Business English for Masters Вяхк Медведева

І. Viakhk, S. Medvedieva, D.
Kushnir
BUSINESS ENGLISH FOR MASTERS
1
Міністерство освіти і науки України
Вінницький національний технічний університет
І. А. Вяхк, С. О. Медведєва, Д. В. Кушнір
Навчальний посібник
Вінниця
ВНТУ
2015
2
УДК 811.111-26:331.1
ББК 81.2Англ-9
В..
Рекомендовано до друку Вченою радою Вінницького національного

технічного університету Міністерства освіти і науки України (протокол
№ від 2015 р.)
Рецензенти:
М. М. Торчинський, доктор філологічних наук, професор
В. В. Зянько, доктор економічних наук, професор
І. С. Степанова, кандидат філологічних наук, доцент
Вяхк, І. А.
В. Business English for Masters: навчальний посібник / І. А. Вяхк,
С.О. Медведєва, Д. В. Кушнір – Вінниця : ВНТУ, 2015. – 123 с.
Посібник призначений для формування основних умінь усного і
письмового ділового спілкування. Завдання цього посібника – надати
можливість студентам магістратури технічного ВНЗ тренувати
інтерактивне спілкування у базовому діловому контексті, оволодіти
новим тезаурусом, а також повторити і перевірити свої знання у
граматиці.
УДК 811.111-26:331.1
ББК 81.2Англ-9
 І. Вяхк, 2015
3
Contents
Part 1
Job Interviews 6
Presenting 18
Persuasive Presentation 24
Keeping Track 33
Dealing with Hostile Audience 40
Leadership 48
Task for Assessment 55
Part 2
Correspondence 56
Formal or Informal? 63
A Customer-Supplier Sequence 71
Inquiries and Orders 77
Curriculum Vitae 85
Part 3
Company Rules 90
Problem Solving 98
Staff Appraisal 103
Company Structure 108
Linux 115
Biblography 122
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PART 1
Syllabus
Course Meeting Times
Lectures: 1 lesson / week, 1 hour / lesson
Course Purpose and Methods
This master’s course builds the basic oral and written managerial
communication skills and goes further. The goals of this course are to provide
opportunities for you to practice your interactive communication skills in basic
business contexts, to acquire new vocabulary and to review as well as to practice
essential grammar.
You will choose the appropriate topic and give various types of short (5
min.) and longer (15 min.) presentations. Moreover, we will practice interactive
communication (e.g., job interview, role play with hostile client, interactive
presentation to a hostile audience) and communication in groups (e.g., business
games, participating in group decision making). Writing assignments include
two individual self-analyses and one team self-analysis of your team project.
The course will be highly participative, with most class time being spent
in hands-on communication exercises.
While working at Part 1 of the course, you are supposed to give 2
presentations, which are crucial for forming public speaking skills followed by
assessing of your business speaking skills.
The first presentation will be given in teams. The class will be divided
into teams. Each team will be responsible for one class session. Your team will
choose a topic, distribute readings (if appropriate), and plan classroom activities.
Such activities can include discussions, presentations, or outside visitors (if
feasible). Each team member will take floor for 5 min. Some of the topics your
team might choose include business-media relations, negotiation and conflict
resolution, electronic communication, corporate crisis communication,
intercultural communication, and gender issues in communication. After its
class session, each team will submit a 2-3 page analysis of the team's process
and its product (the class itself).
The second presentation will be given individually. The presentation is
supposed to be given to the hostile audience. It will last about 15 minutes
(speaking – 10 min., dealing with hostile questions – 5 min.) Three classes will
be dedicated to this kind of work. The students not preparing their presentation
for a particular class will write self-analysis (if they have already taken floor) or
do vocabulary and grammar tasks in this book (if they haven’t yet). You should
choose some expressly controversial topic for your oral presentation which must
arouse negation and indignation among the audience, thus tempting them to ask
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hostile questions. Some of the topics your team might choose include corporate
ethics, syllabus in some subject, funding, career ladder, use of the Internet at
workplace, etc.
Grading
Missing more than two classes will count against your participation
grade. Assignments in the course will be weighted as follows:
ACTIVITIES PERCENTAGES
Team project: 5-minute persuasive

20%
presentation with Q and A and analysis
Individual project: 10-minute

presentation to hostile audience with self- 25%
analysis
Analysis of leadership characteristics

20%
and behaviors
Class participation in role plays,

35%
impromptus, and other in-class activities
5
JOB INTERVIEWS
“Whenever you are asked if you can do a job, tell ‘em, ‘Certainly I can!’
Then get busy and find out how to do it.”
Theodore Roosevelt, US President
EXERCISE 1
Read the text below. Do you agree?
“Nothing in the world can take the place of persistence. Talent will
not; nothing is more common than unsuccessful men with talent.
Genius will not; unrewarded genius is almost a proverb. Education
will not; the world is full of educated derelicts. Persistence and
determination alone are omnipotent. The slogan “press on” has
solved and will always solve the problems of the human race.”
Calvin Coolidge
EXERCISE 2
There are a few things you should note about standard job interview
behavior, forms used, etc. Read and memorize the given information.
Breaking the Ice
You'll notice a few questions in the beginning of the interview that
concerns how the job applicant arrived and the weather. This is commonly
referred to as 'breaking the ice'. 'Breaking the ice' is an important way to begin
the job interview, but it shouldn't take too long. Generally, job interviewers will
break the ice to help you feel comfortable. Make sure to give positive, but not
too detailed answers to these 'ice breakers'.
Tips:  Give short, positive answers to questions.

 Don't go into too much detail.
 Expect questions about the weather or how you arrived to the job
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interview.
 It's a good idea to make a pleasant comment yourself to break the
ice. Keep it short, positive and simple.
Referrals
Sometimes, you may have found about a job opportunity through a
referral. If this is the case, make sure to use the referral to your best advantage
by mentioning it at the beginning of the interview.
Tips:  Mention the name of the referral at the beginning of the interview.
Ideally, this should be done when asked about how you found the job
opening.
 Provide the name of the referral; don’t go into too much detail about
the relationship, unless asked.
 Give the name of the referral only once. Don't continue to repeat the
name during the interview.
 Don't assume the job interviewer knows the person you are
mentioning.
Language
Relating your job experience and how it relates to the specific job for
which you are applying are the two most important tasks during any job
interview. Make sure to use lots of descriptive verbs and adjectives to describe
your responsibilities. For example, instead of the following job description: I
talked to customers about their problems. A more descriptive phrase with better
vocabulary might be: I counseled customers documenting their concerns, and
coordinating our response to their individual needs.
Remember to use the correct tenses when speaking about your
experience. Here's a quick review on which verbs are appropriate for specific
situations. In the listening selection, you will hear the present perfect, present
perfect continuous and present simple used because the person is speaking about
his current projects.
Tips:  Take some time to prepare descriptive sentences concerning your

responsibilities.
 Use a dictionary, or language of the in this book to improve your
vocabulary selection.
 Make sure to connect your past experience to the position by using
lots of present perfect.
 Quickly review appropriate job interviewing tenses for describing
experiences.
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EXERCISE 3
Now that you've reviewed some basic interviewing technique, read one of
job interviews.
Interviewer (Ms Hanford): (opens door, shakes hands) Good morning…

Job Applicant (Mr. Anderson): Good morning, Joe Anderson, it's a
pleasure to meet you Ms Hanford.
Hanford: How do you do? Please take a seat. (Joe sits) It's quite the rainy
day outside, isn't it?
Anderson: Yes, luckily, you have a nice underground parking lot that
helped me avoid the worst of it. I must say this is an impressive
building.
Hanford: Thank you, we like working here... Now, let's see. You've come to
interview for the position of e-commerce manager, haven't you?
Anderson: Yes, Peter Smith encouraged me to apply, and I think I'd be ideal
for the position.
Hanford: Oh. Peter… he's a great sysadmin, we like him a lot …. Let's go
over your resume. Could you begin by telling me about your
qualifications?
Anderson: Certainly. I've been working as the regional assistant director of
marketing at Simpco Northwest for the past year.
Hanford: And what did you do before that?
Anderson: Before that, I was a Simpco local branch manager in Tacoma.
Hanford: Well, I see you have done well at Simpco. Can you give me some
more detail about your responsibilities as assistant director?
Anderson: Yes, I've been in charge of in-house personnel training for our
Internet customer service reps over the past six months.
Hanford: Can you tell me a little bit about what you've been doing in your
training?
Anderson: We've been working on improving customer satisfaction through
an innovative e-commerce solution which provides real-time chat
service help to visitors to the site.
Hanford: Interesting. Is there anything in particular you feel would be
useful here at Sanders Co.?
Anderson: I understand that you have been expanding your e-commerce to
include social networking features.
Hanford: Yes, that's correct.
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Anderson: I think that my experience in customer relations via the Internet
in real-time puts me in the unique position of understanding what
works and what doesn't.
Hanford: Yes, that does sound useful. What difficulties and challenges do
you think we might run into?
Anderson: Well, I think we'll continue to see consumers spend more of the
shopping dollars online. I've been studying how sales directly
relate to customer satisfaction with online services.
Hanford: Would you mind giving me a bit more detail on that?
Anderson: Sure ... if customers aren't satisfied with the service they receive
online, they won't come back. It's much easier to lose customers
online. That's why you need to make sure that you get it right the
first time round.
Hanford: I can see you've learnt quite a lot in the short time you've been
working in e-commerce.
Anderson: Yes, it's an exciting field to be working in …
EXERCISE 4
Read aloud and learn the following words.
to apply (for a job) найматись на роботу

to attend (an interview) приходити (на), бути присутнім на
співбесіді
to be in a position to do smth. мати можливість зробити щось
to be invited to бути запрошеним на
to be responsible for smth. відповідати за щось, входити у чиїсь
обов’язки
before we go any further перш ніж ми продовжимо
by Friday до п’ятниці
candidate, applicant кандидат, претендент
career ladder службові сходинки, просування по службі
CV (Curriculum Vitae) біографія
competition конкуренція
to develop a flair (for smth.) розвинути в собі талант (вміння)
graduate випускник (університету)
graduated engineer дипломований інженер
to graduate from закінчувати (виш)
graduate trainee posts місце стажера (практиканта) для
випускника (університету)
high-profile client серйозний (впливовий) клієнт
9
to hand over (to) надати комусь слово
Human Resources (HR) трудові ресурси, кадри
to impress вразити, зацікавити
inconsistency невідповідність, неузгодженість
to interview (for a job) проводити співбесіду
interview panel комісія з осіб, які проводять співбесіду
junior partner молодший партнер (фірми)
post, job посада, робота
to progress up career ladder робити кар’єру
prospective employee потенційний працівник
to provide on надати, повідомити
to qualify (as) отримати диплом (по спеціальності)
range of experience досвід з певного кола питань
to reach a stage бути допущеним до певного етапу
співбесіди
scheme програма, проект
senior partner старший партнер (компанії)
skills and experience вміння і досвід
to strike smb. as створити враження, вразити
suitable підходящий (відповідний)
taxation оподаткування
tough жорсткий (про конкуренцію)
to track down відслідкувати
to train for a career готувати себе до роботи (в певній сфері)
EXERCISE 5
Watch this video by Amy Cuddy: Power Poses for Exam and Interview
success. Your body language shapes who you are on
http://www.engvid.com/power-poses/.
In this video, you will be given a simple but powerful tip that will
improve your speaking. You will learn about power poses, a technique that is
proven to work. Use these power poses quickly before an exam or interview, or
any time you need to speak confidently in front of people!
EXERCISE 6
Test your understanding of the video by answering these questions:
1. What's a power pose?

a) a way to stand to look stronger and more confident
b) a way to stand to look tough and dangerous
c) a tone of voice to look stronger and more confident
d) a way to speak like a rich person
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2. The way I stand may affect my speaking.
a) true
b) false – speaking is affected by what you eat/drink
c) false – the way I speak cannot be changed
3. Power poses can help me do better on tests and interviews.

a) true
b) false
4. When I take a test, I should think about my body's positioning.

a) true
b) false
5. To do a power pose, it is important to make your body seem as small as

possible.
a) true
b) false
6. The key to power poses is you should try to take up as much space as
possible and look big.
a) true
b) false
7. Who is Amy Cuddy?

a) a famous psychologist who did power poses to pass her exams
b) a famous psychologist who has done research on power poses
c) a famous psychologist who claims that power poses do not make a
difference
d) Emma's dog
EXERCISE 7
Fill in the following questionnaire.
Application for a graduate trainee scheme
The information you provide here will help us select candidates for the
interview stage. We are looking for evidence of your experience and ability in
these areas which may have been acquired during your time at school or
university.
11
Leadership skills (e. g. Have you ever taken responsibility for organizing an
event?) ……………………………………………………………………………
……………………………………………………………………………………
Ability to think and plan strategically (e.g. On what basis did you select your
course at university?) …………………………………………………………….
……………………………………………………………………………………
Analytical skills (e. g. Tell us how you approach a problem.) ………………….

