authentic.
Name, address, date, reference Dear Mr/Ms/Mrs .. (1) Further to our meeting of (date), I (regretfully) confirm that your employment with us is terminated with effect from (date)/with immediate effect. (2) As stated at our meeting, the reason(s) for terminating your employment with us is/are as follows: (Employer must clearly state reasons transgressions and relevant policies if applicable.) (3) (Employer must clearly state previous warnings informal, formal, written etc. the circumstances for each warning and the person's response and subsequent behaviour/performance.) (4) (Clearly state requirements regarding return of documentation, equipment, car, submission of final expenses claims, and any other leaving administration issues.) (5) (Clearly state actual leaving date, requirement or otherwise to serve period of notice, holiday pay, and other pay and pension details.) (6) (Optional sign-off, for example: Thank you for your past efforts and all the best for your future endeavours.) Yours sincerely,. name and position (Optional section requiring person to sign, confirming receipt, and return copy of this letter.)
Swap your letter with a partner. Discuss how effective the letter is, and check for spelling and punctuation.

Exam Practice: Mr Bibby gets angry with Miss Jowell
Page 5
A
B C
List behaviour which is acceptable (and unacceptable) in an office which deals with high-paying professional clients (e.g. coming to work in jeans).
What information should go into a warning letter to an employee? Read Mr Bibbys letter. What kind of person is Mr Bibby? Bibby and Jenner are a leading firm of management consultants. As Mr Bibbys personal assistant you have received the following emails. To assistant@bibbyandjenner.com From rbibby@bibbyandjenner.com I am so angry that I can hardly write this e-mail!!! This morning I had a meeting in my room with representatives from a very important client of ours. Throughout, a noisy circus seemed to be going on outside in the corridor. The main culprit was undoubtedly the new trainee in the office, Miss Jowell, who: was shouting to her colleagues (I can never stand the shrill sound of young womens voices when they are shouting) was using language which was vulgar brought in our coffee at 11am, and banged it down on the table, spilling a fair proportion of it into the saucers. Please draft an official warning letter to Miss Jowell, and mention clearly the standards that Bibby and Jenner expects from its employees. Bring it to me for signature when youve finished. Take any other steps you think necessary to deal with this matter. Im too busy to give it any more time. Ralph Bibby, Senior Partner, Bibby and Jenner.
To assistant@bibbyandjenner.com From hjenner@bibbyandjenner.com There will be a senior staff meeting on Thursday at 9.00. If a matter needs placing on the agenda, notify the office manager, Miss Gold, by 13.00 on Tuesday. H. Jenner, Senior Partner, Bibby and Jenner.
D E F
Write a letter to Miss Jowell, as Mr Bibby instructs. (About 200 words) Write an email to Miss Gold, giving a short explanation of the matter as an item to be included in the senior staff meeting agenda. (About 50 words) Write the full agenda for the senior staff meeting on Thursday. Act it out in groups of three. (Tasks E and F are not examination tasks)
Unit 8- Writing: Transactional writing Unit 8: Formal Letters

(p.1) B
Page 6
1B, 2C, 3A Letters 1 and 2 are formal; 3 is informal. A dismissal letter will be more formal and legalistic in style than a letter of appointment which will probably have an optimistic tone. employment termination, redundancy, (gross) misconduct, poor performance, vindictiveness, malicious, alienating, a victim, vengeful, libel, defamation, a liability, to delay 1. vindictive, malicious, vengeful, 2. termination, 3. employment, 4./5./6. redundancy, misconduct, poor performance (in any order), 7. appeal, 8. evidence, 9. at your fingertips, 10. victims employers to establish the topic of the article (i.e. the correct contents of a letter of dismissal) 1. Getting the style and content right, 2. Use correct procedures, 3. Types of dismissal, 4. Detailed steps of a dismissal, 5. Keeping records and evidence, 6. Avoid vindictiveness, 7. Try to part on friendly terms In both 3 and 4 the topic sentence is the first. Paragraph 3, after the topic sentence, details one aspect and then finishes with a transitional sentence linking to the next paragraph. Paragraph 4, after the topic sentence, details a procedure chronologically. The sentences in the paragraph do not follow a logical order. A possible correction could be: Jenners article reveals everything which is wrong with management consultancy today. (= main thesis statement) Jenner writes entirely from the employers point of view. (= further specification of thesis) He is completely partisan. (=reformation of specific thesis) He says bosses should avoid vindictiveness, not because it hurts the employee, but only because it can cause problems for the employer. (= example and illustration of thesis) For Jenner the purpose of keeping records is solely to empower the boss, not the worker. (= another example and illustration of thesis)
(p.1) C
(p.1) D
(p.1) E (p.1) F
(p.1) G
(p.1) H
(p.1) I
This paragraph identifies the topic/thesis at the beginning, then proves/illustrates/exemplifies it in the body of the paragraph. Normal paragraph structure moves from the general to the specific. (p.1) J The letter should remind Wayne of the correct procedures if he wishes to dismiss an employee. The letter to the employee should be written in a formal style. He should try not to part with the employee on unfriendly terms. But your letter to Wayne will be informal. This is a suggested format for a formal letter
(p. 3) A
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Bibby and Jenner Management Consultancy 436 The Grenberg Ring 2318 Grenberg 12 February 2007 Mr G. Schlick Management Consultant 12 Green Rd. 2567 Meckham Dear Mr Schlick, Re: your employment contract I am writing to inform you Yours sincerely,
H. Jenner Senior Partner
(p.3) B
1. announcement of employment termination, 2. reasons for termination, 3. history of the case to date, 4. what will happen next, 5. further details of termination, 6. final comments on termination These are formulaic pieces of writing used to structure the information in the letter. Mr Bibby appears to be intolerant, bad tempered and impatient.
(p.3) C
(p.4) C
Unit 9 - Writing: Extensive writing
Page 1
9 Formal Reports
In this unit you will meet words and expressions about office consultation read a report about a Christmas party write reports, essays and articles A Do you ever have to write formal reports in your job? What is easy/difficult in writing a report? Give three reasons why reports are written. What do the words and expressions in the vocabulary box mean? suspicion, to be entitled to s.th, to mingle, a questionnaire, anonymous, a (prior) engagement, resentful, a committee, a grant, to let your hair down C Put one item from the vocabulary box into each gap. You may need to adapt the word One _1_ not to be missed every year is Arnie Fischers New Year Party. All trade unionists are _2_ to attend, and can have a good time and _3_. The guests eat, _4_ and talk. Arnie has a _5_ that not everybody who comes is really a trade unionist, but he is not _6_ at paying for his or her food. If an _7_ person wants to be with us, then so much the better, he says. D Very quickly read Mr Bibbys e-mail on the next page. What does he want? 1. more free time 2. to cancel the Christmas party 3. to re-think the Christmas party Look quickly at Gavin Pringles report on the next page. What are the four parts into which the report is divided? Summarise in one sentence the findings of Gavins survey of the staff. Summarise in one sentence Gavins recommendations. Do you think he is right in his recommendations? The report is over 500 words long. Reduce the report to one of about 200 words (the length you will have to write in the exam) Imagine you are Mr Bibby. Write a letter to the staff telling them of the new arrangements for the Christmas party (add details to Gavins recommendations). The beginning and ending of the letter have been given to you.
Dear Staff, You will be thrilled to know that this whole question of the staff Christmas party has come up again. Many of you will have filled in the questionnaire that my assistant, Gavin Pringle, sent round. Well, decisions have been made, and here they are. WRITE THE NEW ARRANGEMENTS HERE Well, I hope everybody is looking forward to our Christmas feast this year. Ralph Bibby, Senior partner
E F G H H
Reports real-life phrases Report for the attention of I/We found/discovered that I/We recommend that
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To assistant@bibbyandjenner.com From rbibby@bibbyandjenner.com Im completely fed up with signing cheques of / paying over EUR 7,000 for the firms Christmas party. Nobody seems to enjoy it. Everybody just sits there looking bored and miserable, so my suspicion is that it is money down the drain. Anyway, I have no time to deal with the problem. Write me a full report and have it on my desk by a week Wednesday. Ralph.
Report for the attention of Mr R. Bibby, Senior Partner, Bibby and Jenner Management Consultants. Subject: Possible changes to Bibby and Jenners Christmas Party Background 1 Every year since the foundation of the firm in 1970, Bibby and Jenner have held a Christmas party which has been free for all full-time members of staff employed at the companys head office. Each full-time member of staff has been entitled to bring one person as a guest for a fee (last year EUR 50). Attendance has grown so that in the past three years between 50 and 70 persons have been present. 2 The party in recent years has been held in the Grand Hotel in the centre of Grenberg. The format has been speeches, a five-course dinner, and then after-dinner speeches and mingling. The party has been held on the last working Friday before Christmas, beginning at 19.00 and running until 23.00. Method 1 I wrote a questionnaire (attached), seeking the opinion of staff on the Christmas party. The questionnaire could be completed and returned anonymously. Eighty per cent of staff returned the questionnaire, and the rate of return did not vary significantly between departments. All subsequent information about staff attitudes is based on the returned questionnaires. Results 1 A large majority (85%) felt that they were obliged to attend the party, even if they had prior engagements on that evening. Of these, 82% felt resentful at having to attend, which affected their enjoyment of the evening. 2 A majority (55%) enjoyed the speeches, but a substantial minority (39%) did not. The most common reasons cited were that the speeches focused only on the concerns of senior management. A large majority (90%) felt that the speeches were too long. 3 A concern of a large minority (45%) was that staff had to be well-behaved at the party due to the attendance of senior management, and this limited their enjoyment. This feeling was strongest among the younger staff members (78%). 4 The current cost of bringing a guest to the party (EUR 50) was a problem for a substantial minority (47%). A clear majority favoured a simpler, cheaper and more open party (72%). 5 A major concern for a slight majority (55%) was the timing of the party on the last working Friday before Christmas. Many in the firm would have preferred to attend other engagements on that evening. Recommendations 1 My main recommendation is to create two events instead of one: a formal end-of-year dinner with speeches in the Grand Hotel, and an informal Christmas party at another location. 2 The formal dinner would begin at 18.00, with a maximum of 45 minutes devoted to speeches (Mr Jenner and Mr Bibby only). The formal dinner would end at 20.30. Attendance at this event would still be expected. 3 The informal party would be organised by the Staff Committee. The Committee would be given a small grant for this purpose. The party would start at 21.00, and would be an opportunity for the staff to let their hair down. 4 Both events would be held on the Thursday of the last full working week before Christmas. 5 I propose that the guest fee be abolished. Report by Gavin Pringle Submitted to Mr Bibby: 14 October
Unit 9 - Writing: Extensive writing Exam skills

A What is a discursive essay? What is the purpose of a discursive essay?
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Exam tip: No piece of writing will be effective and successful unless you know the purpose of the text. B How many sentences are there introduction? What is its purpose? in a typical
Exam tip: write short and clear introductions. Dont put information into the introduction which belongs in the body of the essay. C Look at the exam essay below. What is the function of each paragraph? What is the function of the text in italics? Exam tip: In an essay there is a structure both within paragraphs and between paragraphs. D An argument in an essay can have every point simply contributing to strengthening the thesis of the essay, or it can have points which modify or qualify the initial thesis. The first type can often be a simple list, which fails to reflect the complexity of a particular issue. In the example essay below, where is the thesis modified? Exam tip: good essays are more than simple lists. E What is the difference between the content of the introduction and the conclusion? Exam tip: A conclusion should be based on the argument of the essay. Reports are the best means of communicating formal information: discuss. (1) Reports are formal documents for conveying information within and between organisations. They are a vital form of communication. (2) Reports have a structure that can easily be recognised: who commissioned the report, its remit, facts/findings and recommendation(s). The structure allows the information to be assimilated easily. (3) Reports are also effective because they require the use of formal language. As a rule formal language leaves less room for ambiguity, and can be understood more easily when a report is read by someone with a different linguistic or ethnic background. (4) Reports are not appropriate for conveying certain types of information. A resolution to be put to a meeting, for instance, will have a different format. Reports suggest a hierarchy, with a subordinate reporting to his/her superior(s), so where no such relationship exists other forms of communication (letters, e-mails) will probably be more appropriate. (5) In conclusion, while reports have a key role to play in organisational communication, they are not appropriate in every case. F Now write the following essay: Writing reports is fun: discuss
Exam practice: To what extent do you agree with this statement?

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B C D
Which of the tasks below would you choose? How important is the topic? How important is the genre? Discuss in groups. Note down some important features of the following genres: essay, article, report. Choose one of the topics below and write a plan. Discuss your plan with a partner. Write your text, check it, and give it to your partner to improve.
Economic growth is the solution to all social problems. To what extent do you agree with this statement? Write an essay. (ca. 200 words)
Think of an advertising campaign for a product which you have seen. Imagine you work for the company that produces that product. Write a report for the managing director of the company on the effectiveness of the campaign. Write a report. (ca. 200 words)
You have been asked to write an article for a national newspaper on the economic situation in your town. Write an article. (ca. 200 words) E Which of the following would you use in an essay? Why? What are their functions? In conclusion, First, I think, It has been argued that, On the one hand, A lot of people say, In other words, As a result, In my Dads opinion, I dont know much about this, Additionally, However,
The following essay has been given an introduction and a conclusion. Complete the essay. You have 150 words for the main part of your essay.
The only motivation of business is to maximise profit. To what extent do you agree with this statement? Businesses operate in a commercial environment, and the main motivation of their owners is to maximise profits. Businesses, on a day-to-day basis, however, have a range of objectives. (28 words) In conclusion, businesses exist to make profit. All other objectives in the majority of cases are subordinate to the drive for profits. (22 words)

Unit 13: Formal Reports (p. 1) A
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Purposes of reports: to collect together information; to provide a clear and logical record; to show that a matter is of some importance; to provide the basis for action. 1. engagement, 2. entitled, 3./4. mingle / let their hair down, 5. suspicion, 6. resentful, 7. anonymous Option 3: Mr Bibby wants his assistant to suggest ways to stop EUR 7,000 being wasted on a Christmas party that nobody enjoys. 1. background 2. method 3. results/findings 4. recommendations The staff felt that the current party was too formal and expensive, and not held at the best time. There should be two parties: firstly a formal dinner, and then following that an informal party organised by the staff committee. An discursive essay is about taking a statement, stating the arguments for and against it and finally coming to a reasoned conclusion. An introduction in a short essay should consist of no more than two sentences. The first is an orientation statement (which puts the matter in context); the second is the thesis (the argument you are making across the whole essay). 1 introduction, 2 illustration of essay thesis, 3 ditto, 4 modifying the thesis, 5 conclusion The essay modifies the thesis in the fourth paragraph. The introduction sets out what is to be proved in the essay; the conclusion establishes what has been proved in the paragraphs of the essay. Essay: formal register, logical and standard structure, argumentative, impersonal Article: formal or informal, informative/argumentative, logically structured, opens and closes with powerful points. Report: formal, clearly signalled parts, bullet points, economic use of language In conclusion, It has been argued that, On the one hand, In other words, As a result, Additionally, However
(p. 1) C
(p. 1) D
(p. 1) E (p. 1) F
(p. 1) G
(p. 3) A
(p. 3) B
(p. 3) C
(p. 3) D (p. 3) E
(p. 4) B
(p. 4) E
Unit 10 - Grammar & Vocabulary: Dictation
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10 Social Welfare
In this unit you will meet words and expressions about social welfare for people read an article about social welfare for people with no money practise writing down exactly what you hear A Look at the quote below. Do you agree with Mr Jenner? Unemployment is certainly a problem for the unemployed person. But its not a problem for me, and nor should the government be concerned with it. Hector Jenner, management consultant B C What is it like being unemployed? What benefits should be given to the unemployed? Which of the following words are connected to money? a benefit, invalidity, a lone parent, maternity benefit, rent, mortgage payments, a supplement, individual circumstances, an orphan
Fill in the gaps in the text below with a word or expression from the vocabulary box. You may need to adapt the word. Maria is unemployed. She lives in a small flat with her young son. As a _1_ she receives a _2_ to her social welfare _3_. She is now eight months pregnant, so she is on _4_. She also needs help with her _5_ because she still owes the bank EUR 10,000. Some extra money comes in because of her _6_; poor Maria only has one leg.
Look quickly at the article on the next page. What kind of magazine do you think the article comes from? Look at the article on the next page again. What kind of person would receive the highest social welfare payments? The following people all want social welfare benefits. Advise them on the basis of the Sara Liebermanns advice. I am 17 and still go to school. I live at home with my parents. Martin I live alone, work ten hours a week and cant pay the mortgage on my big house. Joan I cant find a job, but my husband has a full-time job. Rachel Im 16 and still at school, but my parents moved to Australia last year and send me no money. Colin Benefits real-life phrases Shes on the dole. (colloquial unemployed) I cant make ends meet. (not enough money to live) Im going to sign-on. (register as being unemployed)
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Do you need welfare payments?

Are you unemployed with no money? Sara Liebermann tells you whether you can get benefit.
As a general rule if you are unemployed, do not have any income and have nearly nothing in savings then you are entitled to Social Welfare Benefit. Social Welfare Benefit is for people who are under sixty, earn less than EUR 500 a month and have savings of under EUR 3,000. If you are ill you should apply for Invalidity Benefit, and if you are over sixty then you should apply to the Pension Bureau. Savings of over EUR 500 affect how much Social Welfare Benefit you can get. Basically, the more savings you have, the lower your benefit will be. To apply, you need to go to the Social Welfare Benefit Division at the Social Security Offices. But you can apply by phone or letter if you are a lone parent, if you are unable to work because you are caring for someone, or if you are blind. If you have a partner (wife, husband or someone you live with) who works an average of 24 hours a week or more, you cannot usually get Social Welfare Benefit. If you have a partner who works an average of less than 24 hours a week, their earnings will usually affect the amount of benefit you can get. You will be able to get Social Welfare Benefit if you or your partner are not working because of parental leave. Pregnant women and people with children under five get free milk and vitamins in addition to their welfare benefit. If you do not fully own your own home and you are entitled to Social Welfare Benefit, you may receive extra money to help towards rent or mortgage payments. However, a welfare officer has to issue a certificate that the size of your house is reasonable for your needs, and you must show proof of the rent or mortgage payments that you make. You can usually get extra money for your family. The amount paid is dependent on how many children you have, and their ages. You can also get a supplement to your Social Welfare Benefit if you are caring for elderly relatives. Students are generally not entitled to Social Welfare Benefit. If you are studying, you may be able to get Income Social Welfare Benefit while you are on your course if you are a lone parent, sick or disabled, or registered blind. You should check with your social security office. If you are aged between 16 and 18 and still at school or college you cannot get benefit for yourself unless you are looking after your own child, or you are an orphan. You will be considered an orphan if: you are not living with or not in touch with your parents and not being supported by them; you are separated from your parents for reasons that cannot be avoided and nobody is looking after you in their place. So, how much will you get? The rules for benefits mean that your individual circumstances (age, housing cost, and dependants) will affect the amount you can receive. This means you will not always be able to easily work out exactly how much you are entitled to.
Unit 10 - Grammar & Vocabulary: Dictation Exam Skills

A
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Match each grammar term on the left with the highlighted word it corresponds to on the right. adverbial particle article auxiliary verb conjunction (demonstrative) pronoun modal auxiliary preposition (personal) pronoun relative pronoun He has been unemployed for three years now. They wont pay us any benefit until next month. You cant receive both unemployment and invalidity benefit. The welfare officer that works in that office is quite helpful. She sat on a bench and waited to see a welfare officer. Shes looking for a job. At his age he might not find another job. Welfare benefits are paid out on Wednesday. You need this form to complain.
Exam Tip: In the dictation, it is often difficult to hear these small grammar words. If you know your sentence grammar you can often work out the correct word. B Which of the above highlighted words can contain a schwa when said in a sentence at normal speaking speed? (A schwa sound is the sound at the start of the word about and at the end of the word better.) Exam Tip: The dictation task requires you to reproduce every word. Often in connected speech short grammar words change their pronunciation and have a schwa sound. C Look at the text below and for each gap work out the class of the missing word. Then find a suitable word for each gap. Maria has _1_ long form to fill _2_ before she _3_ get invalidity _4_ unemployment benefit. She picked up the form yesterday and needs to return _5_ to the social welfare office _6_ the town centre tomorrow.
Dont look at your book. Tell your partner all you can remember about Maria. Now fill in the gaps. Maria is i__ her flat alone with her s__. She w___ a job, but she cant find o__. She needs to claim b___ to buy food and p___ the loan on her flat. There are different types of b___ she can claim. She is en___ to inv___ and unem___ payments. She receives a sup___ because of her s___. Exam Tip: In the dictation look at the title and picture and think about all you know on the topic. It will help you to predict and guess words.
Whats the Exam Task? You will hear a tape recording of a text read in separate pieces (or chunks). You must write it word-for-word with the correct spelling.
Unit 10 - Grammar & Vocabulary: Dictation Exam Practice: No Hope for Ellen
A
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D E
F G
How do peoples lives change when they lose their jobs? The woman in the picture is unemployed. How do you think that she is feeling? You will hear a short text about Mandy Gibbons, an office cleaner. Write down the text as closely to the original as you can. Nearly all of the grammar words are missing. Check what you have written with a partner. Listen again to make sure that you have written down the text correctly. Insert suitable grammar words to make the sentences grammatically accurate and meaningful. Compare your answers with a partner. Now listen to the complete text. Discuss any differences between your answer and the text on the tape. What do the following mean? a short-term contract, promotion, redundancies, benefits, employment agencies, evicted, alternative accommodation The dictation is about the misfortune of someone called Ellen. What do think her story is? Do the dictation. Now listen and write down every word you hear. Read Facts about dictation below.
Facts about the dictation Length: the dictation is between 85 and 100 words. The text is divided into parts (or chunks) in two ways: reading chunks and marking chunks. There are between twelve and eighteen reading chunks. (Each of these is divided into one or more marking chunks). Each marking chunk which is correct (see below) gains a point. What is necessary in order to get the point? You must include all the words. You must spell every word (except names) correctly. What is not important: punctuation, i.e. capital letters and any punctuation marks spelling proper nouns: e.g. Mr Smith, Budapest whether you use British or American spelling whether you abbreviate or not (e.g. I have or Ive, do not or dont) but slang abbreviations (e.g. gonna, wanna) are not acceptable
Now mark the four marking chunks in the box below. Check what you have done with a partner.
Look at the four following marking chunks in a dictation. Which of them would gain would gain points in the examination. Why? danny noble lives in the small town of Meckjham Neighboring Town of Grenberg. which is now a suberb of the
since leaving school the begining of the 1990s
Now finish writing the dictation about Danny Noble. There is no right answer. How you finish the story is up to you. Make sure you only have twenty marking chunks. Practise your dictation with someone else in the class.

Unit 10: Social Welfare (p. 1) D
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1. lone parent, 2. supplement, 3. benefit, 4. maternity benefit, 5. mortgage payments, 6. invalidity A magazine for the unemployed, a community paper perhaps any magazine written for people on low incomes. It could be an official magazine published by a social welfare office. People with no income and with savings of under EUR 3,000 who are pregnant or have children under five, or have rent/mortgages to pay, or have many children, or are caring for elderly relatives. Martin: not entitled to benefits. Joan: possibly, if earning less than EUR 500 a month and with savings of under EUR 3,000. Rachel: not entitled to benefit Colin: if he is not supported by anybody else, then he is probably entitled to benefit. adverbial particle (out), article (a), auxiliary verb (has), conjunction (and), (demonstrative) pronoun (this), modal auxiliary (might), preposition (on), personal pronoun (us), relative pronoun (that) has, us, and, that, on (possibly), a 1. Article / determiner (a), 2. adverbial particle (in), 3. auxiliary/modal auxiliary (e.g. can), 4. conjunction (or), 5. object pronoun referring back ( anaphoric reference) (it), 6. preposition (in). Maria is in her flat alone with her son. She wants a job, but she cant find one. She needs to claim benefit to buy food and pay the loan on her flat. There are different types of benefit she can claim. She is entitled to invalidity and unemployment payments. She receives a supplement because of her son. For ten years Mandy Gibbons was directly employed by a firm of management consultants to clean the main offices. Last week, however, poor Mandy was made unemployed when the cleaning was transferred to a private cleaning company.
(p. 1) E
(p. 1) F
(p. 1) G
(p. 3) A
(p. 3) B (p. 3) C
(p. 3) D
(p. 4) D
(p. 4) F Ellen was employed on a short-term contract by a firm of management consultants. Initially, she had hoped for promotion and a comfortable life, but poor profits led to redundancies and unemployment for Ellen. She received benefits for sixth months, but despite going to several employment agencies, failed to find work. I now have no income, and I was evicted from my flat this morning, said a deflated Ellen. When asked whether she had found alternative accommodation, she replied, Yes, Ive found a place under a bridge for tonight. (88 words)
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
1 Ellen was employed 2 on a short-term contract 3 by a firm of 4 management consultants. 5 Initially, she had hoped 6 for promotion 7 and a comfortable life, 8 but poor profits 9 led to redundancies 10 and unemployment for Ellen. 11 She received benefits 12 for sixth months, 13 but despite going to several 14 employment agencies, 15 failed to find work. 16 I now have no income, 17 and I was evicted 18 from my flat this morning, 19 said a deflated Ellen. 20 When asked whether 21 she had found 22 alternative accommodation, 23 she replied, Yes, Ive found a place 24 under a bridge 25 for tonight.
(This dictation has 25 marking chunks. The exam dictation has only 20 marking chunks) (p. 4) H First Chunk: This chunk gains a point. The lack of capital letters in the name Danny Noble, and the misspelling of Meckham, a proper noun, are ignored. Second Chunk: This chunk does not gain a point. The misspelling of suburb, a common noun, loses the point. Third Chunk: This chunk gains a point. The unnecessary capitalisation of neighbouring and town are ignored, as is the American spelling of neighbouring. Fourth Chunk: This chunk does not gain a point. Both the omission of the preposition at and the misspelling of beginning cause the point to be lost.
Unit 10: Social Welfare: tapescript

(p. 4) B/C First and second reading
For ten years Mandy Gibbons * directly employed ** firm ** management consultants * clean * main offices. Last week, however, poor Mandy * made unemployed * * cleaning * transferred * * private cleaning company
(p. 4) D Third Reading
For ten years Mandy Gibbons was directly employed by a firm of management consultants to clean the main offices. Last week, however, poor Mandy was made unemployed when the cleaning was transferred to a private cleaning company. (p. 4) F Grammar and vocabulary dictation
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Ellen was employed on a short-term contract by a firm of management consultants. Initially, she had hoped for promotion and a comfortable life, but poor profits led to redundancies and unemployment for Ellen. She received benefits for sixth months, but despite going to several employment agencies failed to find work. I now have no income, and I was evicted from my flat this morning, said a defeated Ellen. When asked whether she had found alternative accommodation, she replied, Yes, Ive found a place under a bridge for tonight. (88 words) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Ellen was employed on a short-term contract by a firm of management consultants. Initially, she had hoped for promotion and a comfortable life, but poor profits led to redundancies and unemployment for Ellen. She received benefits for sixth months, but despite going to several employment agencies failed to find work. I now have no income, and I was evicted from my flat this morning, said a defeated Ellen. When asked whether she had found alternative accommodation, she replied, Yes, Ive found a place under a bridge for tonight.
Repeated reading chunk by reading chunk
Unit 11 - Grammar & Vocabulary: Muliple choice gap-fill
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11 Job Satisfaction
In this unit you will meet words and expressions about experiences at work read an article about job satisfaction find out more about words that go together. A Do you enjoy your job? What gives you satisfaction at work? What is boring or irritating? Thinking about job satisfaction, what is good and bad about these jobs? a teacher a factory worker a call-centre operator a painter a management consultant Which of the words below are connected to work? Which can be used to describe a person? the service sector, an assembly line, the common good, deprivation, to invest, to manipulate, consciousness, narcissistic, isolated, hostile, a letter of resignation, discrimination, an appraisal, job enrichment, the dole D Put an appropriate word or phrase from the vocabulary box into each gap. You may need to adapt the word. Danny Noble was looking for _1_, so he moved from a job in _2_ (He did photocopying in an office), to work nights on an _3_. We cant talk for eight hours because of the noise, so I feel _4_. Management has a very negative and _5_ attitude towards us. I went to a job _6_ meeting last week, but no promotion for me. I feel that Im a victim of 7 , so I decided to send them 8 . Im back on 9 again. E Look quickly at the article on the next page. In what kind of magazine would you find this article? Who would read it? Look at the article again quickly. What is the main point made in (i) the first three paragraphs, and (ii) the last four paragraphs? Form two groups. Group A should list the problems identified in the first three paragraphs and suggest solutions. Group B should list the problems identified in last four paragraphs and suggest solutions. Half the members of each group should swap groups. Discuss the problems and solutions with the members of your new group. Job satisfaction real-life phrases Ive got a dead end job. (a job with no prospects) Its a drag. (slang very boring) She got a 9-to-5 job. (regular office work)
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I hate my job!
Levels of job satisfaction are falling, particularly among women, says Sara Liebermann
As more workers enter the service sector, increasing numbers are complaining about jobs that provide them with little satisfaction. I dont want to romanticise work on assembly lines, but people had a sense that they were creating products that served some higher purpose other than making money. They thought they were serving the common good. Most working people have a deep desire to serve some higher purpose or goal other than their own financial needs, and the deprivation of this vital need is an important source of their stress. These days more and more people spend their working days trying to get others to want their products or services, which means investing a great deal of effort in manipulating and controlling the consciousness of others. Sometimes we are selling a product for others to make a profit with, but at other times we are selling ourselves, particularly if we work in the professions. We need others to see us as desirable products, so that they will buy us, our services, our product, our way of doing things. We go to seminars to become the right person to sell. This creates selfcentred human beings who know how to treat others as objects, but rarely as subjects. People tend to feel lonely and isolated, surrounded by a hostile world. They find it increasingly difficult to trust others. They hate being part of that kind of a world, yet to be realistic they feel they must be part of it, and that there is little they can do to change it, so they had better protect themselves as best they can. Women suffer particularly, and have a higher turnover in employment than men. The reason is not because they are less committed workers, a new study finds. It's because they're given far less meaningful work than men. A lack of overall job satisfaction, particularly the chance to do meaningful work and the opportunity for promotion, compels more women than men to hand in a letter of resignation. In a survey of 595 male and female workers in the civil service and higher education, researchers measured the workers intentions to leave and then examined thirteen possible motives for resignation. Among them were job security, wages, working conditions, benefits and paid holiday. Women were approximately twice as likely as men to admit that they would definitely or probably leave their employment within two years. Only 12.2% of the men indicated an intention to quit, while 22.2% of the women said they were ready to resign. Female workers were far less content than their male counterparts with their chances for advancement and the meaningfulness of their everyday duties. In addition, the researchers found that the longer women had worked at their jobs, the more they wanted to leave; for them this was an alarming finding, which contradicted previous studies. Studies suggest that discrimination, high expectations, underlying performance problems, or differential treatment in the appraisal process may account for women's dissatisfaction with advancement opportunities. All this means that companies that want to have a solid core of workers at the end of the decade may want to consider starting programmes in career development and job enrichment, for their female workers in particular.