……………………………………………………………………………………
Communication skills (e.g. Dealing with difficult people, resolving disputes.)

……………………………………………………………………………………
…………………………………………………………………………………….
Public speaking (e. g. Have you ever given a presentation to a group of

people?) ………………………………………………………………………….
…………………………………………………………………………………….
Ability to work as a part of a team (e. g. Please tell us about any groups you
have belonged to and what role you played within them.) ……………………
……………………………………………………………………………………
EXERCISE 8
Read, translate and learn the verbs that are used to express responsibilities
and tasks performed.
Language of Job Interviews

During the job interviewing process it's important to use verbs that
precisely describe your duties and responsibilities at your present and past
positions. The following list provides verbs that are both precise and commonly
used in an English speaking workplace.
accomplished indexed
acted initiated
adapted inspected
administered installed
advanced instituted
advised interpreted
allocated introduced
analyzed invented
applied investigated
approved justified
arbitrated led
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arranged localized
assisted located
attained made
blended maintained
brought managed
built mechanized
carried out merged
cataloged moderated
changed motivated
classified negotiated
collaborated opened
compared operated
completed organized
computed originated
conceived overcame
conducted perceived
constructed performed
consulted pioneered
contracted planned
controlled prepared
cooperated presented
coordinated presided
corrected processed
counseled programmed
created promoted
dealt provided
decided purchased
decreased raised
defined recommended
delegated recorded
derived recruited
designated rectified
detected redesigned
developed repaired
devised replaced
directed restored
discovered reversed
distributed reviewed
documented revised
doubled saved
edited screened
encouraged selected
engineered serviced
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enlarged set up
escalated solved
established sorted
estimated sparked
evaluated specified
examined started
expanded stimulated
experienced strengthened
explored summarized
facilitated supervised
finalized supported
formulated systematized
founded tested
functioned trained
governed transacted
grouped transcribed
guided transformed
handled tripled
harmonized upgraded
harnessed validated
headed varied
identified verified
implemented vitalized
improved won
increased wrote
EXERCISE 9
Read, translate and learn the adjectives that describe your skills.
accurate innovative
active logical
adaptable loyal
adept methodical
broad-minded motivated
competent objective
conscientious outgoing
creative personable
dependable pleasant
determined positive
diplomatic practical
discreet productive
efficient reliable
energetic resourceful
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enterprising self-disciplined
enthusiastic sense of humor
experienced sensitive
fair sincere
firm successful
genuine tactful
honest trustworthy
___________________________________________________VOCABULARY
EXERCISE 10
Study the questions dealing with the topic Job Interview. Choose the best
response for each one.
1. When did you start your current ____________________ (= job)?

a) position
b) place
c) work
2. I left my last job because I felt that they didn't recognize my __________.
a) accomplishments
b) accommodations
c) acclimation
3. I've always been a team ____________________. (= I've always worked

well with other people).
a) play
b) worker
c) player
4. I believe I'm a good ____________________ for this position.

a) fitness
b) fit
c) man
5. Tell me a little about your __________________ job (= your last job).

a) past
b) finished
c) previous
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6. I developed good communication skills ____________________ as a
customer service representative.
a) while working
b) when working
c) by working
7. You shouldn't discuss salary until the interviewer

____________________ (= starts talking about it).
a) brings up
b) brings it on
c) brings it up
8. An interviewer might ask you what your “salary _________________”

are. (This is the formal way of asking how much money you require).
a) needs
b) requirements
c) desires
9. Many companies want to hire someone who can ________________ well.

a) take pressure/stress
b) handle pressure/stress
c) get pressure/stress
10. I had a good working relationship with my _________________ (= boss).

a) supervisor
b) superior
c) superintendent
11. During an interview, you might be asked to describe how you

____________________ (= resolved) a difficult situation.
a) dealt
b) dealt with
c) went through
12. We need someone who can work under minimum

____________________.
a) supervision
b) supervisor
c) superior
13. Instead of using the word “difficult” to describe something, you should
use a more positive word like:
a) really hard
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b) challenging
c) awful
14. Is there an ___________________ of which you are particularly proud?

a) action
b) atonement
c) achievement
15. An interviewer will ask you about your strengths, but he/she might also
ask about your ___________________.
a) challenges
b) week
c) weaknesses
16. I was ___________________ for developing the company's intranet.

a) responsible
b) made
c) responsive
17. Some of my ___________________ included helping customers, filing

complaints, and dealing with emergency situations.
a) jobs
b) duties/ responsibilities
c) activities
18. When someone asks you to “outline your experience” they want you to:
a) forget about your experience
b) brag about your experience
c) talk about your experience
19. Things/activities done on your free time (hobbies, etc.) are known as
“___________________ activities”.
a) extracurricular
b) extra
c) extraneous
_________________________________________________ASSIGNMENT
EXERCISE 11
Write your biography. Support it in speaking.
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PRESENTING
“Talk low, talk slow and don’t say too much.”

John Wayne, Hollywood film star
EXERCISE 1
Read the text below. Is it a good advice?
Did you know that almost thirty million business presentations are
given every day? And yet, in surveys, most managers say they are more
afraid of public speaking than anything else – even death! To overcome
nerves, a lot of presentation trainers advise you to ‘just be yourself’.
EXERCISE 2
Watch this video Julian Treasure: How to speak so that people want to listen.
http://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_w
ant_to_listen.
Have you ever felt like you're talking, but nobody is listening? Here's
Julian Treasure to help. In this useful talk, the sound expert demonstrates the
how-to's of powerful speaking — from some handy vocal exercises to tips on
how to speak with empathy. A talk that might help the world sound more
beautiful.
EXERCISE 3
Check your understanding of this video by answering the questions:
1. What are the seven deadly sins of speaking that we need to move away
from?
18
2. What does the word ‘hail’ stand for in its general meaning and in the
context of this video?
3. What ‘toolbox’ of the voice does Julian Treasure speak about? What does
this ‘toolbox’ include?
4. What conclusion is given in the video?
EXERCISE 4
Write out 20 keywords of the video.
EXERCISE 5
Presentations come in nearly as many forms as there are life situations.
Study the table and match a presentation type with its definition.
1. Informative a) These are the presentations in which you attempt to

convince the audience to buy your product or
service, to support your goals or concepts, or to
change their minds or attitudes.
2. Persuasive b) Presentations can have more than one aims. A

presentation to employees may be announced as an
informative session on new regulations, but in fact
it may also be an effort to persuade workers to buy
into the new rules.
3. Training c) Such presentations include seminars, proposals,

workshops, conferences, meetings, etc. The aim of
the presenter or presenters is to share their
expertise and to exchange information.
4. Multipurpose d) Presenters teach participants a variety of skills.

Topics might include sales techniques, time
management, negotiation or leadership, etc.
EXERCISE 6
Presentations can be made individually or in a team. Read an example of a
team presentation about Privet Bank. You are going to use this information
to practice delivering a presentation. Mark the pauses and stressed words.
With a partner, first present the information clearly and professionally.
Then present the information enthusiastically and emphatically. Which
sounds better?
19
A Team Presentation
Presenter 1 Presenter 2
When you join Privet Bank you A bank which recruits people
experience something unbelievable. who like to talk. A bank which gives
A bank designed around you, which its people all the information they
doesn’t expect you to fit round it. need to enable them to help you. A
bank which believes in sorting your
money out for you without you
having to ask.
Funny kind of bank? You can, naturally, choose
Unbelievable? Even a little magic? when, where and how to deal with
Yes, but also efficient, safe and your money. We are open 24 hours a
secure. day. Our people are ready to talk to
you, whenever you call.
And wherever you might be in Join Privet Bank and feel good
the world, you can bank online. about your bank; it’s your money
Receive information online. Buy after all.
online. We can even send banking
messages to your mobile phone.
EXERCISE 7
In the extract above find examples of:
a. repetition
b. rhetorical questions
c. grouping points in threes
d. pairs of contrasting points
EXERCISE 8
Match the items in 3 to why they are effective.
1. You invite your audience to try to anticipate your answer.