Exam Skills A Celeste Stein is an interior designer. Give her short text a title.
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I simply love my job. To be honest, its my hobby as well. Most of the day Im thinking or writing about how to design the insides of peoples houses or offices. What I think I like most is the challenge of every room being different. Just think about it for a moment: every room has a different shape, a different height and a different purpose, because no two people have the same needs. Never forget that we live most of our lives in rooms, so when I design a room Im doing something really important. B Look again at the text above and find the correct option for the gap in Celestes sentence below. In the evenings Im often tired, but I can look back on a day full of _1_ A. boredom B. variety C. predictability D. stress N.B. Without reading the text we could probably discount the negative options A and D because she says Im often tired (a negative feature), but (we expect a positive feature). Determining between options B and C, however, can only be done by understanding the overall meaning of the text. Exam tip: before you start looking at the gaps and options, read the text for gist. C Collocation is about words that can and cant go together, e.g. Lets begin/start the lesson but only Lets start the car. Read what Celeste says below and choose an option. The correct option forms a partnership with of living to produce a collocation. Celeste says, Although money is not the main thing in my life, my fees give a high _1_ of living. A. level B. degree C. standard D. measure D Phrasal verbs consist of a verb and one or two adverbial particles. The adverbial particle often changes the meaning of the verb; e.g. with the verb to break. I broke the vase (non-phrasal) and War broke out. (phrasal). Read what Celeste says below and choose an option. The correct option completes a phrasal verb. Celeste says, Every day I wake up really excited and I _1_ forward to the day ahead. A. view B. see C. glance D. look
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Look at the passage below. Which is the correct alternative? In each case decide whether the correct answer involves meaning in context, collocation and/or phrasal verbs. Being an interior designer involves/avoids keeping in contact with a large/big number of people. There are of course the furniture makers, from whom each item is individually/ collectively ordered according to my design specifications. The curtains are all tailor/ individual made, and the type and colour of the fabric involves several types of experts. Carpet specialists and manufacturers are also involved/ignored. Lighting also makes/constitutes up an important/irrelevant element/part of room design; there is the design of the fittings themselves as well as the technical questions/issues of organising the wiring and the switches. People often dont realise/take in the complexities of designing and putting/making together even one room, but all these specialists have to communicate/get on well together.
Look at the four options for the word that is gapped in Celestes sentence below. Find the correct answer and then state why the distractors are incorrect, and how the distractor was intending to distract you.
Once Ive designed a room I cant _1_ up with clients changing their minds. A. put B. take C. tolerate D. stand Exam tip: Dont just choose what you think is the correct answer, but work out why the distractors are wrong. G Work out the part of speech for the gap in Celestes sentence below, and then fill it in. _1_ by the door of the room, Celeste surveys the beauty she has created. Exam tip: Before looking at the options, try to work out the part of speech for the gap and what the word might be. If your guess is indeed among the options, it is probably correct.

Exam Practice: Caught in a dead-end Job A B C What does the title of the newspaper article mean? Read the text quickly and find out what John Pizzy and Hector Jenner enjoy in their jobs. Do the task. Give reasons for why the distractors are wrong.
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Job satisfaction: the modern oxymoron

What makes people happy at work? Its very difficult to find an answer that _0_ to everybody. Saul Denman called in at a couple of workplaces in Grenberg to _1_ out. John Pizzy has been packing ice cream into boxes for twenty-three years now. Is there any job satisfaction in his work? Well, theres satisfaction being at _2_ when all the lads are together. We often tell _3_ all day, and that really keeps us going. Sometimes I am _4_ on taping up the boxes and that makes a bit of a change. If the assembly _5_ breaks down for a few hours, that can give us a laugh. And what is unsatisfying about the job? Well, what do you think? Wasting eight hours a _6_ in this place doing the same thing, year in _7_ out. I then went to ask Hector Jenner, a successful management consultant. He was ready with his answers. Work satisfaction for me is pretty simple. Work becomes satisfying when it _8_ in financial gain. For me, work is never a(n) _9_ in itself. Its always about money. Is there such a thing as job dissatisfaction in his lexicon? Yes, when a muddle or inefficiency _10_ to financial loss. I call that a tragedy.
Ex. 1 2 3 4 5 6 7 8 9 10
A. fits A. find A. job A. humours A. asked A. line A. day A. day A. causes A. finish A. causes
B. applies B. discover B. work B. funs B. ordered B. process B. week B. week B. results B. end B. signals
C. joins C. locate C. workplace C. amusements C. given C. row C. job C. month C. develops C. ending C. points
D. affects D. investigate D. labour D. jokes D. put D. job D. work D. year D. makes D. affect D. leads
(B is correct)
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Unit 11: Job Satisfaction
(p. 1) C
Connected to work: the service sector, an assembly line, the common good, to invest, a letter of resignation, discrimination, an appraisal, job enrichment, the dole Connected to a person: deprivation, to manipulate, consciousness, narcissistic, isolated, hostile, discrimination,
(p. 1) D
1. job enrichment, 2. the service sector, 3. an assembly line, 4. isolated, 5. hostile, 6. appraisal, 7. discrimination, 8. letter of resignation, 9. the dole. a general or womens magazine 1. In the service sector today many people feel that they are doing useless and stressful jobs. 2. Women feel under more stress than men, and many want to leave their jobs. Why Celeste likes her job The answer is B. The answer is C. The answer is D.
involves (avoids makes no sense in context), large (big does not collocate with number of), individually (collectively makes no sense in context), tailor (individual does not collocate with made), involved (ignored makes no sense in context), makes (makes up is a phrasal verb), important part (collocates with makes up a(n)), technical issues (collocates better) putting together (is a phrasal verb and makes sense in context), get on (a phrasal verb).
(p. 1) E (p. 1) F
(p. 3) A (p. 3) B (p. 3) C (p. 3) D (p. 3) E
(p. 4) F
The correct answer is A. DISTRACTORS: B take up with s.b is a phrasal verb, but it means to form a relationship with, and is therefore inappropriate here. C The verb tolerate cannot be followed with the particle up. D The verbal phrase to stand up with s.b is possible, but has no idiomatic meaning and is meaningless in the context. It is a participle, probably a present particle, e.g. Standing, Sitting; Seated (third form). An oxymoron is the putting together of two words that contradict each other, e.g. a square circle. The title of the article suggest at satisfaction and employment cannot go together. John Pizzy when work stops for some reason. Hector Jenner making money.
(p. 4) G
(p. 4) A
(p. 4) B
(p. 4) C
1.A, 2.B, 3.D, 4.D, 5.A, 6.A, 7.D, 8.B, 9.B, 10.D
Unit 12 - Grammar & Vocabulary Modified cloze
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12 Business Etiquette
In this unit you will meet words and expressions about professional associations read an article about dinner parties role play a dinner party A How do you feel in business meetings with people you dont know? How important are the following in doing business? knowing the language of your business associate knowing how to dress for a meeting knowing how to make appropriate conversation with business associates knowing the format of a business meeting knowing what to do at a formal business dinner What do the following words or expressions mean? to negotiate, discourteous, a course, a hostess, conspicuous, an honoured guest, to cultivate contacts. D Put one of the words or expressions from the vocabulary box above into the gaps. When you are abroad and an _1_, should you give flowers to your _2_ when you are invited to a five- _3_ dinner. Nobody wants to be _4_, and formal dinners are a good time to _5_. You can _6_ the details later. E Look quickly at the article on the following page. In what kind of publication would you find it? Who would read it? Look again quickly at the article. Find three pieces of advice which would not be appropriate at McDonalds. Wayne Shatner, who runs a catering firm, has read Mr Bibbys article and has written the following letter to the magazine. Dear Sir, What Mr Bibby has written is total rubbish. I am a millionaire and have never gone to a dinner like that, nor would any of my business associates. If Bibby enjoys that kind of nonsense, then let him enjoy it, but it has nothing to do with running a profitmaking business. W. Shatner (Shatner Catering PLC) How much do you agree with Mr Bibby? How much do you agree with Mr Shatner? Discuss in groups. Being polite on social occasions real-life phrases May I introduceto you? I think weve met before. Its been a pleasure meeting you.
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Does success in business come from creating a good impression at dinner?

Management consultant Ralph Bibby thinks it does
There are few people who reach the top of the business world without having to face a formal dinner. Observing the correct etiquette can only enhance your status and, indirectly, your profits. A formal business dinner never begins before seven o'clock, though the time is usually eight or eight-thirty. It is very discourteous for a guest to be late. You should arrive at least five minutes before the hour set for the dinner. If you are late for some unavoidable reason, offer apologies, and take your place at the table as quickly as possible. The late guest begins with the course that is then being served. At the start of the dinner, the hostess leads the women guests into the dining room, followed by the host and the male guests. The hostess then tells her guests where to sit. She must always have the seating planned in advance, in order to avoid confusion and delay. These days guests are seated wherever the hostess thinks they will be happiest. The host and hostess sit at opposite ends of the table. Each person stands behind his or her chair until the hostess starts to take her seat. Each person moves to the left of the chair in order to sit. Step close to the table and still standing pull the chair toward you by taking hold of each side of the seat. Don't sit down, then move the chair to the table with two or three jerks. Neither lean back in the chair, nor sit too close to the table. Keep your feet on the floor. Your feet may be crossed if you wish, but not your knees. The speaker's table is placed in a conspicuous part of the room. The guest speaker sits in the middle seat on the side facing the room. On the speaker's right sits the honoured guest, the principal speaker of the evening. On the speaker's left sits the second most important guest. All those at the speaker's table, of course, sit on the side of the table facing the room. Guests other than the speakers may be honoured by being placed at the speaker's table. Who should be served first is a muchdebated question, but in any event the waiter moves around the table to the right, serving each guest in turn. When the waiter holds a dish so that you may serve yourself, he presents it at your left. Treat the waiter impersonally while you are being served. Thank you, No, thank you, or If you please, in low tones is sufficient. And a very important point about drinking: do not look around the room while you are drinking; look into the glass. Use the napkin for the fingers or mouth whenever necessary, so that you will not dirty the glass. Do not drink while you have food in your mouth. When it is time to stand, push your chair from the table by taking hold of each side of the seat of the chair. Don't rest your hands or arms on the table, then push yourself up. Remember to rise from the chair from the left side. It is not necessary to remain longer than thirty minutes after a dinner if the invitation does not include the whole evening. You should avoid seeming in a hurry to depart, however. But remember: use the dinner, the time before it and the time after it to cultivate useful business contacts.
Dinner party role -play The tables in the classroom are laid out for a formal dinner: a host, hostess, waiter, speaker, etc. are appointed; the remainder of the class are guests. Once it has been decided who everybody is, the students should work together to write role cards of what everyone has to do. What happens The guests arrive and are greeted. Everybody has dinner, and talks politely. At the end of the party, the class should discuss how many of Mr Bibbys rules were broken. An award should be given to the best and worst guest.
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Exam Skills A
Working in groups of three or four, try to define the following terms. Give examples of each in a sentence. adverbial particle, article, auxiliary, conjunction, demonstrative, pronoun, modal auxiliary, preposition, pronoun, relative pronoun. B Which are the grammatical words in the following sentence? What parts of speech are they? Mr Bibby is a successful businessman who has made a lot of money.
Exam Tip: In the modified cloze task only grammatical words are gapped. C Look at the short comment by Wayne Shatner below. Which part of speech goes in each gap? Fill each gap with a suitable word. I will _1_ business with anyone, and matters of formality are unimportant for me. Im _2_ the catering business and _3_ met this fellow who was selling cooked beans. He couldnt speak _4_ write properly, but his cans of beans were good value _5_ money, so we did business. To _6_ honest, I keep business and pleasure _7_. Exam Tip: You need to know the grammatical structure of sentences to do this task well. D Read the short article by Wayne Shatner below and give it a title. You will need information from this text for Exercise E. Working in the catering business means that I need to have many meetings, and a large number of those meetings occur over a meal. Of course you feel better talking about business when you have a full stomach. What we mostly do is leave the office around midday and go to a fast food outlet. In most cases I have a burger and a fizzy drink. There is nothing formal in it because we are always on first name terms and just talk to sort out our contractual arrangements.
Fill in the gap in the following sentence: In his business affairs Wayne Shatner is _1_ formal than Mr Bibby. Exam Tip: To do this exam task you need to understand the meaning of the text, so read the task quickly before you start filling in the gaps.