2. You create a satisfying sense of completeness .
3. You make sure your audience doesn’t miss your main points.
4. You emphasize what you are saying by using the power of opposites.
20
EXERCISE 9
Study the structure of a presentation; memorise the word combinations and
clichés used in it.
Structuring a Presentation
1. Introduction
 My name is … and I’m here to (going to) talk to you about … / tell you
about … / explain ….
 I’d like to …
 First of all, can I say thank you for inviting me here today / for coming / for
your kind introduction.
2. Giving an overview of your presentation

 I’ll speak for about 2 (5) minutes and leave time at the end for questions.
 Could I ask you to leave any questions until after the presentation?
 Please stop me at any time if you have a question.
 Please bear with me, as English is not my first language.
 So, I’d like to divide my presentation into three main areas / two parts.
3. Signalling the progression of ideas

 I’d like to start by saying … / explaining …. / showing you …. / describing
….
 I’d like to start with brief introduction to …. / a short film / a quotation
from … / a story.
 First / To begin with I’m going to ...
 Now / Next / Finally I’d like to move on to … / turn to …
 Let’s look at / examine / analyze …
4. Referring to visual aids

 As you can see from this chart / diagram …
 If you look at this graph / picture, you can see …
 This map / slide illustrates … / shows …
5. Concluding
 Finally I’d like to say that …
 In conclusion I’d like to mention …
 I’d like to end / finish by saying … / with a brief summary of …
 So, if you have any questions, I’ll do my best to answer them.
 So, if there aren’t any more questions, I’ll end there.
 Thank you very much for listening.
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EXERCISE 10
The following expressions help you to give a clear structure to a
presentation. Complete them using the correct preposition.
about back for of off on to up
a. To start …………., then, …

b. To move ………… to my next point, …
c. To go ……….. to what I was saying, …
d. To turn now ……… to a different matter, …
e. To say a bit more ……… that, …
f. To give you an example ……… what I mean, …
g. To digress ………. a moment, …
h. To sum ……….. , then, …
EXERCISE 11
Complete the collocations by writing the nouns in the right-hand boxes.
They are all things you might do in a presentation.
figures a graph an issue jokes a point questions
make describe
stress refer to
quote tell
compare crack
address field
raise deal with
______________________________________________________GRAMMAR
EXERCISE 12
Fill in each blank with the best response.
1. _________________ a strike, the company gave in to the workers' demands.

a) Hoping to prevent
b) Hoped to prevent
c) Hope to prevent
2. Our employees ________________________ our strongest asset.
a) are being
b) are
c) to be
22
3. __________________________ that for another meeting.
a) Let's to leave
b) Let's be leaving
c) Let's leave
4. Our office usually _________________________ at 5:00 PM, but today we're
staying open until 6.
a) closes
b) is closing
c) closed
5. __________________________ business in third-world countries can be a
frustrating experience.
a) To do
b) Having done
c) Doing
6. Please ask Robert _________________to the meeting.
a) to be coming
b) to come
c) come
7. By the time my boss gets here, I ___________________ my report.
a) will have finished
b) would be finished
c) finish
8. From now on, we ________________________ things differently.
a) will be doing
b) will have done
c) will do
9. If he had told me about this earlier, I _____________________ someone else.
a) will have hired
b) would have hired
c) will hire
10. I __________________________ those changes last week.
a) have implemented
b) have been implementing
c) implemented
23
PERSUASIVE PRESENTATION
If you can't get people to listen to you any other way, tell them it's
confidential.
Proverb
EXERCISE 1
Read, translate, compare and learn the words. Mind their pronunciation.
persuade [pər-ˈswād] 1. to cause (someone) to do something by asking, arguing,

or giving reasons
2. to cause (someone) to believe something
e.g. He persuaded his friend to go back to school.

She couldn't be persuaded to go.
He would not let himself be persuaded into buying this car.
I am not easily persuaded.
They persuaded us that we were wrong.
He persuaded himself that he had made the right choice.
Synonyms: argue, bring, bring around, convert, convince, gain, get, induce,
move, prevail (on or upon), satisfy, talk (into), win (over)
persuasive [pər -ˈswā-siv, -ziv] 1. able to cause people to do or believe

something
2. able to persuade people
Synonyms: compelling, conclusive, convincing, decisive, effective, forceful,

cogent, satisfying, strong, telling
Antonyms: inconclusive, indecisive, ineffective, uncompelling, unconvincing,

unpersuasive
24
EXERCISE 2
Study the direct and indirect structure of Persuasive Presentation and say
what the differences and similarities are between them.
Persuasive Presentation
Indirect structure: Direct structure:
 Start with question and end  Start with recommendation,

with recommendation. support it, and then reiterate it.
 More typical in academic and  More typical in business
technical settings. settings and managerial
audiences.
EXERCISE 3
Study the diagram and say if you agree or disagree with its subtitle.
The Art and Science of Persuasion
Logical arguments: the power of evidence:
Overall argument
What?
Sub-argument or Sub-argument or
Key message # 1 Key message # 2
Why?
evidence evidence evidence
Why?
25
EXERCISE 4
Read the text and make useful notes which you can use while preparing
your next persuasive presentation.
How to give more persuasive presentations:

A Q&A with Nancy Duarte
Nancy Duarte is an expert in presentation design and principal of Duarte

Design, where she has served as CEO for 21 years. Nancy speaks around the
world, seeking to improve the power of public presentations. She is the author of
Slidetology: The Art and Science of Creating Great Presentations as well as
Resonate: Present Visual Stories that Transform Audiences and the recent HBR
Guide to Persuasive Presentations.
Stepping onto the TED or TEDx stage – or speaking in front of any

group of people, for that matter – is truly nerve-wracking. Will you remember
everything you wanted to say, or get so discombobulated that you skip over
major points? Will the audience be receptive to your ideas, or will you notice a
guy in row three nodding off to sleep?
The TED Blog talked with Duarte in her California office about what
makes a killer presentation, as well as about how giving her own TED Talk
shaped her thoughts on presenting.
What would you say are the three keys to giving a great presentation?
The number one thing, I think, is to be audience-centric. To take the time

to think through who the audience is and develop all your material from a place
of empathy toward them. You’re asking them to adopt your idea, which means
they may have to abandon a belief they hold as true – and that’s hard. So, know
your audience – take a walk in their shoes. What keeps them up at night? How
are they wired to resist your message? Most presenters are consumed with
preparing their content rapidly, which makes the material about their own
narrow perspective. By flipping that paradigm to an audience-centric approach,
your material will resonate and the audience can feel a deeper connection to you
and your material.
Number two, you need to understand your role in the presentation. So

many people feel like they’re the central figure – kind of like the hero of the
story – because they’re the one talking the most. But in reality, your role is that
of a mentor – you should be giving the audience a magical gift or a special tool,
or helping them get unstuck in some way. You have to defer to your audience.
When you put your idea out there for an audience to contend with – if they reject
26
your idea, your idea will die. You have to think of it as, “The speaker needs the
audience more than the audience needs the speaker.” Then you’ll start to
approach a material with your audience in mind – you’ll have more of a stance
of humility than one of arrogance. That will help you create the kind of
movement needed to get your idea to spread.
And then the third thing – wrap your content in story. A story serves like
the sugarcoating on the outside of a pill in some ways – it just makes it go down
easier. If you look at preliterate generations for thousands and thousands of
years, stories would pass down for generation after generation after generation –
and stay almost completely intact. Yet, a lot of people can’t remember the last
presentation they sat through. So, using principles of story – the tension and
release that happens in a story – that’s what will help persuade the audience
toward your idea.
What do you feel like you learned from giving your own TED Talk?
I learned so much. The hardest part was getting my talk to fit within this
finite amount of time. So I trimmed and trimmed, keeping in mind that you still
have to nail why this is important to the audience. I had a person coach me and
point out places where I could trim. “You took too long here, and that made this
part of emphasis too long.” I worked with the timer counting up until I knew I
was within the time window – then what I did was work with the timer counting
down so I’d know, “When I’m a fourth of the way through, I should be on this
slide. When I’m halfway through, I need to be on this slide.” I created markers
in my mind so I would know how I was running on time. Sure enough, I finished
the talk and I had six seconds left on the clock.
I learned the power of rehearsing. If you rehearse really, really, really

well – it looks improvisational. Some people rehearse to a point where they’re
robotic, and they sound like they have memorized their presentation and didn’t
take it to the next level. Going from sounding memorized and canned to
sounding natural is a lot of work.
So, the classic advice for stage fright is to imagine the audience in their
underwear. What do you recommend people do to calm their nerves?
I don’t usually get nervous, but when I got on the TED stage, I was
nervous because it’s pretty high stakes. I recommend doing some breathing
exercises – breathe in as deep as you can, and then take a couple more big gasps.
Then, release it really slowly. That calms my heart down. But my favorite piece
of advice isn’t my own – it’s from a guy named Nick Morgan. He said, “What
you need to do right before you walk on stage is think of someone that you love
27
dearly.” Doing that, I felt the chemistry in my whole body change. My shoulders
relaxed and my heart melted. That feeling of affection makes your body calm
itself down. That’s a really great way to stop stage fright.
What is the best way to start creating a presentation?
My best advice is not to start in PowerPoint. Presentation tools force you

to think through information linearly, and you really need to start by thinking of
the whole instead of the individual lines. I encourage people to use 3×5 note
cards or sticky notes – write one idea per note. I tape mine up on the wall and
then study them. Then I arrange them and rearrange them – just work and work
until the structure feels sound. And from that sound structure, you start to fill it
in using a presentation tool.
For visuals, I think people tend to go with the easiest, fastest idea. Like,
“I’m going to put a handshake in front of a globe to mean partnership!” Well,
how many handshakes in front of a globe do we have to look at before we
realize it’s a total cliché? Another common one – the arrow in the middle of a
bull’s eye. Really? Everyone else is thinking that way. The slides themselves are
supposed to be a mnemonic device for the audience so they can remember what
you had to say. They’re not just a teleprompter for the speaker. A bull’s-eye
isn’t going to make anyone remember anything. Don’t go for the first idea.
Think about the point you’re trying to make and brainstorm individual moments
that you’re trying to emphasize. Think to the second, the third, the fourth idea –
and by the time you get to about the tenth idea, those will be the more clever
memorable things for the audience.
On stage, it feels really awkward to do large movements because –

normally in life – we’re talking to someone in a more intimate setting and
moving your arms really big feels melodramatic. But on the stage, you have to
move your body in really big gestures. It feels awkward at first if you’re not
used to it, so you have to kind of close your eyes and get used to it. Say things
and move largely. Take big bold steps forward, big bold steps backward. You
have this grand stage and people don’t use the space enough. I think one of the
great things that Jill Bolte Taylor did was how she used her body. Her arms
stretched all the way up when she talked about nirvana. Then she when she talks
about her whole soul feeling constricted, she brings her hands down and folds
her arms down in front of her. She’s using her body as a prop. That’s an
important way to create meaning.
When you look at even how businesses communicated in the ’30’s, ’40’s
and ’50’s – they were so much clearer and well-crafted. I recently went to the
Stanford Library and I got a bunch of old GE Board meetings from, like, 1957.
28
And I thought, “These are so beautiful!” Their presentations referenced history,
they quoted things, they crafted their words in such a beautiful way. Then
PowerPoint entered into the mix and suddenly there wasn’t any desire to craft
anymore. I think TED Talks have brought the desire for the craft back.
(Source: http://blog.ted.com/how-to-give-more-persuasive-presentations-a-
qa-with-nancy-duarte/)
EXERCISE 5
Watch this video by Nancy Duarte: The Secret Structure of Great Talks on
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks
From the "I have a dream" speech to Steve Jobs’ iPhone launch, all great
presentations have a common architecture. In this talk, Nancy Duarte draws
lessons on how to make a powerful call-to-action.
___________________________________________________ASSIGNMENT
EXERCISE 6
Prepare a 5-minute persuasive presentation with visual aids, with 2
additional minutes of Q&A.
This assignment gives you a chance to brush up your presentation skills,
and to practice handling non-hostile questions, before the presentation to a
hostile audience. You may choose your topic and situation, as long as the
purpose is persuasive and as long as your classmates and teacher will understand
it. If you feel that your basic presentation skills are in good shape, you might try
something new or different such as a sitting presentation from a paper-based
slide pack (as is frequently done in consulting firms). Check with your teacher if
you have questions about topic or format. Below are some suggestions for
topics:
 You are on the student organizing committee planning one of the
international trips. You have a 5-minute segment of the meeting to persuade the
group about some new or changed element of the planned trip.
 You are a student member of the committee to examine the Core
curriculum at the IT Academy. Make a brief presentation to convince your
colleagues and faculty members to make some change in the Core curriculum.
NOTE: Please prepare a paragraph or two for the teacher explaining your
scenario, topic, and audience. Also include a paper copy of your slides.
29
Guidelines Form: 5-minute persuasive presentation plus 2-minute
Q&A
Grade: 20%, based on strategy/structure, delivery, visual aids, and

Q&A
_________________________________________________VOCABULARY
EXERCISE 7
1. When you're “bouncing ideas off each other”, you're ________________.

a) exchanging ideas
b) agreeing with someone else's idea
c) playing basketball
2. Lisa, the marketing rep, and I have been playing _________________ this
whole week. (We've been trying to reach each other, but we keep getting
each other's voice mail)
a) phone games
b) phone tag
c) phone contact
3. What's “voice mail”?

a) A messaging service that allows you to leave messages when you call
someone
b) A voice attachment on an email
c) A package with a CD
4. I think David should do the presentation. Database architecture is his

______________________.
a) topic of expertise
b) area of expertise
c) field of knowledge
5. Your report is a little short. I think you have to _____________________

a little more.
a) learn the topic
b) research the substance
c) research the topic
30
6. Our meetings are always quite informal, but we get
______________________.
a) much done
b) much finished
c) a lot done
7. Where can I get a pen?

a) In the supply room
b) In the lunch room
c) In the conference room
8. What's a binder?
a) paper
b) a notebook cover (often with rings or clamps for holding sheets)
c) a mean boss
9. I've always wanted to ___________________ a career in oceanography.

a) persuade
b) perhaps
c) pursue
10. No, I'm sorry I'm not _________________ with that service. (= I haven't
heard about that service).
a) familiar
b) famous
c) famished
11. Over that past three years, I ___________________ in a number of

interesting projects.
a) have been involved
b) involved
c) was involved
12. Right now I _____________________ in any project.

a) am not being involved
b) do not
c) am not involved
13. PERSON 1: Do you have time to talk?

PERSON 2: Not really, I _____________________ pretty busy right now.
a) am being
b) am
c) have been
31
14. I _____________________ to a trade fair until I went to the one in Las
Vegas last month.
a) had never been
b) was never
c) have never been
15. They were one of our biggest competitors, but they

_____________________ bankrupt last year.
a) went
b) have gone
c) had gone
16. Recent efforts _________________ our company's profile have been

successful.
a) boost
b) to have boosted
c) to boost
17. John's company ________________ one of the biggest electronics

retailers in the country.
a) is
b) are
c) be
18. I ___________________ the approval of three committee members

before Bob signed off on the project.
a) had already got
b) did already get
c) have already got
19. The recent survey shows that our consumer base

____________________.
a) grows
b) is growing
c) is grown
20. PERSON 1: How's the new guy doing?

PERSON 2: Right now he's just _____________________ to get familiar
with our process.
a) try
b) tried
c) trying
32
KEEPING TRACK
I am prejudiced in favor of him who, without impudence, can ask boldly.

He has faith in humanity, and faith in himself. No one who is not accustomed to
giving grandly can ask nobly and with boldness.
Johann Kaspar Lavater
EXERCISE 1
Here is a list of useful English phrases you can use to express lack of
understanding (that is, when you fail to understand what has been said to
you) and seek clarification from the person you are talking to. Read,
translate and memorise them.
How to express lack of understanding:

When you fail to understand what has been said to you, you can use these
expressions:
 I beg your pardon?

 I beg your pardon, but I don't quite understand.
 I'm not quite sure I know what you mean.
 I'm not quite sure I follow you.
 I don't quite see what you mean.
 I'm not sure I got your point.
 Sorry, I didn't quite hear what you said.
 Sorry, I didn't get your point.
 I don't quite see what you're getting at.
How you ask for clarification:

When you don't understand what someone has said, you can ask for clarification
using the following expressions:
 What do you mean by...?
33
 Do you mean...?
 Could you say that again, please?
 Could you repeat please?
 Could you clarify that, please?
 Could you be more explicit?
 Could you explain what you mean by...?
 Could you give us an example?
 I wonder if you could say that in a different way.
 Could you put it differently, please?
 Could you be more specific, please?
Clarifying one's point or idea:

To clarify your idea you can use the following expressions:
 Let me explain that...

 Let me explain that in more detail...
 Let me put it in another way...
 Sorry let me explain...
 In other words...
 To say this differently...
 To put it differently...
EXERCISE 2
Here are six simple ways of checking what someone has just said. Write in
the missing pairs of words.
catch + slow, follow + run, ‘m + go, missed + say, see + be, understand +
explain
a ………….that. Could you ……….it again?

b didn’t ……….that. Could you ……… down a bit?
c don’t ………….. . Could you ………. what you mean?
Sorry, I d ……… not with you. Could you ……..over that again?
e don’t …….you. Could you ………. through that again?
f don’t quite ……. what you mean. Could you ……a bit
more specific?
EXERCISE 3
Which of the above do you use when you
a didn’t hear b didn’t understand

34
EXERCISE 4
In meetings where you are discussing facts and figures, saying ‘Sorry?’ or
‘I don’t understand’ is not always enough. Sometimes you need to be more
precise. Complete the second speaker’s responses with the appropriate
phrases.
1. – The name is Dolphin.

 …………….………………………………….?
 The name is Dolphin.
 Oh, I see.
2. – We must solve this by next week.

 …………………………………………………?
 By next week.
 Oh, yes, of course.
3. – The company is based in Poland.

 ………………………………………..……… ?
 The company is based in Poland.
 Oh, really?
4. – The whole cycle might take six months.

 …………………………………………………?
 Six months.
 Oh, as long as that.
5. – Ann told me about that last week.

 ………………………………………………….?
 Ann – from HR office.
 Oh, as usual.
6. – An upgrade will cost $5,000.

 …………………………………………………..?
 $5,000.
 Oh, as much as that.
EXERCISE 5
Watch this video by Melissa Marshall: Talk nerdy to me
(http://www.ted.com/talks/melissa_marshall_talk_nerdy_to_me)
Melissa Marshall brings a message to all scientists (from non-scientists):

We're fascinated by what you're doing. So tell us about it – in a way we can
35
understand. In just 4 minutes, she shares powerful tips on presenting complex
scientific ideas to a general audience.
EXERCISE 6
Check your understanding of the video by answering the questions.
1. Where did Melissa Marshall feel like Alice in Wonder land? Why?
2. Why do we need good communication from our scientists and engineers?
3. What should engineers do to make the listeners feel their engineering sexy
and engaging?
EXERCISE 7
Fill in the gaps in the equation suggested in the video. Comment on it.
Science − (… … … . .. + ⋯ … … … )
Understanding =
…………………
EXERCISE 8
Work with a partner to practice clarifying specific points. You are going to
read about two different companies.
Speaker A.
 Read out the text below to your partner.
 When you read the information in bold, whisper so they cannot hear!
 Your partner should ask you for the exact information they missed. If
not, keep reading!
 If your partner just says ‘Sorry?’, reply ‘Sorry what?’
Playtika
Playtika (www.playtika.com) was founded in late 2010 and
immediately enjoyed sky-rocketing growth. Company is
managed by a team of experienced entrepreneurs and gaming
industry pioneers.
Playtika was acquired by Caesars Interactive
Entertainment, a subsidiary of Caesars Entertainment
Corporation, the world’s most diversified casino entertainment
company. Playtika offers unique multi-platform social games.
The games are already enjoyed by millions of users globally at 12
platforms. Playtika is an international company with locations in
Israel, Ukraine and Belarus. In Ukraine we have offices that are
growing rapidly in Kiev, Vinnytsia and Dnipropetrovsk.
36
Speaker B.
 Read out the text below to your partner.
 When you read the information in bold, whisper so they cannot hear!
 Your partner should ask you for the exact information they missed. If
not, keep reading!
 If your partner just says ‘Sorry?’ reply ‘Sorry what?’
EPAM Systems, Inc.
EPAM Systems, Inc. (NYSE: EPAM), also known as

EPAM, is a global provider of software engineering and IT
consulting services with the headquarters in Newtown, PA,
USA. The company has software development centers and
branch offices in the United States, Canada, UK, Switzerland,
Germany, Sweden, Netherlands, Singapore, Belarus, Hungary,
Russia, Ukraine, Kazakhstan and Poland. The company was
founded as EPAm by Belarus natives Arkadiy Dobkin in
Princeton, NJ, and Leo Lozner in Minsk, Belarus in 1993 and
incorporated as EPAM Systems on December 18, 2002. Since
then, the company has grown to approximately 9,300 tech
employees mostly working in EPAM’s Central and Eastern
European locations.
___________________________________________________VOCABULARY
EXERCISE 9
Describe the company you work at (or plan to work) using clichés given in
Phrase Bank.
Phrase Bank: Describing your work
I work for Delphi/a telecom company.

I work at a bank/an office in Vinnytsia.
My job involves ...
My role is to ...
I have a post as head of R&D/in the R&D department.
I am responsible for customer support.
I have (two years of) experience in web design.
We are based in ...
Our headquarters are in ...
37
______________________________________________________GRAMMAR
EXERCISE 10
1. You should __________________________ your employees in a more
respectful manner.
a) treat
b) to treat
c) treated
2. Employees should ________________________ in a more respectful manner.
a) to be treated
b) be treated
c) treated
3. PERSON 1: __________________________ you seen Bob?
PERSON 2: No, I haven't.
a) Have
b) Are
c) Did
4. You __________________________ if you have a problem.
a) would have let him know
b) should let him know
c) have let him know
5. The business environment __________________________.
a) is constantly changing
b) changes constantly
c) changed
6. _________________ them until we get the proposal back from Nancy.
a) Don't be calling
b) Haven't you called
c) Don't call
7. The board _________________ a merger.
a) has just approved
b) just approved
c) was just approved
8. I __________________________ at Bank of America from 2001-2003.
a) have been working
b) was working
38
c) have worked
9. Currently, I __________________________ at Citibank.
a) work
b) am working
c) have worked
10. I __________________________ here for 10 years. (I still work here)
a) have worked
b) worked
c) was working
EXERCISE 11
Complete the sentences using the verbs in brackets in the correct form.
1. Normally, I am in the office in the afternoon, but this month I ________
(do) a course in Project Management.
2. He ________ (think) his job is really interesting.
3. In June, the weather ________ (get) hot there, so take some cool clothes.
4. Computec ________ (hold) a five-day seminar on computers for all its
employees next week.
5. Mr Collins isn’t available at the moment. He ________ (have) a meeting
with some clients.
6. He ________ (think) of changing his job because he’s not very happy.
7. ‘What’s your address?’ ‘I ________ (live) in a hotel until we find a nice
flat.’
8. Our most important market is the Middle East. We ________ (do)
business with several companies there.
9. The rate of unemployment ________ (decrease) slowly.
10. It ________ (get) hotter. We need to get some air conditioning for this
office.
11. Lauren ________ (not leave) her house before 9 o’clock in the morning.
12. During the week, he ________ (live) in his city flat and at the weekend he
goes to the country.
39
DIFFICULT AUDIENCE
It cannot be too often repeated that it is not helps, but obstacles, not
facilities, but difficulties that make men.
William Mathews
EXERCISE 1
Take into account the following recommendation. Remember you might be
asked these questions during your presentation.
Questions focus our thinking. Ask empowering questions like: What's

good about this? What's not perfect about it yet? What am I going to do
next time? How can I do this and have fun doing it?
Charles Connolly
EXERCISE 2
Read the article written by Kristin Carey, a communications expert who
trains and coaches professionals to improve their communication and
presentation skills.
Dealing with Hostile Audience
Oftentimes in speeches or presentations, there will be that person in the

audience. You know, that person who seems to just like to cause trouble or hear
himself talk. If you have that person in your audience, you don't have to call on
him. As the speaker, you have to control the audience, and one of the best ways
to deal with a pain-in-the-neck question-asker is simply to avoid calling on him.
I once attended a business meeting where a speaker poorly handled that

person. Several times during the presentation, that person raised his hand to ask
the speaker a question. Each time the speaker called on that person, he asked a
long-winded, difficult, or inappropriate question. In fact, one time he simply
made a statement. Though the audience was clearly uncomfortable and annoyed
40
when that person was called on, and the speaker was noticeably losing her
composure, she continued to call on that person and stumble though strained
answers to his awful questions.
This is an example of a speaker giving up control to an audience member

unnecessarily. The speaker should have avoided calling on that person after his
first inappropriate question. There is no rule that says the speaker has to
acknowledge an audience member with a raised hand. The speaker has control
of who is called on and should not give up that control to difficult audience
members.
The speaker had several options for controlling this audience member:
Ignore
The speaker could have simply chosen not to call on that person (“Just
ignore him, Kirstin,” my mother would say when I was younger and the boys
were teasing me. Hmmm… another one of those lessons we learn as children
that we should remember to use as adults.)
Set Limits
The speaker could have said, “For the sake of time and to make sure that
everyone has at least one opportunity to ask a question, please limit your
questions to one per person.”
Write Down Questions