E
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Get into groups of two or three. Your teacher will give each group either Text A or Text B. When your teacher tells you to do so, do the following. (Your teacher will give you a text of 100-150 words, probably from the internet.) Give the text three possible titles; none of them should be silly or irrelevant, but only one of them should be a good title. Underline all the grammatical words. Tippex out as many of the grammatical words as you can, but remember to leave six words between each blanked-out word. Make a record of the blanked-out words. Swap your text with one from a group which has the other text. Choose the best title. Try to fill in the gaps. Hand back your test to the other group for marking.
Exam Practice: Honouring Mr Reninson?

A What can successful business people expect to receive in their lives, apart from money? Do business people like publicity? Read the text, Honouring Mr Reninson. How does Mr Reninson feel about the event and why? What part of speech can fit into each gap? Do the task. Write a short news item on what happened to Mr Reninson.
B C D
Fill each gap with ONE appropriate word. The first has been done for you as an example. Well, I left my hometown some twenty years EXAMPLE ago to pursue a career in business management in a provincial city. _1_ several years I already had my _2_ company and the profits were pouring _3_. I married, bought a big house and car _4_ started a family. A month ago I received an invitation _5_ my hometown to receive an honour, which _6_ to be presented to me in the towns arts centre. _7_ I had very little time, I decided to go, particularly as a big show was to be put on for me. The auditorium was packed. A full orchestra played a classical piece and then the lights went out. In complete darkness the stage curtains were pulled back and there I was, standing alone on the stage. Suddenly, _8_ single beam of light was projected onto me and the audience burst _9_ applause. I waved, but what was I to do after the applause had died down? I had no microphone, _10_ I just walked off the stage and drove home. It was all very poorly organised.
Pigs
A fat, wealthy, self-made businessman decided to move his family from the town to the country, so he bought a large farmhouse, had it renovated, and then moved in. One day, after a business lunch, he was arriving home in his new BMW when he caught sight of his three-year-old son rolling around in the mud in the yard. He pulled up in his car. Ho, what a dirty little boy you are! His young son looked at his father, but said nothing. So his father moved a little closer. You are a piglet my son. But still his son just stared in silence. The businessman thought his son had not understood. Do you know what a piglet is, son? he asked. Yes, Dad, his son replied, A piglet is the son of a pig.
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Unit 12: Business Etiquette (p. 1) D 1. honoured guest, 2. hostess, 3. course, 4. conspicuous / discourteous, 5. cultivate contacts, 6. negotiate a magazine for wealthy/pretentious/affected/snobbish people The text is full of examples.
(p. 1) E (p. 1) F (p. 3) A
adverbial particle
article auxiliary verb
conjunction demonstrative pronoun modal auxiliary
preposition
pronoun relative pronoun
In form often similar to a preposition: qualifies and sometimes changes the meaning of a verb, e.g. to put up with s.th. The determiners (which come before nouns) the a and an. A word (used either alone or with another auxiliary) which qualifies the main verb, either to form a question or negative, or to form continuous, perfect or passive verb forms , e.g. have, do Joins words, phrases and clauses, e.g. and, but A pronoun which points: this, that, these, those Expresses the speakers judgment or opinion related to the main verb, in terms of obligation, possibility, etc. E.g. must, can, would, might Establishes the relationship of a noun phrase to other elements, esp. in terms of time and place, e.g. on, after Substitutes for a noun, e.g. he, them Substitutes for an item in a subordinate relative clause, and refers to the main clause, e.g. who, which
(p. 3) B
The following words are grammar words: is (an empty meaning linking verb called a copular), a (indefinite article) who (relative pronoun), has (auxiliary), a, of (preposition). 1. verb do; 2. preposition in; 3. pronoun I, or adverb once; 4. conjunction or; 5. preposition for; 6. verb be; 7. adverb apart/ or adjective separate/ distinct Talking business over a quick meal 1. less 1. preposition For/After; 2. adjective own; 3. adverbial particle in; 4. conjunction and 5. preposition from/to; 6. auxiliary verb had; 7. (subordinating) conjunction Although/Though; 8. article /quantifier(one; 9. preposition into; 10. sentence conjunct /adverbial so/therefore/and.
(p. 3) C
(p. 3) D (p. 3) E (p. 4) C/D
Unit 13 Mediation: Dialogue
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13 Doing Business Abroad (incomplete)

A What possible problems might arise with a company doing business in Albania? Have you ever done business abroad? What do the words and phrases in the vocabulary box mean?
to impede, macro-economic policy, to cite, a constraint, to shoulder, a deregulated market, on the ground, a follow-up, field investigations, to designate, an executing agency, persistence, to pinpoint
Put one item from the vocabulary box into each gap. You may have to adapt the words. In some countries the __1__ of the government has led to high inflation. A __2__ has removed all __3__and restrictions on firms. Nothing __4__ business. People on fixed salaries and pensioners have had to __5__cuts in government expenditure. An economic study has __6__many specific problems __7__ but a __8__ is required to provide even greater detail.
Look at the article quickly. Find two things that Mr Jenner believes impede business development in the new market economies. In which paragraph can you find the following: quantified evidence of slow moving bureaucracy being able to rely on state institutions is important the importance of local implementation discussion of the amount of state involvement
Look the context of the following. Translate them into Hungarian. At the head of the list is concern for ..................................(paragraph 2) You may find yourself in a complete mess............................(paragraph 2) Business friendly....................................................................(paragraph 3) To uphold property rights ......................................................(paragraph 3) The policy-related costs shouldered by the firm....................(paragraph 4) The time management has to waste dealing with ..............(paragraph 6) Governments should focus on............................................(paragraph 7) addressing important constraints that face firms............(paragraph 9)
G H
Translate paragraph 8 into Hungarian. Mr Jenners article is written entirely from the point of view of business. Would workers in the new market economy have a different opinion? Write a review of Mr Jenners article from a workers perspective.
Unit 13 Mediation: Dialogue
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on the ground. The law may say something, but in many new market economies, you find the local officials apply yesterdays laws or simply decide things without reference to laws. Progress requires more than changes to formal policies. (6) The study has highlighted some bureaucratic problems businesses face. The time managers have to waste dealing with officials of various kinds ranges from 5.5 per cent in the Czech Republic to about 15 per cent in Ukraine, Georgia, Serbia, Montenegro and Albania. Registering property takes over 950 days in Bosnia and Herzegovina, only 3 days in Lithuania and 47 days in Albania. Enforcing a contract can take over 1000 days in Poland, Serbia, Montenegro and Slovenia and 189 in Latvia. In Albania its 390 days. (7) Governments should focus on improving the basic foundations of a good investment climate to benefit all firms and activities in the economy. The study reviews four core areas: stability and security; regulation and taxation; finance and infrastructure; workers and labour markets. (8) The Slovo study attempted to improve the investment climate for the private sector. This was in response to a request from the Albanian Government to pinpoint the administrative barriers to investment as part of the countrys programme of change. The study covered 500 firms and follow-up field investigations by specialists identified the most problematic areas. The study led to detailed policy and institutional recommendations. The Albanian Government acted on the study and asked for continued assistance in establishing the necessary institutions and in action planning. The Plan specifies reform targets against a timetable, and designates specific responsibilities to the relevant ministries and executing agencies. (9) The report emphasises that persistence, not perfection, is the key. Everything does not have to be done at once. Rather, significant progress can be made by addressing the problems and constraints that firms face, and by sustaining a process of ongoing improvements.
Doing business in Albania

Management consultant, Hector Jenner, examines the issue.
(1) I think I can safely say that most countries these days see success of their businesses as a precondition for the success of their countries. But that does not mean that overseas there arent often all sorts of problems that impede investment and business. Albania is a particularly difficult case. (2) There are a number of factors which might worry a company investing overseas. At the head of the list is concern for the stability of government policies. Sudden changes in macro-economic policy can be disastrous for companies. You may find yourself in a complete mess if suddenly the currency is devalued by fifty per cent, for instance. In a recent study by Professor Otto Slovo of Grenberg University, only 12 per cent of firms in Slovenia and Estonia cited changes in government policy as a major constraint, while 60 per cent did so in Belarus. 48 per cent of the Albanian firms mentioned it as a major constraint. (3) A closely related issue is the question of confidence in state institutions. For us to make profits they need to be reliable and business friendly. Confidence in the courts to uphold property rights is vital. Professor Slovo showed that such confidence varies from less than 30 per cent of firms in Moldova, to 70 per cent in Estonia. In Albania 50 per cent of firms lack confidence in the courts to uphold property rights. (4) The policy-related costs shouldered by firms can also be substantial, making many potential investment opportunities unprofitable. The study highlighted the heavy burden imposed by outmoded or illconceived regulation and argued that regulation is part of a larger problem. Obviously we would like a completely deregulated market everywhere, but in reality we have to settle for minimal regulation. (5) While improvements in the investment climate require changes to laws and policies, I believe business is often more concerned with how local officials behave
Unit 13 Mediation: Dialogue Answers: C. page 1
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1, macro-economic policy. 2, de-regulated market. 3, constraints. 4, impedes. 5, shoulder. 6, pinpointed. 7, on the ground. 8, follow up/ field investigation.
D. page 1 possible answers- unstable government, changes in government policies, confidence in state institutions, eg. courts too many regulations, local officials being difficult or ill-informed the slowness of bureaucracy poor investment and finances
E. page 1 in order- Paragraph 6, Paragraph 3, Paragraph 5, Paragraph 4.
Unit 14 - Mediation: Summary
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14 Professional Associations and Trade Unions

(incomplete) A What is a professional association? What kinds of things do they do? Do all professions have associations? What do trade unions do? How are they different from professional associations? What do the words and phrases in the vocabulary box mean? a guild, peer support, endorsement, a misleading claim a code of professional conduct, to abide by something, a provision, on behalf of somebody, in contravention of, discredit, in breach of, a subsequent revision, confidential, to disclose, thorough, cutting corners, impartial, to represent. D Put one item from the vocabulary box into each gap. You may have to adapt the words Arnie Fischer speaks __1__ several thousand trade union members. He often has __2__ discussions with business and government officials. He must not__3__ the information. Often business leaders try to __4__ him by making __5__ about what he said in private. Sometimes Mr Fisher makes an audio-recording of meetings so there can be no __6__ about what happened. Mr Fischer is not __7__ because he__8__ the workers but he agrees __9__ a code of professional conduct for negotiators. Mr Fischer works hard and doesnt 10 . E Look at the article quickly. What kind of person does Mr Bibby see as a typical reader of his article? Look at the article again quickly. Find three things that the Guild of Management Consultants does. Are the following statement about the article true or false. 1. Mr Bibby thinks that most people already understand the professional status of management consultants 2. The Guild of Management Consultants can confirm a consultants professional ability 3. The Code of Conduct binds all members 4. All the members of the Guild have to vote to change the code. 5. Only members of the Guild are affected by the Code of Conduct 6. The Guild can punish members who break the code of conduct 7. Members of the Guild can accept any work they want 8. Once a contract has been signed with a client it cannot be changed. 9. Management consultants need to keep secrets 10. The Guild is not concerned with consultants working methods H A close friend who runs a small perfume business has written to you asking for advice on whether to hire a management consultant. In the letter inform her of what she can expect. Remember you are writing to a close friend.
B C
Unit 14 - Mediation: Summary
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Maintaining High Standards

Good management consultancy is about maintaining high standards, argues senior management consultant, Ralph Bibby.
Nothing is more irritating than when people ask, Oh, are management consultants professionals? Do you have ethical standards? Of course we do, and I hope this article fills a gap in peoples knowledge which has long needed to be filled. Our professional association, the Guild of Management Consultants organised at national and regional level - promotes excellence in the profession by supporting, qualifying, and regulating individual management consultants. Membership of the Guild brings many benefits including peer support and the ability to display an independent endorsement of a management consultants skills. In their work members of the Guild give advice to all levels of management and with this comes the obligation to maintain the highest standards of honesty and competence. The Guild, as the professional body for management consultants, has a Code of Professional Conduct which lays out duties and obligations which are required of all members. The Guild Council may, from time to time, issue further principles, rules or notes which will be published in our Gazette The Management Consultant. Members are expected to abide by all such new provisions from the date of their publication. The principles, rules and notes of the Code apply not only to the members personally, but also to acts carried out through a partner, codirector, employee or other agent acting on behalf of, or under the control of, the member. Guild members may face action by the Disciplinary Committee of the Guild if they act in contravention of the Code, or if they discredit the profession by their conduct. Members may be required to make a declaration in answer to enquiries from the Guild Council concerning their professional conduct. A member failing to make such a declaration may be found in breach of the Code of Conduct. One of the most important rules is that a member will only accept work that they are qualified to perform and can provide the client with an effective service. Guild members must not make any misleading claims and will provide references from other clients if requested. That means, for example, if our firm were asked for advice in business management in Chad, we would not accept as we have no experience of working there. Money and fees are also important. A member must agree formally with the client the scope and nature of the services to be provided and the cost before the start of the work. Any subsequent revisions to the agreement must be discussed and agreed with the client. All clients expect management consultants to keep the affairs of the client companies confidential. Management consultants must hold all information concerning the affairs of clients in the strictest confidence and in no circumstance may disclose information obtained during the course of their work. And finally it goes with saying that management consultants must act to the highest professional standards in their work. We must always make certain that our advice, solutions and recommendations are based on a thorough and impartial consideration of all the information available. There can be no room for cutting corners or laziness. Everybody should now understand that management consultants are not only members of one of the higher professions, but also that our professional association ensures that we provide the highest standards of service. Ralf Bibby is senior partner in the firm Bibby and Jenner and was chairman of the Guild of Management Consultants 2003-04.
Unit 14 - Mediation: Summary Answers
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Page 1 D. 1. on behalf of 2. confidential 4. discredit 7. impartial 10. cut corners 3. disclose
5. misleading claims 6. subsequent revision 8. represents 9. to abide by
G. 1 2 3 4 5 6 7 8 9 10 F T T F F (employees too) T F F (it can be changed if both parties agree) T F
Unit 15 - Mediation: Letter
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15 Work Experience (incomplete)