The speaker could have said, “I notice that some of you have a lot of
questions, but I will be unable to finish my presentation if we answer all of
them. Please write down your questions on the back of your business card.
Mary, could you please collect those questions and bring them to me? I will
answer as many questions as I can at the end of the presentation if we have time
left over.”
Directly Address
The speaker could have said, “What is your name, sir? John? Well, John,
I appreciate your enthusiasm and your comments, but since we only have a short
period of time today to go through the scheduled material, would you mind
holding the rest of your comments until the end of the presentation?” Or, “John,
your interest in this subject is wonderful, although your comments are too
detailed for this presentation. Could we address your concerns afterwards?”
While asking that person these questions, be sure to nod your head up and down
to encourage that person to also nod in agreement.
41
The bottom line is: you are the speaker and therefore the person in
control. Don't let one audience member ruin it for everyone else. I'm not
recommending that you handle that person rudely, but keep in mind that the rest
of the audience probably recognizes that person is being that person and will
have more respect for you if you handle the situation firmly and effectively.
Hey, the audience doesn't want to listen to that person, either.
EXERCISE 3
Watch this video by Margaret Heffernan: Dare to disagree.
(http://www.ted.com/talks/margaret_heffernan_dare_to_disagree)
Most people instinctively avoid conflict, but as Margaret Heffernan

shows us, good disagreement is central to progress. She illustrates (sometimes
counterintuitively) how the best partners aren’t echo chambers – and how great
research teams, relationships and businesses allow people to deeply disagree.
EXERCISE 4
Check your understanding of the video by answering the questions.
 Who was the first example about?
 What was unusual in the collaboration between the doctor and her statist?
 What does that kind of constructive conflict require?
 How do we have these conversations more easily and more often?
___________________________________________________ ASSIGNMENT
EXERCISE 5
Prepare a presentation to a hostile audience (with visual aids if
appropriate) on a topic of your choice, addressed to a hostile audience.
You will have 15 minutes total, but to allow interaction, you should
prepare no more than 5 minutes worth of material (and you may find that you
have trouble getting even that amount presented before interruption, depending
on the topic and situation). Your presentation may be explicitly (e.g.,
recommend a project that your audience actively opposes) or implicitly (e.g..
explain new belt-tightening measures to your staff in a way that elicits their
support without alienating them) persuasive, or it may deliver bad news (e.g.,
tell staff of a plant close-down).
Here are some additional sample topics to give you ideas:

42
You are CEO for a firm that has been suffering losses over the past two
years. You have just come from a Board of Directors session in which it was
decided that the firm must close one of its plants and lay off 1,000 people.
Announce this decision either to your management staff or to the personnel of
the doomed plant.
You are an outside consultant brought in to evaluate the upcoming

launch of a new computer service for home computer users. Firm X has spent a
great deal of time developing this product, and those directly involved in the
product are very enthusiastic about it. You have decided on the basis of your
study, however, that the market is not yet ready for such a service. You must
address a group composed of Firm X executives (including several champions of
this project), recommending against launching the product at this time.
Remember that audience interaction takes time, so you should limit the
length of the presentation itself. (You might, however, have additional overhead
transparencies prepared for responding to likely questions.)
Note: Please prepare a paragraph or two for the teacher and for the other
students in your presentation group, explaining your scenario and suggesting
likely lines of questioning.
Guidelines Form: 15-minute interactive presentation

Grade: 13% of course grade, based on persuasive strategy and structure,
delivery, handling of hostile questions, and visual aids (if used).
1. The Self-Evaluation
 View the video of your presentation twice, then write a 1-2 page memo to
the person who viewed your presentation (i.e., to me or to the TA), analyzing
your performance in the areas listed below, and suggesting changes that might
improve it. Feel free to focus on those issues that seem most relevant to your
presentation.
 Strategy and structure: Were you explicitly or implicitly persuasive?

Did you use direct or indirect structure? Why? How did you organize your main
points, and why? How effective were your strategy and structure? What would
you do differently next time, based on the audience's reaction and your viewing
of the videotape?
 Handling of hostile questions: Analyze how well you answered

questions and dealt with hostility. Did you anticipate most of the questions in
advance, or did some take you by surprise? Did you stay calm? Were your
answers credible and effective? Did you avoid getting into one-on-one debates
43
with a single questioner? What would you do differently next time, based on the
audience's reaction and your viewing of the videotape?
 Delivery: Did you feel confident when you gave your presentation? Do
you look confident in the videotape? Assess your strengths and weaknesses in
verbal and nonverbal aspects of delivery (e.g., voice tone, gestures, eye contact,
etc.) How does your delivery compare to that in your presentations in 15.280, if
you took that class? What would you do differently next time, based on the
audience's reaction and your viewing of the videotape?
 Visual Aids: Did you use visual aids? If you did, evaluate them. Were
they appropriate and effectively designed? How would you change them (if at
all) in the future? If you didn't use visual aids, why not? If you revise your
presentation, should you use them?
Guidelines Form: 1-2 page memo, single spaced Grade: 12% of course
grade, based on acuteness of analysis, adequacy of evidence, organization,
clarity, and effectiveness.
___________________________________________________VOCABULARY
EXERCISE 6
Number the lines of the dialogue describing hotel services in the correct
order.
Receptionist
 Yes, sir. What would you like?
 Room service. Katherine speaking. Can I help you?
 Well, I’ll have to ask in the kitchen to see if they have any foie gras.
Would you like it with some toast?
 You’re welcome, sir. Goodbye.
 Yes. Dry, medium or sweet?
 Right, sir. It will be with you in a few minutes.
Guest
 Hello, Katherine. This is room 208 here. I’m feeling a bit hungry. I’d
like to order a snack.
 Thank you, Katherine.
 Oh, as dry as possible, please, and nicely chilled.
 Oh, I don’t know. Perhaps a little foie gras?
 Yes, please. And I'd also like some champagne.
44
EXERCISE 7
Complete the sentences using the correct form of the words in brackets.
1. It can be difficult to find a decent hotel room at an ________ price.
(afford)
2. If you call room service, they will ________ meals to your room.
(delivery)
3. Although the room was small, it was perfectly ________ . (comfort)
4. A lot of our revenue comes from food and drink but our rooms are more
________ . (profit)
5. Hotel guests from the USA ________ a standard room layout. (preference)
6. You can ________ old buildings into hotels but there is a limit to what
you can do. (conversion)
7. We have to meet our customers’ ________ . (expect)
8. Multinational companies often expand by taking over smaller ________ .

(operate)
EXERCISE 8
Write questions about the missing information.
1. I went to ________ on my last business trip.

Where did you go on your last business trip?
2. He set up the company in _________.

When ____________________________________
3. They started selling ________ last year.

_________________________________________
4. At first, the product sold well because ________.

_________________________________________
5. They made a profit by _______.

_________________________________________
6. He worked for ICI for _______ years.

_________________________________________
7. I spoke to ________ at the conference.
45
_________________________________________
8. ________ invented the mobile phone.

_________________________________________
9. ________ people work in the Lille factory.

_________________________________________
10. I travelled from Munich to Berlin by ________.

_________________________________________
EXERCISE 9
Study the clichés given in the exercise and be ready to talk about your
travel and accommodation.
Phrase Bank: Travel & accommodation
I have a few hours to kill.

I'd like a chance to shower (stretch out, relax, sleep off
the jet lag).
They offer luxury at an affordable price.
The price was very reasonable.
I have an early morning (an afternoon, an
evening) flight.
_____________________________________________________GRAMMAR
EXERCISE 10
1. Do you think you _________________________ finish this report by the end

of the day?
a) could/will
b) could/have
c) will/have
2. Yes, the report __________________________ by the end of the day.
a) will be finished
b) I will finish
c) I have finished
3. I __________________________ doing the project in half an hour.
46
a) finish
b) would finish
c) am finishing
4. I will have finished __________________________ the presentation by the
time you get back from lunch.
a) to prepare
b) preparing
c) prepared
5. I __________________________ for many different jobs.
a) have applying
b) have applied
c) apply
6. I __________________________ talked about this later.
a) would rather we
b) would we rather
c) would rather
7. If I had known about the layoffs, I _________________ you.
a) would have told
b) will have told
c) will tell
8. We are currently __________________________ several acquisitions.
a) considered
b) have been considering
c) considering
9. These acquisitions __________________________ us as the leader in our
industry. (The acquisitions may or may not be made/realized).
a) would be established
b) would establish
c) would have established
10. These acquisitions __________________________ us as the leader in our
industry. (The acquisitions were NOT made/realized).
a) would establish
b) would have established
c) would be established
47
LEADERSHIP
A good objective of leadership is to help those who are doing poorly to

do well and to help those who are doing well to do even better.
Jim Rohn
EXERCISE 1
Watch this video by Ernesto Sirolli: Want to help someone? Shut up and
listen!
(http://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and
_listen.html)
When most well-intentioned aid workers hear of a problem they think

they can fix, they go to work. This, Ernesto Sirolli suggests, is naïve. In this
funny and impassioned talk, he proposes that the first step is to listen to the
people you're trying to help, and tap into their own entrepreneurial spirit. His
advice on what works will help any entrepreneur.
EXERCISE 2
Check your understanding of this video by answering the questions.
 What shaped everything Ernesto Sirolli does professionally?
 What does a system called Enterprise Facilitation mean?
 Who is going to invent the technology for the green revolution?
 What is a secret to work with entrepreneurs?
EXERCISE 3
Read the text and make notes of it which will help you to write about
leadership experience.
How to Become a Successful Young Leader at Work