A Is it important for students and unemployed people to get work experience? Have you every done work experience or voluntary work? What do the words and phrases in the vocabulary box mean? an employment agency, the dole office, to be on somebodys back, the long-term unemployed, probation work, a caseload, criminology, a learning curve, under-resourced, to feel at home, to enhance, tantamount. Why?
Put one item from the vocabulary box into each gap. You may have to adapt the words. Arnie Fischer is very concerned about the large number of __1__ in the town. People go to the __2__ to collect their benefits and then go to __3__ in the hope of finding work. Mr Fischer feels that the social security department in the town is __4__ and social security officers have too big a __5__. Mr Fischer wants to see the level of social security services in the town __6__ and he believes the current situation is __7__ to social neglect.
Look quickly at the interview with Danny Noble. Who would be interested in the article and why? Look again at the article quickly. Why did Danny Noble do work experience? Has there been any change in his attitude? Look at the following letter written by Danny Noble. Find the differences between what he says in the letter and what he says in the interview.
Dear Greta, How are you, Greta? There have been plenty of changes in my life. You know I have been working full time running a widow cleaning business. Well I decided to give all that up and work for social services and to help people who have been recently released from prison. My motive for taking up community work is purely altruistic. When I went into the social services office they nearly begged me to start immediately; they have so many vacancies. I was given a permanent post immediately. After a couple of weeks they were so impressed with my work that I also got an opportunity to do some teaching of criminology and rehabilitation in evening classes. You may wonder why I left that field of work. The reason was that I felt the social services department was not doing enough to give me support in my projects to help people recently released from prison. I am now in the process of writing a book on my experience. As you know in the past I have had several of my poems published, and my plan now is devote myself full time to my poetry. Let me know when you are next in Meckham and we can go out for burger at McDonalds. Best wishes, Danny
Unit 15 - Mediation: Letter
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You are a friend of Gretas. Write her an email explaining how Danny has lied to her.
Getting Your Foot in the Door

Sara Liebermann interviews Danny Noble who has recently finished a work experience scheme
How old are you Danny? Well, Im 34. I know I look younger, but Im 34. What qualifications do you have? Not many. I left school at 16 and didnt pass any exams. Ive mostly been unemployed since then. Well, I occasionally help a friend window cleaning. Oh, and I did a few weeks work through an employment agency once, Why did you decide to do a work experience placement? Its a good question. Apart from the window cleaning, my plan was to become a professional poet. You know I wrote over six hundred poems but couldnt get any of them published. Then I had the dole office on my back. They were saying, Now, Mr Noble, if you dont do some work experience, well cut your benefits. Well that didnt leave me with much choice. What kind of work experience did you do? I though long and hard about it, but in the end I decided to work with the social services department. I wanted to work with people who had recently been released from prison and to help them re-integrate back into the community. What was the process for you to get your placement? There were various placement opportunities organised by the Job Centre. Each long-term unemployed person applied for his or her first and second choice and allocation was dependent on availability and demand. What did the placement work experience involve? Do you feel you had enough tasks to complete and responsibility in your role? It was a six month opportunity for me to develop an awareness of criminal justice social work such as probation work, writing up reports etc. I had my own caseload and clients to work with, and it was very much a case of learning on the job. Alongside the placement work I also studied criminal justice and criminology one day per week at an evening class What did the work experience make you feel about the job? It was two-fold learning curve for me; I realised just how stressful, under-resourced, and undervalued by the public, social work is as a profession, but also that it is a very good career choice as it puts something back into the community that is so desperately needed. Was the placement enjoyable aside from the work? Were there any problems during the placement? It was a very enjoyable, developmental experience with no significant problems. I felt at home meeting many of people just out of prison, and I felt I was able to advise and help them. What kind of skills did you develop in your work experience placement? I realised that being social worker it is crucial to be able to communicate effectively and coherently at a variety of levels to perform the role properly. My interpersonal and communication skills were greatly enhanced, and I have found this useful in all aspects of everyday life, as communication is crucial to success. Do you feel that your work experience was valuable, why? It has proven to be of fundamental value, as the experiences and knowledge I gained on placement should help me get a get a good job in social work. I now do voluntary work whereby I take food to old people and I need to talk to them. Have you been looking for a permanent job? Well, yes I have applied for about twenty jobs, but so far I havent been successful. Maybe Ill go back as a volunteer, but there are problems with that too or so they tell me.
All my life as poet, social work assistant and as a window cleaner, I have felt the need to help the community with advice and support - Danny N oble No
Unit 15 - Mediation: Letter Answers Page 1 C 1. long-term unemployed 4. under resourced
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2. dole office 3. an employment agency 6. enhanced 7. tantamount
5. caseload
Unit 16 - Speaking: Interview
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16 Interviews at Work
In this unit you will meet words and expressions about job interviews read an article written by an employer role-play a job interview A How do you think you would feel at a job interview? Tell your partner about one particular event. What advice would you give to people going to job interviews? What do the words and phrases in the vocabulary box mean? Which items are connected to job interviews? a curriculum vitae, management consultancy, to apply for, to evaluate, an asset, to accomplish, to substantiate, prior to, a brochure, well-groomed, a social misfit, in a nutshell. C Put one item from the vocabulary box into each gap. You may have to adapt the words. Fiona Fletcher sent off for a __1__ and other materials from a __2__firm. She decided to __3__ the job and wrote a new __4__ just for this interview, because she knew she would have to __5__ every detail she wrote. __6__ the interview she bought a new business suit and went to the interview looking __7__. She tried to look happy, intelligent and normal because she did not want her interviewer to think she was some kind of __8__. D You are going to read the article on the next page, Interviews Matter. Look quickly at the article and decide who I and we are in the text. What attitude does Mr Jenner show in his article - confidence, arrogance or confusion? Make notes about what Mr Jenner says on the following topics: the purposes of the job interview preparation difficult questions research into the consultancy dressing for an interview small talk Compare your notes with those of a partner. G Write five questions which Mr Jenner might ask at an interview. Role-play the interview with a partner. Job interviews real life phrases What really interests me about this job is Ive had a great deal of experience in Id be interested to know
Tell the class.
E F
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Interviews matter
Management consultant Hector Jenner tells us what he expects from job seekers at interviews
Sitting behind this desk, I see an endless queue of youngsters coming in front of me hoping to get a job in our management consultancy. So what should be said about the job interview? The interview is a mutual exchange of information between an employer and a candidate for a position. This interview process serves several purposes. We want information about the candidate that is not contained in the curriculum vitae. We need to check that the job seeker understands what he or she is applying for and has a sense of direction in his or her career. We need to evaluate the candidates personality and attitudes in terms of the demands of the consultancy and the possible position. We are also working out whether or not it is in our interest to look further into the candidate with a view to employing him or her. To impress an employer such as myself the candidate must be well prepared and let me know clearly what he or she has to offer. The candidate should also be able to relate his or her assets to the position and the consultancy. To accomplish this, a certain level of maturity and self-knowledge on the part of the candidate is required. Before the interview the candidate should have reviewed their curriculum vitae and be prepared to answer questions about its contents. I want to see any point the candidate has made substantiated by detailed information. What we want to see in particular is not just the level at which the candidate is currently functioning, but how the candidate has grown over time in the business world. We are focusing on areas related to his or her position(s), e.g., interpersonal/work skills, motivation. An interview isnt meant to be easy, and we will force candidates to address their failures and mistakes to find out what they have learned or would now do differently. When a candidate comes before me he or she must be familiar with the position they want in the consultancy. Full information is available on our website, so the candidate has no excuse for not being fully informed. A candidate needs to demonstrate how and why he or she will be an effective employee. At the very least I expect a candidate to find out as much as possible about the consultancy prior to the interview. The candidate should have asked us to send a variety of materials, for example our annual report, brochures, in-house newsletter and the firms magazine. This knowledge will also help the candidate decide whether he or she is suitable for employment here. Candidates should recognise that their success or failure in the interview can depend on appearance and first impressions. If these are not good, it will be much harder during the rest of the interview for them to change our opinion of them. The candidate should look neat, clean and well-groomed. He or she should always select suitable clothing for the type of organisation. In our case that means conservative business dress. I dont particularly worry about candidates who are nervous during the interview this is normal and will be expected. And obviously the candidate will have worked hard and have prepared for days to get an interview in the first place. We begin the interview with some "small talk" to help the candidate relax. This may seem irrelevant to the position, but the candidate is already being evaluated. The last thing we want in the office is a social misfit. The candidate should use these opening moments to show a positive and business-like attitude, e.g., showing pleasure at speaking with me, and demonstrating a knowledge of interesting facts about the consultancy which he or she has found during research. Candidates should not forget the facts of economic life. We will employ people who will work hard in the firm and make the consultancy money. Put in a nutshell: if we can make money out of you, we want you. If we cant, we dont.
Unit 16 - Speaking: Interview Exam skills

A
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Look at the questions below. Write a one or two-sentence reply to any five of the questions below on separate pieces of paper. Ask your partner to find the question for each answer.
Tell me about yourself. What are your short-term goals? What about in 2 and 5 years from now? What is your own vision, or mission statement? What do you think you will be looking for in this job? Why do you feel you will be successful in this job? What other types of job are you looking for in addition to this one? What supervisory or leadership roles have you had? What experience have you had working in a team? What have been your most satisfying/disappointing experiences? What are your strengths/weaknesses? What kinds of problem do you handle the best? How do you reduce stress and try to achieve balance in your life? How did you handle a request to do something contrary to your moral code or business ethics? What was the result the last time you tried to sell one of your ideas to others? Why did you apply to our organisation, and what do you know about us? What are the advantages/disadvantages of joining our organisation? What is the most important thing you are looking for in an employer? What were some of the common characteristics of your past supervisors? What characteristics do you think a person would need to have to work effectively in our company with its policy of staying ahead of the competition? What courses that you have been on did you like the best/least? Why?
Exam Tip: in the exam you will be asked a question about your personal work or study experience. It is important to have the language to answer it briefly and effectively. B Look at the list of issues below. Choose one. You should note the arguments in favour of the propositions and your partner should note arguments against. Have the discussion. There is more conflict at work these days. People work harder now than they used to Computers are making work less interesting Exam tip: in the exam you will be asked an issue question. It is important that you have something to say, and that you say it clearly and accurately. Giving your opinion real life phrases I have always felt that In my view In my opinion
Unit 16 - Speaking: Interview Exam Practice: Are you a student or do you work?
A Prepare a forty-five second speech about you and the world of work, e.g. previous jobs, promotion, things you like, etc. Write it down. Give your speech to your partner. Your partner will ask you the following questions. Answer each one in about two sentences. C Are you a student or do you work? What do you like about your work/college? How long will you stay there? Will you take any further exams?
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Now take it in turns to role-play the dialogue below. The interlocutor asks one A question and one B question. THE EXAM SCRIPT First wed like to find out some information about you. Are you a student or do you work? (The candidate speaks) Now Id like to ask about a different topic. (Ask either about exams or pay) Exams A A A B B B Pay A A A B B B How important is money in your life? Which is more important for you; qualifications or money? Are you (or will you be) paid enough? What determines how much people get paid? What kinds of people earn too much? What kinds of people earn too little? How do you feel before an exam? Does anybody in your family like doing exams more than you? What was the worst exam you have ever done? Exams are becoming more important these days. Do you agree? People worry too much about exams. Do you agree? The worst exam is the driving test. Do you agree?
Write your own set of three A type questions and three B type questions on another topic (e.g. taxation, management systems, fringe benefits). Role-play them in pairs.

Unit 16: Interviews at Work Answers page 1 C (suggested answers) 1. brochure 5. substantiate 2. management consultancy 6. prior to 7. well-groomed 3. apply for 4. curriculum vitae
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8. social-misfit
D We is the management consultancy. I is Hector Jenner, the management consultant.
E Mr Jenner has a superior, overbearing, insensitive and one-sided (i.e. employer-centred) attitude. F (only the key points are mentioned below) The purpose of the job interview: a mutual exchange of information, for information not in the CV, understands the position applied for, evaluation of candidates personality. Preparation: candidate should review CV, ready to answer questions on it, find out about the position. Difficult questions: because Jenner needs to find out candidates failures and weak points. Research into the consultancy: study the firm from its website and write off for brochures, reports, newsletters. Dressing for an interview: clean, well-groomed, conservative business clothes. Small talk: tells Jenner about the personality of the candidate.
Unit 17 - Speaking: Presentation
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17 Business Profits
In this unit you will meet words and phrases about microeconomics read an article about profit maximisation get practice in preparing a presentation A How important is money to you? Do businesses have any goals other than maximising their profits? What is legal personality? Match each word with a definition. 1 2 3 C business company firm A B C an organisation which has legal personality A sole trader or partnership, usually with no legal personality any profit-based organisation
What do the words and expressions in the vocabulary box mean? Are all the highlighted words specifically related to economics? neo-classical, to pursue, an implication, profit maximisation, to identify, marginal revenue, marginal cost, a behavioural economist, a shareholder, an emphasis, an equity and bond market, a takeover bid, a rival, to sustain industrial action, to be divorced from, a perk, a predatory pricing strategy,
Put one of the items highlighted above into each gap. You may need to adapt the word. Where necessary, change singular nouns to plural. One school of economics is the __1__, which believes companies always __2__ strategies for __3__. Such economists look at marginal __4__ and __5__. __6__ economists look at what groups of people, such as __7__ do. Managers have day-to-day control, but if a companys __8__ and __9__prices fall, a __10__ company may put in a __11__ to buy the company. In these circumstances the behaviour of shareholders becomes more important. Some large firms adopt __12__ to drive smaller firms out of the market.
Look quickly at the article on the next page. What is Professor Slovos attitude to making profit favourable, unfavourable or neutral? Read the article again and give the most complete explanations you can for the following:
Profit maximisation Behavioural economists Satisficing Sales revenue maximisation Predatory pricing strategies
Arnie Fischer, a trade unionist, has said, Businesses know the price of everything and the value of nothing. How far do you agree Presentations real life phrases with Mr Fischer? Some people have argued that Discuss the issue with a partner, and then write My personal view is a joint statement on your opinions. (200 The key point here is words)
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Is it all just about profit?