Most young, new employees aren’t typically thought of as leaders in the
workplace. Not only do they inhabit a low spot in the office hierarchy and lack
48
experience and skills, but also many are too timid and insecure to assume a
leadership role. But with the right attitude, an observant eye and a desire to
learn, any young professional can prevail early on. The first hurdle to overcome
is getting your colleagues to see you as more than a fresh-faced, immature
college grad. Instead, demonstrate that you’re capable of leading without
stepping on any toes. Once you do that, there are many more things you can do
to become a successful leader in the early stages of your career.
Career experts and authors Al Coleman, Alexandra Levit, Ryan Kohnen,

and Dr. Katharine Brooks weigh in on why senior employees don’t often regard
their young colleagues as pathbreaking workers and how those newbies can
emerge as leaders.
Here are 10 steps you can take to become a successful young leader in
the workplace:
1. Start preparing before you enter the workforce

Volunteer in social or nonprofit organizations or clubs where you can
develop or hone your leadership skills, Coleman say. “Start with groups such as
your church, synagogue, chamber of commerce, or a neighborhood or alumni
association. These groups are full of opportunities to lead at the board,
subcommittee, special projects or events level.”
Do this while you’re still in college or before you enter the workforce.
“If students have cultivated their leadership skills while in college or worked in
the field previously through internships or other experiences, they have more
confidence generally in their ability to handle situations,” Brooks adds.
2. Do your homework
While most of what you’ll need to be a good leader you’ll learn through
practical experience and observation, you can’t go wrong reading books or
taking professional development courses on organizational leadership, Coleman
says. “There are numerous resources out there for free or low cost that will help
you to gain the tools and skills to begin practicing effective leadership in the
workplace.”
3. Take time to assess the culture of the organization

Listen and observe how staff treats new workers – and learn what their
expectations are, Brooks says. “If you’re not sure, ask. It’s appropriate to ask
your new supervisor what his or her expectations are about your work.” Note
your supervisor’s style. Is she more casual or formal? Does he want details and
daily reports? Is she only interested in periodic feedback? Learn and adapt,
Brooks adds.
49
Kohnen agrees. “Soak it up!” he says. “Learn about your teammates;
learn their responsibilities, roles, professional goals, and business philosophies.
Be a sponge.”
4. Keep a learner’s mind

Always be curious and eager to absorb new information. “Try not to
judge situations too quickly or make quick assumptions that may not be
accurate,” Brooks says. “It’s okay to be a little overwhelmed at first. Just do the
best you can and ask for help when you need it.”
5. Identify areas where you can provide new insight or help.

A young new worker might be savvier with social media than the older
staff, Brooks says. “If so, that would be a place to offer suggestions or ideas.”
Levit says you should act as a change agent, “aiming to fix something
that’s broken with your unique perspective and skills.”
Meanwhile, Kohnen suggests challenging the norm. “Look at problem

areas on your team or company. Sometimes there are ‘norms’ in organizations
or teams that haven’t been challenged or where people haven’t looked for a
better way of doing things for a long time. Usually there’s something that people
complain about. That is a great opportunity to come up with a new solution or
idea for a new way to do things.”
6. Offer your help

If as a new worker you start with an ‘I’m here to help’ attitude, it can
help you move into a leadership role more quickly and smoothly. “Look for
ways to serve even if you’re not asked to do so,” Brooks suggests.
Volunteer for stretch assignments or committees that will allow you to

acquire leadership and management skills before you officially lead a team or a
group, Levit adds.
“There are countless opportunities during meetings where someone is

needed to lead a project or a specific section of a project,” Coleman says. “Step
up and volunteer to take it on. If it’s too large or something that you have little
to no experience with, you can offer to partner with a more established leader to
gain the skills and knowledge to lead on your own the next time around.”
7. Do your work and abide by the rules

Some young professionals get so wrapped up in everything else that they
fail to execute their basic required tasks. “If you’re given a deadline, respect it,”
Brooks says. “Try to turn in the item early if possible. Don’t ask for extensions.
Find a way to get it done. It’s also important to remember that your first few
50
work assignments will likely not be glamorous – but it’s imperative that you do
a good job. If you don’t do the basic tasks well, no one will trust you with more
complex tasks.”
Also pay attention to the rules and policies of the office, both written and
unwritten. Show up early and stay late. Don’t be the last one in and the first to
leave, Brooks adds.
8. Communicate and connect

“Take the time to meet your co-workers and get to know them as people,
not just co-workers. This will take a little time, so don’t be in a hurry,” Brooks
says.
You should also communicate assertively and broadcast your results in
order to get your value proposition across, Levit adds.
9. Give credit where credit is due

“Ask advice when you need it, but also try to complete your work as
independently as possible,” Brooks says. “If you complete a project and are
complimented on it, and someone has helped you, mention that.”
10. Establish relationships with superiors and find a mentor

You’ll want to create mutually beneficial relationships with senior
managers, mentors, and colleagues, and emulate their successful behavior and
approaches, Levit says.
“Find a mentor who’s successfully viewed as a leader within the

organization and ask for opportunities to shadow that individual or work on a
project with the individual to see firsthand how they successfully lead projects
or groups,” Coleman says.
(by Jacquelyn Smith)
__________________________________________________ASSIGNMENT
EXERCISE 4
Analyze your leadership characteristics and behaviors.
This assignment asks you to consider your leadership experiences in

various settings (e.g., work, school, teams, other organizations) along with
readings and class discussions concerning leadership qualities and behaviors.
Prepare a 3-5 page analysis of your leadership characteristics and behaviors.
How would you describe your leadership qualities? Using specific examples and
situations, illustrate the kinds of leadership behaviors you have used. Based on
51
your analysis, are there behaviors you would like to change and/or
characteristics you would like to eliminate or develop as you prepare for future
leadership positions?
Guidelines Form: 3-5 page paper, single-spaced Grade: 20% of course

grade, based on strategy, structure, style, and clarity
______________________________________________________GRAMMAR
EXERCISE 5
1. I ________________________ my new job next week.
a) have started
b) am starting
c) start
2. There _____________________ to be a problem with your application.
a) is seeming
b) seems
c) seem
3. I ________________________ 10,000 shares last week.
a) bought
b) will have bought
c) have bought
4. I ______________________ a lot of money if I hadn't listened to your advice.
a) would make
b) would have made
c) will have made
5. __________________ that issue, Bob started to look for other problem areas.
a) To be resolved
b) Has he resolved
c) Having resolved
6. That issue is yet __________________________.
a) having resolved
b) has he resolved
c) to be resolved
7. _________________ that issue?
52
a) Has he resolved
b) Having resolved
c) To be resolved
8. Maybe you should _______________________ a different approach.
a) tried
b) try
c) to have tried
9. Hiring Thomas has ______________________ a positive impact on the
growth of our law firm.
a) having
b) been had
c) had
10. I'm not sure that ____________________ the CEO will solve our problems.
a) replacing
b) replace
c) to replace
EXERCISE 6
Change the direct questions into indirect questions.
1. What time does the meeting begin?
Do you know ________?
2. How much is the hotel?
Could you tell me ________?
3. Why is he angry?
Do you know ________?
4. Is there a restaurant car on the train?
Can you tell me _______?
5. Where can I park the car?
Can you tell me _______?
6. Is the office near the town centre?
Can you remember ________?
EXERCISE 7
Write questions about the information which is missing.
1. The company makes money by...
How does the company make money?
53
2. Our business is expanding because...
Why ……………………………………..
3. They are setting up a business in...

Where …………………………………..
4. We are looking for $...

How much ……………………………..
5. He has previous experience in the ... business.

What kind ………………………………
6. Their unique selling point is...

What ………………………………………
7. My company employs ... people.

How many ………………………………..
8. The manager of the company is...

Who ………………………………………..
9. They are talking to … about further investment.

Who ………………………………………..
54
TASK FOR ASSESSMENT
Persuade the teacher in the following situations. Use the structure and
strategy of the persuasive speech:
Main statement
Argument 1 evidences examples from your life
Make sure you use these phrases:

On one hand... On the other hand...
Firstly,... Secondly,...Thirdly,... Moreover,...
Besides,... According to... Let's move on to the next issue...
In addition to what I've already said...To say the truth...To sum up... etc.
Situations for Assessment
Make an oral presentation of about 20 sentences about every situation.
1. Persuade me that you deserve to study at masters' course on the free-of-

charge basis.
2. Convince me that your master's work is very important for the country.
3. Imagine that your teacher is your employer. Persuade me to hire you.
4. What is your greatest weakness? Persuade your employer that your
greatest weakness will not interfere with your job.
5. Persuade your employer that you are a skilled worker.
6. Persuade your employer that you can be a good team player.
7. Persuade your employer that you deserve to occupy some leader's position
(a team lead, a project manager, a senior developer, a head of technical
(IT) department etc.)
55
PART 2
CORRESPONDENCE
Or don't you like to write letters. I do because it's such a swell way to keep from
working and yet feel you've done something.
Ernest Hemingway
EXERCISE 1
Read the following article from a business magazine and discuss the
questions with a partner.
Does Grammar Matter?
According to a report published recently, standards in written English are
falling. This is because people see the e-mail as an informal way of
communicating where the normal rules of grammar and punctuation do not
apply. In a survey by MSN, two-thirds of those aged 18-24 said that they were
more concerned about the content of their e-mails than grammatical correctness.
Of older users, one in four also admitted they were not concerned about
grammatical correctness in their messages.
Surprisingly, in the same survey most people said they were annoyed by
errors in the e-mails they received. This was a bigger problem with conventional
letters. In another survey bosses said they would not do business with companies
whose correspondence had mistakes in it. Unbelievably, they thought it was
worse than charging too much.
1. Do you agree that e-mails are an informal way of communicating?

2. If someone sends you a badly written e-mail, do you find it annoying?
Are you more tolerant if you know they are not writing in their first
language?
56
3. Is there anything else about e-mails that annoys you e.g. not using a
sensible title in the subject line, not including the original message when
replying, etc.?
4. Do you think the bosses in the survey were right? Why / why not?
EXERCISE 2
Read the tips showing how to write an effective e-mail.
How to Write an Effective E-mail