Professor Otto Slovo looks at the role of profit in the economy The standard neo-classical assumption is that a business seeks profit maximisation from producing and selling an output in a market. However, there are other objectives firms might decide to pursue at least in the short run and these have implications for price, output and economic welfare. Although profit maximisation might be the motive, other strategies have to be pursued to that end. It is often difficult for firms to identify their profit maximising output, if they cannot accurately calculate marginal revenue and marginal costs. While traditional economic theory assumes there is a single goal (profit maximization), behavioural economists argue differently. They point out that any business is an organisation with various groups: employees, managers, shareholders, and customers. Each of these groups, behaviourists argue, is likely to have different objectives and goals. The dominant group at any moment in time can give greater emphasis to their own objectives; for example, the main price and output decisions may be taken at local level by managers, with shareholders taking only a distant view of the company's performance and strategy. Maximising behaviour may be replaced by satisficing i.e. setting minimum acceptable levels of achievement. For instance, the equity and bond markets may play an important role in monitoring the performance of managers in a company when companies are under-performing. Such a situation could arise if there is downward pressure on the share price and there is the prospect of a takeover bid by a rival firm. In other circumstances a firm may be under pressure to reduce prices to consumers if it has made large profits, and may choose to do this in order to stop an investigation by the Competition Commission, or to improve its image with customers. A third example is that a firm may reward workers through higher wages in order to stop or prevent industrial action. Any number of sub-strategies is possible. The economist William Baumol has argued that managers may follow a strategy of sales revenue maximisation. His research focused on the behaviour of managercontrolled businesses where the day-today decisions taken by managers are divorced from the actions of shareholders (the owners of the business). Baumol argued that annual salaries and other perks might in fact be more closely connected to total sales revenue rather than profits On the other hand, larger firms may adopt predatory pricing strategies by lowering prices to a level that would force any new firms entering the industry to operate at a loss, and be driven out of the market. This would allow larger firms to sustain a monopoly position in a market. There can be little doubt that the long-term ambition of any firm is profit maximisation, but in a complex market- place including large corporations, any number of different sub-strategies might be followed. Behavioural economics is beginning to cast light on some of this complexity.
Professor O. Slovo, Head of the Economics Department at the University of Grenberg. Maul Ring 34. 3462 Grenberg.
Unit 17 - Speaking: Presentation Exam skills

A
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PLZ Engineering PLC wants to accept a new contract (worth EUR 2 million), but it has problems. Look at each problem and think of three pieces of advice to give Mr Grice, the managing director.
The company has rent arrears on its premises of EUR 71 000 The workers are threatening a strike if they do not receive a 5 per cent pay increase. PLZ Engineering sold a machine to a company which has not paid for it and has recently gone bankrupt.
Exam tip: when you see the input data you will need to brainstorm to give yourself something to say. B Write a plan for a presentation outlining your solutions to Mr Grices problems. Consider the following: An introduction of yourself and the topic of your presentation. Three or four points. For each point describe: what the problem is, what you want to achieve, and how you will achieve this. Your conclusion.
Do not write in full sentences. Write in notes and in parts of sentences of not more than about five words. Exam tip: you have ten minutes to plan your presentation. You should plan in note form, and not write out your entire presentation. C Look at the following presentation ( which is on another topic). The signposting language is in bold. Add some or all of this language to your presentation notes. Exam tip: to give order and meaning to your presentation, you need to use signposting language.
My name is Rebecca Klein. Im the catering manager for PLZ Engineering. Today I want to address the problem of our troubled canteen. First of all, there have been complaints that the canteen meals are always cold and are covered in fat. Of all the complaints, this is the one made most often. We believe as a company that our workers should have good food. We have, therefore, changed the catering company that runs the canteen. The new company will start work in the New Year. Second, several workers have complained that there is little or no vegetarian food on the menu. We should recognise that tastes are changing. As a result, there is a clause in our agreement with the new caterer, stating that there must be a vegetarian option every day. Finally, some workers have complained that the seating in the canteen is uncomfortable. We would like to improve the furnishing, but feel that in the current financial situation this is not a priority. In conclusion, I would emphasise the steps we have taken to improve catering in the company.
Unit 17 - Speaking: Presentation D
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Give your presentation to a partner. Your partner should take notes, and prepare three questions to ask you about your presentation
Exam tip: to give a good presentation you need to practise aloud many times. Exam Practice: Now, Id like to start off by saying
The following are all examples of signposting language. Put them in pairs. first, however, therefore, second moreover, additionally, consequently, on the other hand,
Plan a one-minute presentation on one of the following topics, and give it to your partner. Use the signposting language presented in A: Business is organised greed. Do you agree? Free enterprise is always best. Do you agree? You have ten minutes to prepare for the following presentation. You may use your dictionary.
As a management consultant you have been asked to give advice in the form of a presentation to Mr Jack Kenning, the managing director of Kenning Ice Cream PLC. Some details of the firms performance over a thirty-year period are presented below. All prices are in euros and have been adjusted for inflation.
Sales
1970 1980 1990 2000 EUR 345m EUR 290m EUR 150m EUR 72m
Cost of maintaining plant 1970 EUR 34m 1980 EUR 52m 1990 EUR 134m 2000 EUR 190m Variety of ice cream manufactured 1970 6 types 1980 7 types 1990 5 types 2000 4 types
Problem where is the missing 10 Euro? Three businessmen go out for a business lunch. The joint bill for their meal comes to EUR 300. Satisfied, they pay the waiter and walk outside. After they have left, the manager checks their bill and finds that the businessmen have overpaid by EUR 50. He quickly hands the waiter five EUR 10 notes, telling him to find the men and repay them. The waiter catches up with the three men, hands each of them EUR 10, and keeps EUR 20 himself. Now as I see it, the men have each paid EUR 90 for their meal, which is EUR 270 in total. The waiter has kept EUR 20, which comes to EUR 290. Where is the missing EUR 10?

Unit 17: Business Profits
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(p. 1) B Business; this refers to any person or group of persons who carry out commercial activity. Company: this is a business which has a separate legal identity; i.e. the company is different legally from the people who own it. Firm: a commercial organisation which may or may not be a company. (p. 1) C The technical economic terms have been underlined in the text of the article (p. 1) D 1. neo-classical, 6 behavioural, 11. take-over bid, (p. 1) E. neutral (p. 1) F Profit maximisation: this means getting as much profit as you can. In the article profit maximisation refers to the ideal of this being the motivation of everybody in the firm. Behavioural economics: this branch of economics looks at what people actually do rather than predict from economic models. Satisficing: people look to minimum levels and only reaction if the minimum is not reached. Sales revenue maximisation: basically trying to get as much money as possible from selling your product or service. Predatory Pricing Strategies: when a business lowers its prices in order to prevent other businesses selling and driving them out of the market
2. pursue,
3. maximise profits, 8. equity,
4. costs,
5 revenue,
7. shareholders,
9. bond,
10. rival,
12. predatory-pricing strategies.
(p. 4) A first/second, however/on the other hand, moreover/additionally. therefore/consequently,
Unit 18 - Speaking: Transactional dialogues
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18 Status at work
In this unit you will meet words and expressions about status read an article about power relations at work practise short conversational replies A Do people talk differently to their boss than to their colleagues? At work or at college, how do you speak differently to different people? What do the following words and expressions mean? sensitive, emotional, task-oriented, submissiveness, to share the back seat, to perceive, a power move, an emotionally-loaded question, to be socialised to, to suppress, conversation turn-taking, to gaze, to reassure, docility, a scatterbrain. C Put one item from the vocabulary box into each gap. You may need to adapt the word. Ruby is not a dominant person and often __1__ with other unassertive people. She has strong feelings and is __2__ and __3__. Her boss likes her __4__ and he calls her a __5__. She believes she was __6__ to be passive, and she has never been able to __7__ her feelings. Every day in the office she __8__ her boss that he is the best boss in the world.
Look quickly at Sara Liebermanns article on the next page. What type of inequality is she most concerned with? Give each of the paragraphs a title. Answer the following questions: 1. How many types of power relation are mentioned in the article? 2. When the researchers videoed the same speech given by men and women, what did they find? 3. What did the researchers find out about revealing emotions? 4. What is conversation turn-taking? What did the researchers find out about it? 5. What does the article say about eye contact? 6. How do bosses label subordinates, and what does this cause?
E F
You are a member of a trade union which finds such inequalities of power at work unacceptable. Write a report on the situation and make suggestions for dealing with the problem. Reports real life phrases This report was commissioned by The author was asked to We discovered that. We recommend that .should Headings for a simple report Introduction (the reports audience and scope) Findings Recommendations
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Language and power at work

Sara Liebermann looks at the language of power and inequality at work
(1) Warm, sensitive, dependent, passive, emotional, co-operative, supportive and subjective. These adjectives are often used to describe women, but they also describe all those people who dont have power at work. On the other hand, the opposite adjectives aggressive, dynamic, cold, task-oriented, competitive, intellectual, objective, independent are used to describe men and those people who have power. (2) Women of course are not the only people who lack power, psychologically or socially. Children and the poor play subordinate roles everywhere, while in America, blacks and certain other ethnic groups have long shared the back seat. Not to be forgotten either are the old, the sick, the unattractive, and the uneducated. (3) The powerful speak a special language and subordinate people listen to them in a different way. Men and women who were judged by testers to be equally articulate were videoed making the same factual speeches. The tapes were shown to groups of male and female students, who were instructed to listen carefully. The students were then questioned on the facts delivered by the speakers. Researchers discovered that the students remembered more of, and could answer questions better on, the speeches given by the men than those by the women. The researchers concluded that more attention was paid to what the men were saying simply because our society perceives males as more powerful. The powerless, no matter how well they speak, are often ignored. (4) In a recent study, eighteen women and eighteen men answered ten questions each. Five questions had little emotional content, but the other five were emotionally loaded. In answering the ten questions, women consistently used facial expressions indicating emotion. Yet the women were not any more expressive answering the emotional questions than they were in response to the factual questions they were simply showing emotion while responding to the questioners. The men, on the other hand, were controlling their emotions. This was shown by the fact that they revealed some slight facial movement when responding to the factual questions, but when the questions focused on emotional areas, the men's faces became blank. Women are socialised to express emotion (whether it's there or not), while men are conditioned not to do so (even when they feel like it). (5) Researchers have found that dominant people suppress emotion, and subordinates express it. A successful poker player doesnt want to show the weakness in his hand. The same is true for the politician and the business executive. They can't afford to let people know that they are scared or confused. (6) It is an interesting question to consider who will be the more dominant when two business people meet. Researchers asked fifty male and fifty female business people to hold a sevenminute conversation with a stranger of the same sex, and another with a stranger of the opposite sex. They found that each pair maintained conversation turn- taking, but that the men talked longer than the women, because holding the floor is considered a power move, and the men assumed they were dominant in the male female pairs. When facing another male, men talked at even greater length trying to establish themselves as dominant. (7) If you gaze at someone while that person is talking, you reassure the speaker. Researchers found that the women performed this reassurance service for the men far more than the men did for the women. The women also looked at the men while they themselves talked, revealing a need for feedback. Similar tests show the same thing happening in all power relations: conversations between workers and management, patients and doctors, and students and teachers. (8) Power corrupts, and bosses often encourage employees to believe that they are stupid, clumsy, inefficient and inferior, in order to make it easier to maintain discipline. A boss may even reward employees for submissiveness, passivity, docility, dependence, lack of initiative and lack of mental sharpness (She's so cute such a scatterbrain!). Employees will often come to accept their subordinate role. (9) We can say with confidence that power relations exist between people in society, and that these power relations are reflected in behaviour and language. There is no place where these power relations are stronger than at work. Perhaps it is time we started to address them.
Unit 18 - Speaking: Transactional dialogues Exam skills

A Who says each of the following lines the candidate (Ado) or the interlocutor? Put the following dialogue in order. Remember the student speaks first.
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You meet an old work colleague in the street. Greet him/her and ask about his/her new job. In this part of the test you must say something that is appropriate to say in a situation. Read each card and follow the instructions. Ado, here is your first card. I am your ex-business colleague. Im OK. Im sorry to hear about your problems. Can I help at all? Well, actually, Im not feeling too good. I lost my job last week, and I have loads of debts. How are you? Oh, hi, Ben! I havent seen you for ages. How are you? Hows the new job going?
Exam Tip: in the transactional dialogues you need to know exactly who says what and when. B Look at following conversation starters. Match them with the replies. 1. 2. 3. 4. 5. 6. Im sorry, would you mind if I opened a window? Its a bit stuffy in here. Could I use your stapler for a second? Id be really grateful if you could close the door after you. Im really not too happy about you smoking right next to the window. Excuse me, do you know the way out of the building? Im looking for Mr Jenner. You wouldnt by any chance know where his office is, would you? 7. Let me hold the door open for you. 8. Do you want a hand sorting out your computer? Its all right thank you. Wheelchair users like to be as independent as possible. I wish I did. Im looking for the exit too. I would, if I werent carrying so much all the time. Sorry, but Id be in a terrible draught. You can, but its empty. Well, shut it then. Sorry, but Im in a foul mood today. Well, youve found me/ him. What can I do to help you? Thanks, but do you really know what youre doing?
a b c d e f g h
Exam tip: in the transactional dialogues you need to be ready to give an answer to something unexpected. C Look at the above transactional dialogues. Which are(1) making complaints, (2) requesting information, (3) offering help, (4) asking permission? Underline the functional language for(1) making complaints, (2) requesting information, (3) offering help, (4) asking permission.
Unit 18 - Speaking: Transactional dialogues Exam Practice: I am the person you meet in the lift A
B
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List as many possible business interactions as you can think of in three minutes; e.g. manager/secretary, shop assistant/customer. Mark the relationships to show those between people of equal status (e.g. colleagues) and those of unequal status (boss / worker). Discuss doubtful cases. In pairs, role-play the transactional dialogues on the cards below. The interlocutor should think of an appropriate response to the candidates reply and write it down. For example: YOU SEE A COLLEAGUE DROP A PEN Candidate Excuse me, but heres your pen. You just dropped it. Interlocutor Sorry, but Ive never seen that pen in my life.
In the same pairs, check the interlocutors responses. Then get into new pairs and practise the three-turn conversation. For example: YOU SEE A COLLEAGUE DROP A PEN Candidate Excuse me, but heres your pen. You just dropped it. Interlocutor Sorry, but Ive never seen that pen in my life. Candidate But, I thought you just dropped it.
Write your own set of six transactional dialogues and act them out. Card 1 You go into the reception of a management consultancy. Ask to speak to Mr Piper. Card 2 You are in the lift. You are not sure where in the building the Bibby and Jenner management consultancy is. Ask someone.
Card 3 You visit your business associate Mr Piper at his office. Greet him and ask about the health of his wife, who has been ill recently.
Card 4 You are in the office of a business associate. Ask the secretary for either tea or coffee. Card 5 You have just left the office of a business associate. You now realise you have left your hat in the office. Explain your problem to the secretary.
Card 6 You are lost in a large office building and cant find the way out. Ask someone in the corridor for help.

Unit 18: Status at Work (p. 1) C (suggested answers) 1. shares the back seat, 4. submissiveness, (p. 1) D (p.1) E gender inequality 5. scatterbrain, 2. sensitive,
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3. emotional, 8. reassures.
6. socialised,
7. suppress,
(suggested answers) 1. Adjectives to describe power relations, 2. Different types of power relations, 3. The powerful and the powerless speak and are heard differently, 4. Men and women express different levels of emotion in speech, 5. Dominant people suppress emotion, 6. Power and the length of speaking turns, 7. Power, gaze and a reassurance service, 8. Power corrupts, 9. Power relations at work are reflected in behaviour and language 1. men/women, adults/children, richer/poorer people, ethnic majorities/minorities, not old/the old, the healthy/the sick, the educated/the uneducated, attractive/unattractive people, employers/employees, managers/workers, doctors/patients, teachers/students 2. That people tend to listen more carefully to men than to women, 3. Men, irrespective of topic, suppress emotions; dominant people suppress emotions, 4. Taking turns to speak; that generally men and those who want to be dominant take longer turns, 5. Maintaining eye contact during speech reassures the speaker; those in a subordinate role do this for those in a dominant role, 6. Bosses label them according to the adjectives and nouns in paragraph (8), i.e. employees tend to accept this, and their subordinate role.
(p. 1) F
as inferior;
(p. 3) A
I=interlocutor, C=candidate I: In this part of the test C: Oh, hi, Ben! I: Well, actually C: Im Ok. Im sorry I: Thank you.
C C
(p. 3) B (p. 3) C
1.d, 2. e, 3. c, 4. f, 5. b, 6. g, 7. a, 8. h. Complaints: 3, 4. Requesting information: 5, 6. 8. Asking permission: 1, 2 Complaints: Id be really grateful if you could , about Requesting information: chance know Offering help: Offering help: 7,
(p.3) D
Im really not too happy
Excuse me, do you know
You wouldnt by any
Let me Do you want a hand
Asking Permission: Im sorry, would you mind if I Could I

Speaking Unite 19: Collaborative speaking
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19 Expanding a Company
In this unit you will meet words and expressions about building up a business read an article about a company moving into a depressed area participate in a discussion aimed at achieving an outcome
When a company expands, what are the advantages?

Are there any disadvantages? Is your company (or a company you know about) expanding, contracting or standing still?
What do the words and phrases in the vocabulary box mean? an aspiration, a grant, run-down, a drop in the ocean, a commitment, to secure, to sustain, a qualification, a link, innovative, collaborative, to gather, cutting edge, knowledge-based industry sector, extensive, prospective customers, to launch, commercial viability
Put one item from the vocabulary box into each gap, changing the form where necessary: The once __1__ town of Meckham is now developing fast. The municipal council has __2__ EUR 30 million through a government __3__ so that the towns growth can be __4__. The council maintains __5__ with __6__ local businesses providing they are __7__. Mayor Edgar Grice is enthusiastic, We want __8__ industry in the town. Our __9__ is to build a dynamic local economy with all workers having __10__.
Fill in the gaps in box. Underline the stressed syllable in the words. NOUN aspiration commitment qualification innovative collaborative ADJECTIVE VERB
sustain
E F
Look quickly at the article on the next page, Upwards for TKN Software. What is the good news for Grenberg? Read the article more thoroughly. What are the quoted opinions of Arnie Fischer and Mayor Landau? Rewrite their opinions in indirect speech. Make notes on what you know about the following, and then compare them with a partner. David Kantor ZSZ - ROMBOLO You have just been employed by TKN Software. Write a short letter (100 150 words) to a friend about your new job. Talking to achieve a goal real-life phrases Would you agree that. Another factor that we need to consider is Is there anything more you want to add to
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Upwards for TKN Software

Saul Denman looks at the expansion of the TKN Software
Up to ten more jobs could be created in Grenberg with the further development of a local IT company that has aspirations to market software products around the world. This follows the decision of Grenberg Municipal Council to give the company a grant of EUR 3million if it invests in the rundown eastern area of the city. Local councillor Arnie Fischer commented, Of course we welcome any new investment in the area, but ten jobs in a town with 8 500 unemployed well, its a drop in the ocean. TKN Software already employs a team of five in Grenberg and a further six in the regional capital, and is intending to focus its product development and headquarters staff in Grenberg. It aims to make full use of the fact that the internet enables staff to work globally. The total expansion project is worth almost EUR 7 million, with ZSZ involvement totalling EUR 2 million. ZSZ's commitment includes buying EUR 70,000 of shares in the growing company, as well as providing a substantial loan secured on the companys property. Two of TKN Softwares founders are David Kantor and Ben Sanders, who are both from Grenberg. Both David and Ben are former students of the towns Business Institute. They were later at university together, and also worked for the internet company, Straba PLC, when it was creating and running the Kranon Internet Service Provider situated in the Torgut Business Park, also in Grenberg. David Kantor, who is TKNs technical director, said: We are delighted to have received this investment from ZSZ, which will help secure the future of the business and sustain its growth over the next twelve months. The existing staff are all educated to graduate level or equivalent, and the new posts will demand similar qualifications. TKN Software has built up strong links with Grenberg College, and aims to build on successful use of the Graduate Placement Scheme, which last year enabled the firm to take on a graduate of the college's BSc Computing course. TKN Software was set up in 2001 to provide consultancy services to organisations looking for IT and internet solutions. It also wanted to provide management services and develop innovative software that would provide collaborative, team-workspace solutions, and lead to the development of software products that could be used widely, both at home and abroad. TKN Softwares main product is called ROMBOLO, a program which will allow enterprise agencies across the region to use identical approaches to companies looking for assistance. It will systematically gather information about them and will also allow regular updates as the businesses develop. It is designed to assist business and management consultants. David Kantor, managing director of TKN Software, said he wanted to find development partners for the projects so that they could jointly finance the research. The aim was to find individual solutions which could then have a general application; if successful, the system could be applied to any number of companies in the area. Harold Landau, Mayor of Grenberg, said the development of TKN Software would create good quality, well-paid employment in a cutting edge, knowledge-based industry sector. The company has developed an extensive list of prospective customers and has a tested product to launch in the healthcare sector. I believe there are reasonable prospects for commercial viability and additional growth in a sector which has grown gradually in the town over several years, Mr Landau said.

Exam Skills A
Page 3
Look at the following conversation and decide what the students are talking about. Andreo Maria Andreo Maria Andreo Maria Well, I think having low taxes is very important, dont you? Yes, I agree, but nothing can happen unless there is customer demand, right? True, well to that I would add advertising. Thats important too. Well were assuming the labour is there and is flexible, arent we? And, I would add, properly trained, with the right qualifications. But arent we forgetting the most important thing of all start-up capital?
Exam tip: in the collaborative task it is important in the first minute to mention things to talk about. B Underline all the devices used above (a) to agree with a speaking partner, before we make a new point, and (b) to give a speaking partner an opportunity to speak. Exam tip: taking your turn to speak, responding to what your partner has said and giving your partner an opportunity to speak are important to do well in this task. C Look at the following dialogue and note how the speakers disagree. How polite are they? Highlight phrases showing different degrees of politeness. Andreo Maria Adreo Maria Andreo Maria The management needs a low-paid workforce who will work long hours when needed. Yes, but the management needs commitment from its workers. Does it? Many cleaning firms have a high turnover, so commitment just isnt that important. Come on, Andreo. When we are talking about industrial expansion, we are not mainly talking about cleaning firms. The fact of the matter is, Maria, that the economy of Grenberg is driven by low wages and flexibility. Thats rubbish,
Exam tip: in the exam task, you need to know how agree, disagree respond and change the topic. D What is the problem with the following dialogue? Andreo Maria Andreo Maria Andreo Maria Andreo I think advertising is very important. I think investing in people is important When you advertise properly, you can sell your product. If your workers arent happy, they wont work hard. Advertising can be over half of all expenditure. I agree Youre right.
Exam tip: your discussion needs to be cohesive; it needs to be linked together. F What are some of the advantages that business expansion offers to the community ? In discussion with a partner, list four or five things, then discuss the question and try to agree on the most important.

Exam practice: Oh, so you think that, do you? A
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Look at the following expressions. Match them with the functionsin the second box. Find more than one expression for each function. a Let me get a word in here, b Just to add to that, c Well, if we could move on from that now, d What is your reaction to the idea that, e I dont quite go along with that, f Yes, youre right 1. 2. 3. 4. 5. 6. agreeing disagreeing with somebody expanding on what someone has said interrupting inviting an opinion changing the subject
Look at the three topics in the box below. By yourself, quickly make a list of things you would say about each topic. Underline the one you think is most important, and think of a reason why. What are some of the things that stop a company from expanding? E.g., shortage of skilled labour What qualities do you need to be a good secretary? E.g., to be polite at all times What factors are important in deciding where to locate a new office? E.g., the rent you must pay
Get into groups of three. One person is the examiner, and the other two will do one of the collaborative tasks chosen by the examiner. At the end, the examiner will give feedback. Then switch roles. THE EXAM SCRIPT For the final part of the test, you are going to talk to each other about a topic I will give you. Im just going to listen.
< Pick up the Topic Card but do not give it to the candidates yet. > < Read the topic and any instructions out loud to them > First make a spoken list of four or five things. Then, when you have done that, discuss which one is the best/ most important. Remember to give reasons for what you say. You have 3 minutes altogether to try and agree. All right?
< Place the topic card in front of the candidates. >

Unit 19: Expanding a Company (p. 1) C 1. run-down, 6. innovative, 2. secured, 3. grant, 4. Sustained/secured, 5. links,
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7. collaborative,
8. knowledge-based,
9. aspiration/commitment,
10. qualifications.(other answers are possible)
(p.1) D stress is shown where it does not fall on the first syllable NOUN aspiration ooOo commitment oOo sustainability oooOoo qualification oooOo innovation ooOo collaboration oooOo (p. 1) E (p.1) F ADJECTIVE aspiring oOo aspirational ooOoo committed oOo sustained oO qualifying/qualified innovative collaborative oOooo VERB Aspire (to) oO commit (to) oO sustain oO qualify innovate collaborate (with) oOoo
Up to ten new jobs in the town Arnie Fischer welcomed any new investment in the area, but thought that ten new jobs in a town with 8,500 unemployed would be just a drop in the ocean. Mayor Harold Landau said that the company had developed an extensive list of prospective customers and had tested a product for launching in the healthcare sector. He further said he believed there were reasonable prospects for commercial viability and additional growth in a sector which had grown gradually in the town for several years.
(p. 1) G
David Kantor: TKN Software founder/ from Grenberg/ with Ben Sanders, went to Grenberg Business Institute and University/ worked for Straba PLC /wants to expand his business ZSZ: contributed EUR 2 million to TKN Software/ has EUR 70,000 in shares in TKN/ has made a loan to TKN secured on the property of the company ROMBOLO: a software program which will gather information designed to help management consultants How to start up or expand a business. (a) Yes, I agree/ True/ And I would add (b) I thinkdont you? (and other question tags)/ right?/ framing the whole of the turn in the form of a question Yes, but (polite)/ Does it? (neutral)/ The fact of the matter is(quite formal)/ Come on. (informal)/ Thats rubbish (rude)
(p. 3) A (p. 3) B
(p. 3) C
(p. 3) D
The participants do not seem to be listening to each other, nor are they building on each others contributions. Also, there is repetition of I think It is not clear exactly what they have agreed at the end.
(p. 4) A
a4, b3, c6, d5, e2, f1
Unite 20: Extra Activities
Page 1
20 EuroPro the CEFR and Extra Activities

1
A
Reading at B2 Vantage Level

Make a list of all the things that you can read, e.g. newspapers, novels, railway timetables, instructions. Which do you enjoy most and least? Why? Compare your opinions with a partner, then tell the class about it. What do the words and phrases in the vocabulary box mean? an idiom, contextual clues, to grasp, a stance
Match the words with the comments. 1 2 3 4 An idiom A contextual clue To grasp A stance A B C D Information which helps you understand something E.g., Thats not my cup of tea. A way of standing or (metaphorically) an opinion Hold tightly or (metaphorically) understand
Read the standards expected at B2 level in the box below. Shut the book. In groups of three, try to remember as much as you can. When you have finished compare your notes with the text. At B2 level (vantage) a business reader
can read with a large degree of ., adapting style and speed of reading to
different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low frequency idioms.
can use a variety of strategies to achieve comprehension, including checking

comprehension by using contextual clues. In the short texts task, a business reader
can understand correspondence relating to his/her field of interest, and readily

grasp the essential meaning. In the paragraph headings task, a business reader
can quickly identify the content and relevance of news items, articles and
reports on a wide range of professional topics, deciding whether closer study is worthwhile. In the multiple-choice reading task a business reader
can understand articles and reports concerned with contemporary problems in

which the writers adopt particular stances or viewpoints.
Unite 20: Extra Activities Communicative Activity Running Dictation

Your teacher will attach to the walls of the room four or five (slightly enlarged) copies of an English text concerned with business. The text will be about 150 words long, and the copies will be attached to the wall around the room so that they can easily be read.
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Students should form pairs, and all the pairs should be (more or less) the same distance from the nearest copy. One member of the pair is the runner and the other is the writer. The aim of the activity is for the writer to write down the text as accurately as possible. The runner needs to go to the text, read a chunk of it, return to where the writer is sitting, and dictate that chunk to the writer. When the writer has written it down, the runner should go back to the text and repeat the process for the next chunk. The activity has the following rules: The runner may not shout but must dictate next to the writer. The runner may not write anything. The writer must remain seated. Once or twice during the dictation, the teacher will tell the runner and the writer to exchange roles. Your teacher will note the order in which pairs finish. The original version of the text is then handed out, and each pair checks the work of another pair. The winner is the pair which has made the fewest errors. In the event of a tie the pair which finished earlier is the winner.
Communicative Activity Business Articles

Your teacher will collect five articles of between 150 and 250 words each. Students form groups of five, and each student in the group will receive a different article. (The articles can be edited from the internet, e.g. from BBC Online business pages) Stage 1: Read the article individually, and extract the main points. Then write a summary of about 50 words. Then compare your work with a student in another group who has the same article. At this stage, agree to insert three or four things which are untrue or are not in the article. Stage 2: Return to your original group of five, present your article and answers questions from the other four students. The other students will take notes. In your presentation remember to include the false or invented information. Stage 3: Your article will now be given to the other members of your group, and, using their notes, they will try to find the lies and invented information.
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2
A
Listening at B2 Vantage Level