1. Use a subject line that tells the other person what the e-mail is about.
Don’t just write Information or Your e-mail.
2. If you are writing to someone you don’t know, start by saying who you
are and why you are writing.
3. Use written greetings (Dear Mr. Smith) and endings (Yours sincerely),
just as you would in a letter.
4. Use short, clear sentences.
5. Use paragraph for different subjects. Leave a space between paragraphs.
6. In business e-mails use a formal and polite tone. Don’t be too informal or
familiar.
7. Don’t use emoticons, e.g. , or acronyms, e.g. BTW (by the way).
8. Don’t write in CAPITAL LETTERS – this is like shouting.
9. Don’t repeat yourself; try not to use the same word more than once in a
paragraph.
10. Check your spelling and punctuation. If you are worried about your
spelling, use a spell check.
EXERCISE 3
Read the following e-mails from a company called CiclosCiclone to a
customer, David Holmbrook. Re-write the e-mails and correct the mistakes
in punctuation and grammar. Also change anything which you do not think
is appropriate in style. Underline any phrases which you think are useful
for this type of e-mail.
CiclosCiclone
Order Form
Customer: David Holmbrook
Customer Order No: 15724
Details: 1 x item GH56 £19.50
3 x items GH98 £48.00
shipping: £12.40
Total £79.90
57
Dear Mr. Holmbrook
Thanks for the order. I just wish to conferm that we have recieved your order
details and we have started to process the order. If your item is not instock or if
there are are any d1spach problems we will contact you within the next 24/36
hrs. Please contact us if you not have received you order within 7 days at
orders@cidoscidone.com so we can resolve the issue.
thankyou once again for your order.
Kind Regards.
CiclosCiclone (Despatch Team)
Hi there,
Re the modification thats not a problem the whole amounut for your order will
be £84.85. I look forward to hearing from you,
Best wishes
Diego Martin
Dear dave
We appoligise for the delay, but we have worked out the cost of your shipping
amounts of the modified order, it is going to cost you £6.99 more.
To activate this transaction we will need to re-take your card details by phone to
process the payment manully. We will need the long number on the front of
your card, the expire date, and the security code on the back of card.
Thank you for you patience and shopping with CiclosCiclone, I look forward to
hearing from you,
Best wishes
Diego
ok Dave, will sort this out for you, and it shall be with you soon! Sorry again.
Best wishes
Diego
EXERCISE 4
Work with a partner. Practise the conversation using the prompts.
A S-A-G / help?
B You / speak / John Bird?
A afraid / not / office / now / can / message?
B Oh, dear! / urgent order / we / five hydraulic pumps / June 22nd
A Just / minute / tell / name please?
B sorry / Elena Moretti / Stern Hydraulics / Switzerland
A Right / take down / details / get John / contact / say five units?
58
B Yes / reference / SG 94321
A SG 94321 / five units
B yes / right / important thing / delivery date / June 22nd
A not think / a problem
B good / for / new customer
A I see / when John comes / tell him immediately / confirm / order / by e-mail?
B yes / course / thanks / much
A you / welcome / goodbye
B goodbye
EXERCISE 5
Fill the spaces to complete Elena Moretti’s e-mail confirming the order.
Dear John,
Further to a) ________ with your colleague this afternoon, I wish b)
________ our order for c) ________ hydraulic pumps (ref SG 94321), to arrive
no later than d) ________. Please let us know about any problems processing
this order. We are especially concerned about receiving the parts on time, as it is
for an e) ________ customer.
Best regards,
Elena Moretti
EXERCISE 6
Later that day, John Bird phoned back. Work with a partner. Try to
complete the conversation using the words and phrases in the box.
all the details Could I speak to good help you in touch

is that it's quite more business phoning worried worry
John ________ Elena Moretti, please?

Elena Speaking. ________ John?
John Yes. Hello, Elena. I’m ________ back about your order.
Elena Yes, ________ urgent.
John Don’t ________. I’ve got ________ in your e-mail. No problem.
Elena That’s ________. I was rather ________ about it.
John Well, can I ________ with anything else?
Elena No, but I hope we get ________ from this customer.
John Yes, of course. Okay, I ’ll be ________ Bye for now.
Elena Goodbye.
59
EXERCISE 7
Elena received this e-mail confirming her order. What is the mistake?
Order Confirmation
Date: 1 June
Order no: DH010601
Received: 23 May
No. of units: 5
Delivery required: 7 July
Processed by: John Bird
EXERCISE 8
Elena phoned SAC to tell John Bird about the mistake. Number the lines of
the conversation in the correct order.
⁫ S-A-C, can I help you?
⁫ No, it's not your fault. Just ask John to phone me.
⁫ Right. Elena, leave it with me. I’m terribly sorry about this.
⁫ Oh, hello, Elena. I’m afraid John isn’t here at the moment. Can I take a
message?
⁫ Yes, it says July 7th, but the agreed delivery date was June 22nd. It’s really
important.
⁫ Yes, this is Elena Moretti from Stern Hydraulics. Could I speak to John Bird,
please?
⁫ Oh, dear. Can you give me the details?
⁫ All right, then. Bye for now.
⁫ Thank you. I’m not at all happy about this. A lot depends on this order.
⁫ I see. Well, I’ll tell him as soon as he comes in.
⁫ Yes, he sent me an order confirmation – the reference is DH01060 – but the
delivery date is wrong.
⁫ Goodbye.
EXERCISE 9
When John Bird got back to the office, he tried to phone Elena but couldn’t
get through. He decided to send an e-mail. Write his e-mail using the
prompts below.
answer / your e-mail / June 1st / checked / correspondence / you / right /
apologise / mistake
spoken / production department / they / giving / order / top priority
as a result / confirm / delivery date / June 22nd
once again / please accept / apologies
best wishes
John Bird
60
__________________________________________________ASSIGNMENT
EXERCISE 10
Practice fluent speaking. Read the situation and act out the conversation.
Work with a partner.
On June 22nd the parts didn't arrive. They didn’t arrive until June 30th.
Elena phoned John again.
Speaker B: You are John Bird. You understand why Elena Moretti is
angry. Her company is one of your best customers. Your production department
let you down. They promised to meet the delivery date but there was a transport
strike and some components didn’t arrive. Apologise as much as you can for
what happened and invent excuses for everything. Offer to pay for a holiday
weekend in London for Elena, but don't make any promises you can’t keep.
Speaker A: You are Elena Moretti. You are furious with John Bird. The
order arrived late and as a result you will get no more orders from your
customer. SAG let you down and you think John Bird is responsible. You are
also angry about the fact that he never returns your calls and always makes
mistakes. Unless he offers you some compensation (such as heavy discounts on
future orders), tell him you will lake your business elsewhere.
____________________________________________________GRAMMAR
EXERCISE 11
1. She was in charge of __________________________ all the web graphics.
a) create
b) creating
c) to create
2. Barbara __________________________ that she will be stepping down.
a) has informed me
b) informed me
c) would inform me
3. I __________________________ worry about that if I were you.
a) didn't
b) wouldn't
c) will not
61
4. I'm not sure if they will be able __________________________ from these
losses.
a) to rebound
b) rebound
c) rebounding
5. I'm not sure if they can __________________________ you that information.
a) give
b) to give
c) giving
6. They announced last month that they __________________________ their
relationship with Microsoft.
a) scale back
b) would have been scaling back
c) would scale back
7. The meeting _________________ if John hadn't arrived at the last moment.
a) would have been called off
b) will have been called off
c) called off
8. The company was charged with __________________________ deceptive
claims in its advertising campaign.
a) making
b) to make
c) make
9. I have __________________________ to talk to you about the marketing
survey you're working on.
a) mean
b) been meaning
c) been mean
10. The bank is __________________________ one-third of its branches.
a) sell
b) selling
c) being sold
62
FORMAL OR INFORMAL?
EXERCISE 1
Read the information about email styles.
Three different writing styles are often identified, though in real life the
differences are not so clear:
Formal: This is a style of an old-fashioned letter. Ideas are presented politely

and carefully, and there is much use of fixed expressions and long
words. The language is impersonal. Grammar and punctuation are
important. This style is not common in emails, but you can find it if
the subject matter is serious (for example a complaint).
Neutral/Standard: This is the most common style in professional/work emails.
The writer and reader are both busy, so the language is simple, clear
and direct. Sentences are short and there is use of contractions (I’ve for
I have etc.). The language is more personal. However, the style is not
similar to speech - it is too direct.
Informal: This is the most common style for emails between friends.
Sometimes the email can be very short or it could include personal
news, funny comments etc. This is the style that is closest to speech, so
there are everyday words and conversational expressions. The reader
will also be more tolerant of bad grammar etc.
EXERCISE 2
Read, translate and memorise the clichés used in letter writing. Mark those
used in formal e-mails and in informal ones.
The Language of Correspondence

Start
If we do not know who we are writing to, use:
63
Dear Sir or Madam,
Dear Personnel Director,
Dear Head of HR Department,
Dear the Director of …,
If you know the addressee and have a formal relationship with, use the complete
name or the family name. It’s very important to use Ms for women unless you
are asked to use Mrs or Miss:
Dear Dr. Pangaribuan,
Dear Mr. Indra Raharja,
Dear Ms. Feni Iranawati,
If the addressee is a close business contact or friend, we can use his or her first
name:
Dear Frank / Dear Stefhanie
The Reference
With reference to your advertisement in the Times… / your letter of 23rd
March… / your phone call today …
Thank you for your letter of March 5th.
The Reason for Writing

I am writing to inquire about… / apologize for… / confirm….
Requesting
Could you possibly…?
I would be grateful if you could …
Agreeing to Requests
I would be delighted to
Giving Bad News

Unfortunately …
I am afraid that …
Enclosing Documents
I am enclosing …
Please find enclosed …
Enclosed you will find …
Closing Remarks
Thank you for your help.
Please contact us again if we can help in any way /there are any problems /you
have any questions.
64
Reference to Future Contact
I look forward to hearing from you soon / meeting you next Tuesday / seeing
you next Thursday.
The Finish
Yours faithfully (If you don’t know the name of the person you’re writing to)
Yours sincerely (If you know the name of the person you’re writing to)
Best wishes.
Best regards. (If the person is a close business contact or friend)
EXERSICE 3
Match the informal phrases (1-15) with the neutral/formal phrases (a-o).
Informal
1. What do you need? __
2. Thank for the email of 12 Feb. __
3. Sorry, I can’t make it. __
4. I’m sorry to tell you that…__
5. I promise …__
6. Could you …? __
7. You haven’t …__
8. Don’t forget …__
9. I need to …__
10. Shall I …? __
11. But … / Also ... / So …__
12. Please could you …? __
13. I’m sorry for …__
14. Re … __
15. See you next week …__
Neutral/Formal
a) With regard to …
b) I can assure you that …
c) We note from our records that you have not …
d) Please let us know your requirements.
e) I was wondering if you could …
f) We would like to remind you that …
g) I look forward to meeting you next week.
h) Thank you for your email received 12 February.
i) I am afraid I will not be able to attend.
j) Would you like me to …?
k) I would be grateful if you could …
l) Please accept our apologies for …
65
m) It is necessary for me to ....
n) We regret to advise you that …
o) However … / In addition … / Therefore …
Note: with business emails you can mix styles to some extent, but don’t mix
styles at the two extremes. If in doubt, follow the style of the other person.
EXERCISE 4
Rewrite the emails below by substituting the phrases in italics with more
informal phrases. Exercise 1 will help you. Use contractions (e.g. I’ll) where
appropriate.
Email 1
I am afraid I will not be able to attend the meeting on Friday. As I will
miss the meeting, I was wondering if you could send me a copy of the minutes. I
will write Anita as well, to inform her that I will not be there. Once again, please
accept my apologies for this, and I can assure you that I will be at the next
meeting.
Sorry, I can’t make it on Friday._____________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Email 2
Thank you for your email of 25 January where you requested assistance
on how to order online. It is necessary for me to know your a/c number before I
can deal with this. I would be grateful if you could provide details on which
version of Windows you are using.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Email 3
With reference to your order number G5674 - we received it this
morning, but you have not filled in the sections on size and colour. Please let us
know your exact requirements. These products are selling very well at the
moment, and we regret to advise you that the medium size is temporarily out of
stock. However, we are expecting more supplies in the near future. Would you
like me to email you when they arrive?
________________________________________________________________
________________________________________________________________
________________________________________________________________
66
EXERCISE 5
Match the words of Latin origin in box A with their equivalents in box B.
A B
1. assistance a) ask
2. due to b) ask for
3. enquire c) because of
4. further d) book (v)
5. inform e) check/prove
6. information f) facts
7. obtain/receive g) fix (v)
8. occupation h) get
9. possess i) give
10. provide j) have
11. repair k) help (n)
12. request l) job
13. requirements m) more
14. reserve n) needs (n)
15. verify o) tell
1k 2_ 3_ 4_ 5_ 6_ 7_ 8_ 9_ 10_ 11_ 12_ 13_ 14_ 15_
________________________________________________VOCABULARY
EXERCISE 6
The exercise is supposed to help you to choose the correct words when
writing a business letter in English. Note that most modern business letters
are semi-formal, so most of the examples below are as well.
1. We're writing you in ________________________ to (= about) the email
we received on...
a) regards
b) regarding
c) view
2. I received your email, in which you ____________________ (= described

in detail) your plan to launch the product by next March.
a) dated
b) mentioned
c) outlined
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3. Sorry for ________________________ back to you so late. = Sorry for
the late response.
a) coming
b) getting
c) responding
4. Let's ________________________ (= arrange) a meeting for Friday.