What do the words and phrases in the vocabulary box mean? a proposition, a concrete subject, a standard dialect, extended speech, contextual clues
Put one item from the vocabulary box into each gap. He is very easy to understand because he speaks __1__ Talking about how to get to work in a traffic jam is __2__; moral philosophy is not. All businessmen are nice people, is __3__ many people dont accept as true. Giving a lecture is an example of __4__ ; a single sentence is not. You cant understand, He picked it up and put it there, without __5__. Read the standards expected at B2 level in the box below. Shut the book. In groups of three, try to remember as much as you can. When you have finished compare your notes with the text At B2 level (Vantage), somebody listening in a business context
can understand the main ideas of propositionally and linguistically complex

speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation.
can follow extended speech and complex lines of argument, provided the topic is reasonably familiar, and the direction of the talk is sign-posted by
explicit markers.
can with some effort catch much of what is said around him/her. can use a variety of strategies to achieve comprehension, including listening
for main points and checking comprehension by using contextual clues. In the short conversations task, somebody listening in a business context
can understand messages on concrete and abstract topics spoken in standard

dialect at normal speed In the making notes task, somebody listening in a business context
can
follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. In the meeting task, somebody listening in a business context
can
understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect, and can identity the speakers mood, tone, etc.
Unite 20: Extra Activities Communicative Activity Just a Minute
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You are going to speak on a business topic You are going to try to talk non-stop for one minute Get into groups of four or five. Make a list of business topics suitable for a one-minute (slightly humorous) speech, e.g. Money makes the world go round, Look after the cents and the euros look after themselves, Time is money, etc. The rules of the activity are: the student who starts chooses one of the topics and becomes the speaker the aim of the speaker is to speak for a minute on the topic without : hesitation (i.e. pausing for more than a couple of seconds), deviation (going off the topic) or repetition (saying a content word not in the topic title more than once). anybody can challenge if the rules are broken. If the challenge is correct, then the challenger gets a point; if the challenger is wrong, then the speaker gets a point. a student who makes a correct challenge takes over the speaking. the stop-watch is stopped during a challenge, and is only started again when the same, or a new speaker, starts to speak. the student speaking at the end of the minute receives an extra point.
Communicative Activity Business Stories

You are going to tell a story about the history of a business. The story is imaginary. Get into groups of four or five. Individually, think of a story and make some notes, (e.g. a business started by a street seller becomes a multinational, or a wealthy man becomes bankrupt). Your story should take about two minutes to tell. Leave your story unfinished. Each student tells his/her story in turn to the group. The other members of the group listen and make notes. When the storyteller has finished, the other members should ask questions. When the details of the unfinished story have been established, the other members of the group should agree an end to the story. As a final stage, each group of students should present the story to the full class, who may ask questions in order to find out extra details about the story. Three very wealthy businessmen are sitting together in an elite business club in Berlin. Suddenly, one of them notices that they are all wearing the same tie. Do you know, chaps, we are all wearing the same tie, says the first man. Where did you get yours? I got mine here in Berlin and paid EUR 300 for it Ah, says the second, I got mine in Rome and I paid EUR 500 for it. Well, says the third, you two were cheated. I bought mine in Paris and paid EUR 1000 for it! In economics, the tie is an example of a Giffen Good: as the price rises, demand increases in this case because its value is measured in terms of its cost.
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3
A
Writing at B2 Vantage Level

Match up the words with the definitions:
synthesise evaluate circumlocution conspicuous hinder to say indirectly, by describing obstruct (make something difficult) observable assess put together
B C
How many syllables do the words above have? Which is the stressed syllable? (E.g. synthesise Ooo) Read the standards expected at B2 level in the box below. Shut the book. In groups of three, try to remember as much as you can. When you have finished, compare your notes with the text
At B2 level (vantage) a writer in a business context
can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments form a number of sources.
can plan what is to be written and the means to write it, considering the effect on the recipient/s. can use circumlocution and paraphrase to cover gaps in vocabulary and structure. can correct slips and errors if he/she becomes conscious of them, or if they have
misunderstandings.
led to
can
give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence structures to do so.
can vary formulation to avoid frequent repetition. can use accurate and correct lexis, though some
without hindering communication.
confusion and incorrect word choice does occur,
can
show a relatively high degree of grammatical control, and does not make mistakes which lead to misunderstanding.
can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions can spell and punctuate reasonably accurately, but may show signs of mother tongue influence.
In the extensive writing task, a writer in a business context
can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. can write a review of a film, book or play. can write an essay or report which develops an argument, giving reasons in support of or against a
particular point of view, and explaining the advantages and disadvantages of various options.
can synthesise information and arguments from a number of sources. can express news and views effectively in writing. can write letters conveying degrees of emotion and highlighting the personal significance of events and
experiences, and can comment on the correspondents news and views.
Page 6
Communicative Activity Business Letters

Write three short e-mails, each on a separate piece of paper, and address them to three other members of the class, (your teacher will tell you to whom, so that a few students dont receive all the letters). The subjects of the e-mails are: an offer to sell something a complaint about services received a request for information about the others product or service
The e-mails should be short, no more than 60 words. They should be in the style of an email. Your teacher will act as a postal worker and will deliver your e-mails to their recipients. The recipient should write a reply no longer than 70 words on the back of the sheet of paper, and your teacher will then deliver it back to you. Your teacher will give you e-mails you havent seen. Try to improve the content and the English. Discuss your changes with the original writer of the e-mails.
Communicative Activity Improving the Office

Everyone in the class is a member of a team of management consultants, who have been asked to find solutions for some problems in a badly run company office. (e.g. lateness, untidiness, money being stolen, etc.). In pairs, make a list of other problems which you can think of for the office. The whole class should now sit in a circle; each of you should have a pen and a hard surface to write on. The teacher will then give you a sheet of paper. You should write recommendations in the following way: We have noted that. We believe that. is necessary for the proper functioning of the office. We therefore recommend that. (at least two things)
Obviously, as you have noted a large number of problems in the office, your list of recommendations will be long. The full report will need hundreds of words. However, every minute, or minute and a half, the teacher will stop you writing. You should stop writing immediately and hand the paper to the person on your right. You will receive a sheet of paper from the student on your left, and should continue writing at the point where s/he stopped. You should not write exactly the same thing on any two reports. You should try to make the report as sensible as possible. The activity continues until everybody has contributed to every report.
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4
A
Grammar & Vocabulary at B2 Vantage Level

Put the following into two lists. What is the difference between your two lists? reading, pronunciation, listening, writing, grammar, vocabulary, speaking
Think back to the dictation unit (Unit 14). Which of the following are important if you want to do well in the dictation task? Why? spelling, pronunciation, reading, listening for detail, listening for gist,
What is the difference between what is being tested in the multiple-choice gap fill and the modified cloze? Read the standards expected at B2 level in the box below. Shut the book. In groups of three, try to remember as much as you can. When you have finished, compare your notes with the text.
At B2 level (Vantage) a business language user
can use a wide variety of strategies to achieve comprehension, including checking

comprehension by using contextual clues
can spell reasonably accurately (but for the specially selected vocabulary which you need to
write for these tasks in the Euro Exam there is NO allowance for error) In the dictation, the business language user
can produce clearly intelligible continuous writing, which follows a standard layout can follow extended speech and complex lines of argument, provided the topic is reasonably
familiar, and the direction of the talk is sign-posted by explicit markers.
can understand broadcast audio material delivered in standard dialect can take messages can understand a clearly structured lecture on a familiar subject
In the non-dictation tasks the business language user
can read with a large degree of independence can deploy a broad active reading vocabulary
In the multiple-choice gap fill, the business language user
can deploy a good range of vocabulary for matters connected to his/her field and most general
topics. In the modified cloze, the business language user
can show a relatively high degree of grammatical control

Unite 20: Extra Activities Communicative Activity Dictogloss

Page 8
Your teacher will give you the title to a text. What do you think the text will contain? Tell a partner The text will be about 100 words long. Your teacher will read the text at normal reading speed. Note down key words and phrases, either during the reading or afterwards. Exchange ideas with other students near you. Your teacher will read the text through again at normal reading speed. Try to add to your notes. Now get into groups of three or four students. Together you should try to re-write the text as closely to the original as possible. Your teacher will now read the original text slowly, or give you a printed copy of the text. You should note differences between your version and the original, and discuss these in the lesson.
Communicative Activity Grammar Auction

Look at the grammar items in the box below. Write sentences of at least twelve words which start with the following. Hed have Although it had been But for Never before had Rarely Not wanting Having opened
AND THREE OTHER SENTENCES OF YOUR CHOICE
When you have written several sentences (your teacher will tell you how many), hand them in. At this stage dont discuss them with other people. Your teacher may have some sentences which s/he has written. Everybody in the class (or every pair) will get the same amount of imaginary money. You are going to use this as you would in an auction. The teacher will write a selection of the sentences on the whiteboard and then auction them. Some of these will be grammatically correct, and others not. Your aim is to buy as many grammatically correct sentences as possible for as little money as possible, and ungrammatical ones for even less. You should take care not to use up all your money at the beginning of the auction. When everybodys money has gone, or when the sentences have run out, discuss in class, with your teachers help, which sentences are grammatically correct. For a grammatically correct sentence which you have bought you receive 10 points, for a sentence which is grammatically incorrect you receive 1 point. The winner is the person (or pair) with the most points.
Page 9
6
A
Speaking at B2 Vantage Level

What do the words and phrases in the vocabulary box mean? subsidiary, a stretch of language, to impose a strain, to prod, a concession
Put one item from the vocabulary box into each gap. He produced a very long _1_. She has such a strong foreign accent that listening to her _2_ . You have to _3_ her to get her to say anything. We will have to make a _4_ if we want them to sign the contract. The main office is in Berlin, but they have a _5_ in Paris. Read the standards expected at B2 level in the box below. Shut the book. In groups of three, try to remember as much as you can. When you have finished, compare your notes with the text.
At B2 level (Vantage) a business speaker give clear, systematically developed descriptions within a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples
can
can produce stretches of language with a fairly even tempo; although s/he can be hesitant
as s/he searches for patterns and expressions, there are few noticeable long pauses
can interact with a degree of fluency and spontaneity that makes regular interaction with
native speakers quite possible without imposing a strain on either party In the interview, a business speaker
can expand and develop ideas with little help or prodding from an interviewer
In a presentation, a business speaker
can develop a clear argument, expanding and supporting his/her points of view at some
length with subsidiary points and relevant examples
can construct a chain of reasoned argument can expand a viewpoint on a topical issue, giving the advantages and disadvantages of
various options In real life situations, a business speaker
can explain a problem which has arisen, and make it clear that the provider of the service
or customer must make a concession. In a collaborative task, a business speaker
can help along the progress of work by inviting others to join in, say what they think, etc. can outline an issue or a problem clearly, speculating about causes or consequences, and
weighing advantages and disadvantages of different proposals
Unite 20: Extra Activities Communicative activity The businesspersons mingle

Take a piece of paper and write a name (if you are male write a female name; if you are female write a male name) NOW YOU ARE THIS IMAGINARY PERSON. ON YOUR PAPER, WRITE BRIEF NOTES ON THE FOLLOWING: the name of your business how many years youve been in business where your business is what your business is how many people you employ three problems your business has two hopes you have for expansion your last business trip your last holiday your family
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Now try to remember as much as you can about your new self but keep your piece of paper to remind you. Your teacher will invite you to a party. Move around the room, talk to all the other business people and find out as much information about them as you can. Do not write it down, but try to remember it. Introduce yourself and mingle, as you would in a real party. AT THE END OF THE PARTY Sit down and tell your partner about the most interesting person you met.
Communicative activity Selling your product

Imagine that you are in business, and have a new product to sell (e.g. a new type of glue, a new insurance policy). What is the product? Make a few brief notes. Now explain your product and how you will market it to your partner. Your partner should ask you questions, and you should give answers. Move around the room, and talk to all the other business people. Ask and answer questions about your business, and about selling your product. When you have finished, sit down. As a class, discuss each of the businesses in turn. Consider: is the product one which would sell? how much would it cost to set up the business? who would buy it? what is the best way to market it?
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Answers
1 Reading at B2 Vantage Level
(p. 1) C 1B, 2A, 3D, 4C
Listening at B2 Vantage Level

(p. 1) 1. a standard dialect, 4. extended speech, 2. a concrete subject, 5. contextual clues 3. a proposition,
3
(p. 1) A
Writing at B2 Vantage Level

synthesise: put together; conspicuous: observable; evaluate: assess; circumlocution: to say indirectly, hinder: obstruct (make something difficult)
(p. 1) B evaluate circumlocution conspicuous hinder oOoo oooOo oOoo Oo
4
(p. 1) A
Grammar & Vocabulary at B2 Vantage Level

language skills: reading, listening, writing and speaking language knowledge: pronunciation, grammar, vocabulary listening for detail absolutely crucial, as the dictation needs to be reproduced word for word spelling all the words in the chunk must be correctly spelt to get the point. listening for gist in the first reading through you need to listen for gist to work out the topic of the dictation which then helps you to understand the details. pronunciation need to listen to the recording, and work out written text from the speech. Many sounds are reduced or elided. reading just need to read the instructions and the title, minimal role In the multiple-choice gap fill your vocabulary is being tested: do you know the right word? Can a particular word fit into the sentence here? In the modified cloze your grammar is being tested, i.e. which grammar words go into a gap so the sentence is grammatically correct and makes sense?
(p. 1) B
(p. 1) C
Speaking at B2 Vantage Level

(p. 1) B 1. stretch of language, 2. imposed a strain, 3. prod, 4. concession, 5. subsidiary.

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EuroPro B2

EuroPro B2 Coursebook - Introduction

Introduction to EuroPro B2 Web Coursebook

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction The Structure of the EuroPro B2 Coursebook

The Reading Units (1 - 4) Unit 1: Organisation in the Workplace

Unit 2: The Restructuring of Business

Unit 3: The Private Lives of Business People

Unit 4: Work-Related Conflict

Copyright 2007 Euro Examination Centre.

Unit 6: Personal Bankruptcy

Unit 7: People Changing Jobs

Writing units (8 9) Unit 8: Formal Letters

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EuroPro B2 Coursebook - Introduction Unit 9: Formal Reports

Unit 11: Work Satisfaction

Unit 12: Business Etiquette and Ceremony

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EuroPro B2 Coursebook - Introduction Mediation Units (13 15)

Speaking Units (16 19)

Unit 16: Interviews at Work

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EuroPro B2 Coursebook - Introduction

Unit 17: Business Profits

Unit 18: Status at Work

Unit 19: Expanding a Company

Unit 20: EuroPro, the CEFR, and Extra Activities (incomplete)

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

Recognising lexical and grammatical words

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EuroPro B2 Coursebook - Introduction

Using top-down decoding

Copyright 2007 Euro Examination Centre.

Unit 1- Reading: Short texts

1 Organisation in the Workplace

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Unit 1- Reading: Short texts The Principles of Scientific Management

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Unit 1- Reading: Short texts

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Copyright 2007 Euro Examination Centre.

Unit 1- Reading: Short texts

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Unit 2 - Reading: Paragraph headings

2 The Restructuring of Business

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Unit 2 - Reading: Paragraph headings

What are your rights if you are made redundant?

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Unit 2 - Reading: Paragraph headings

Unit 2 - Reading: Paragraph headings

Exam Task: Ice Cream Factory Goes to the Wall

Last lick of Kennings ice cream

EARLY HISTORY OF THE FIRM EXAMPLE

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Unit 2 - Reading: Paragraph headings

1G, 2E, 3C, 4A, 5H, 6B

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Unit 3 - Reading: Scan reading

3 The Private Lives of Business People

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Unit 3 - Reading: Scan reading