a) make up
b) think up
c) set up
5. At the present time... = At _________________________ time...

a) this
b) current
c) now
6. We usually __________________ (= communicate with) clients directly.

a) deal with
b) delve into
c) dole out
7. It would really __________________ if you could send me some

additional information.
a) aid me out
b) find it helpful
c) help me out
8. I believe we should take a different ______________________. = I think

we should do something different.
a) action item
b) course of action
c) action plan
9. I've ________________________ (= examined) your payment history,

and I did notice the discrepancy that you mentioned.
a) locked into
b) looked into
c) loaned out
10. I'm attaching an ____________________ (= detailed) list of damages.

a) adequate
b) itemized
c) assertive
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11. I haven't had a chance to _________________ (= look over) your file yet.
a) reveal
b) review
c) revive
12. I'm going to __________________ (= send) your email to my supervisor.

a) upfront/up-front
b) click
c) forward
13. Could you tell me more about the steps ___________________ in this
process? ( = steps that make up this process)
a) involved
b) interested
c) unveiled
14. Orders are usually processed __________________ (= in the span of) two
business days.
a) with
b) within
c) find it helpful
15. Unfortunately, we don't __________________ any discounts at this time.

a) offer
b) dish out
c) submit
__________________________________________________ASSIGNMENT
EXERCISE 7
You are going to write two emails on a similar topic, the first formal/neutral
and the second informal.
EMAIL 1
Write to a customer to tell them that the product/service they want is not
available at the moment.
Prepare the situation using the questions below. The information can be real or
imaginary.
• What is your company’s business? What products/services do you offer?
• What is the particular product/service that you normally offer, but is not
available at the moment?
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• Why?
• When is it going to be available again?
• Who is the customer that you are writing to? Why do they need your
product/service?
• Are you going to promise any action, give additional information, offer
help, or simply say that you will tell them when the product/service is
available again?
Now write the email in a formal/neutral style.
When you finish, work with a partner. Check each other’s grammar, spelling,
punctuation and style. Is everything clear, well-structured and easy to
understand?
EMAIL 2
Write to a friend to tell them that you haven’t got something they want from
you.
Prepare the situation using the questions below. The information can be real or
imaginary.
• Who is your friend?
• What item do they want from you?
Ideas: they want to borrow a book that you have; they want you to make a
copy of a CD that you have.
• Why are you not able to give them this item at the moment?
Ideas: you have lent the book to someone else; your computer isn’t
working to copy the CD.
• When can you give them the item?
• Are you going to promise any action, give additional information, offer
help, or simply say that you will tell them when you can give them the
item?
Now write the email in an informal style.

When you finish, work with a partner. Check each other’s grammar, spelling,
punctuation and style. Is everything clear, well-structured and easy to
understand?
EXERCISE 8
Exchange emails with a different partner. Reply to the emails you receive,
inventing any information necessary.
70
A CUSTOMER-SUPPLIER SEQUENCE
There is no method but to be very intelligent.

T. S. Eliot
EXERCISE 1
Match the words (1-5) with the definitions (a-e).
1 a complaint __ a) a request to send goods
2 an invoice __ b) a request for general information
3 a quotation __ c) a request for payment
4 an inquiry__ d) something you say or write when you
are not satisfied
5 an order __ e) a document giving detailed information
about the cost of something
Find:
three documents above sent by the customer to the supplier __ / __ / __
two documents above sent by the supplier to the customer __ / __
EXERCISE 2
Complete this typical customer-supplier sequence with the words in the
box.
a complaint information an inquiry an invoice (with the goods)
an order the problem a quotation the quotation
The customer … The supplier …

1 makes an enquiry 2 sends ……………………….
3 requests ………………… 4 gives ………………………..
5 makes ………………….. 6 sends ………………………..
7 makes ………………….. 8 solves ……………………….
EXERCISE 3
Below you will see eight emails between a supplier of ornamental plants and
a hotel manager. Put them into the correct order. Exercise 2 will help you.
71
a. Thank you for your email received today. We supply and maintain large,
ornamental plants for hotel lobbies and company reception areas. We
have been in business for more than ten years and have some of the city’s
biggest hotels among our clients. Please see the attached document for
more details of our products and prices. If you need any more
information, please let me know.
b. I saw your advertisement in a recent copy of Hotel and Catering Monthly.

I am interested in your Plant Solutions service for hotel lobbies. Please
send more details.
c. Your visit to our hotel last Friday was very useful, and I now have
agreement of my line manager to go ahead with the contract. I am
attaching our order as a Word file. Please acknowledge receipt of this
email and give us a delivery date.
d. Further to your last email, I am happy to provide you with the information
you need:
On an order of twelve plants we could not offer any discount. We believe

our prices are very competitive and offer excellent value for money.
Our terms of payment are one month’s charges in advance.
Yes, it would be useful to come to the site. Is next Tuesday morning
convenient for you? I can use the opportunity to clarify any other questions that
you might have.
e. I am writing about a visit by one of your maintenance staff earlier today.
He left a lot of water on the carpets where he had watered the plants. this
was not the high standard of service that we have come to expect from
you in the past.
f. Thanks for your prompt reply. I am interested in obtaining four large

plants for our lobby (variety ‘Grandifolia’) and further eight for the
restaurant area (variety ‘Graciosa’). Would you give a discount on an
order of this size? Also, could you state your terms of payment as I could
not find these on the document you attached. One final thing - do you
need to come to the site to see if there is sufficient light? Our address is
below.
g. We are very sorry to hear that the service you received from our company
was not up to the usual standard. Unfortunately, a lot of our regular
maintenance staff have been ill recently and we had to employ temporary
workers. We appreciate the time you have taken to bring this matter to our
attention, and as we value our good customer relations, we are willing to
72
give you one week’s free maintenance. I apologize again for any
inconvenience caused.
h. It is now 28 days since you accepted delivery of our plants. We attach an

invoice for next month’s charges. Please pay this asap. Thank you.
Email order: 1 b 2 __ 3__ 4__ 5__ 6__ 7__ 8__
EXERCISE 4
Find a word or phrase from the emails which mean:
1. to provide people with something that they need (email a)
________________________________________________________
2. words or pictures that try to persuade people to buy a product (email b)
________________________________________________________
3. to tell someone in writing that you have received something (email c)
________________________________________________________
4. a good relationship between quality (or quantity) and price (email d)

________________________________________________________
5. a level of quality skill or ability (email e) ________________________
6. the conditions in an agreement or legal document (email f)

________________________________________________________
7. prepared (email g) ____________________________________________
8. the amount of money you have to pay for something (email h)

________________________________________________________
_________________________________________________ASSIGNMENT
EXERCISE 5
You are going to exchange a series of emails with a partner. You will supply
them with a product/service. They will also supply you with a (completely
different) product/service. Prepare the situation using the questions below.
The information can be real or imaginary.
73
 What kind of products/service does your company offer?
Ideas: something that your company does in real life; some other kind of
product that you know about such as computers, digital cameras, cars or
financial advice; a product in the classroom such as dictionaries or board
pens; a product that someone is wearing such as a particular brand of
watch; a product that you have in your bag.
 Think about one particular product/service in more detail. This is what

you are going to supply to your partner.
Ideas: price; features; functions; customer benefits; performance;
appearance such as size, weight, shape, materials and colour; design and
technical specifications; availability; possibility for customisation.
 When you have decided on the product/service, find a partner. Tell your
partner what product/service your company is going to supply, and find
out what they are going to sell to you.
EMAIL 1
You are in the role of the customer. Write a short email requesting
information about your partner’s products/service.
Ideas: how you got the contact, reason for writing, request for general
and specific information.
EMAIL 2
Exchange emails with your partner. Now you are in the role of the supplier.
Write a reply to the email you receive, giving information about your own
products/service.
Ideas: thank them for their email, give factual information about your
company and what it supplies, attach some information, highlight one or two
key points and answer specific questions.
EMAIL 3
Exchange emails with your partner. Now you are in the role of the
customer. Write a reply to the email you receive, asking for better terms.
Ideas: say that you are interested, give some details about what you want
and discuss terms.
EMAIL 4
Exchange emails with your partner. Now you are in the role of the supplier
again. Write a reply to the email you receive, replying and agreeing terms.
Ideas : agree terms or look for a compromise, answer any questions,
suggest that you call to discuss final details and ask when would be a good time.
74
EXERCISE 6
Read the e-mails of your group mates. Check each other’s grammar,
spelling, punctuation and style. Is everything clear, well-structured and
easy to understand?
__________________________________________________VOCABULARY
EXERCISE 7
This exercise is supposed to help you practice vocabulary relating to
signing/ negotiating contracts. Choose the best response for each sentence.
1. Generally speaking, it's not wise to accept a contract on the
___________________ (= right away/ when you are shown the contract).
a) sport
b) spat
c) spot
2. I told him I'd get __________________ with an answer the following day.
a) up
b) back
c) out
3. I'm not really happy with the ___________________ of this contract.

a) terminology
b) terms
c) termites
4. To do something that goes against the terms of a contract is known as

“______________________” the terms of a contract.
a) breaching
b) bashing
c) beating
5. We _______________________ a contract with them. = We signed a

contract with them.
a) turned over
b) came along
c) entered into
6. “Small ________________________” refers to the fine details of a

contract, many of which are typed in a smaller
_______________________ than the rest of the contract.
a) print
75
b) printer
c) printing
7. This contract can be _____________________ (= ended) by either party.

a) terminated
b) stopped
c) quit
8. Could you please confirm that ________________________?

a) by writing
b) writing
c) in writing
9. This is the ________________________ (= typical, normal) contract that

we give to all our employees.
a) standing
b) standard
c) standards
10. I need to ________________________ before signing it.

a) have our legal expert look at this
b) have a look from our legal expert
c) our legal expert will look at this
11. This is the best way of _______________________ (= making sure) that

everyone knows what's going on.
a) ensuring
b) providing security
c) detailing
12. We'll require 20% of the total payment ____________________ (= in

advance), and the rest upon delivery of the merchandise.
a) upfront/ up front
b) in front
c) at the front
13. I'll be able to __________________________ you a price (= give you an

estimate) by Friday.
a) quota
b) guess
c) quote
76
INQUIRIES AND ORDERS
An expert knows all the answers – if you ask the right questions.
Anonymous
EXERCISE 1
Look at the paragraph structure below for two emails: an inquiry (request
for information) and a reply. Then write the correct paragraph reference
next to each sentence (a-j).
Inquiry 1. How you got the contact.

2. Something about your company and why you are writing.
3. General request for information.
4. Other specific/unusual questions.
5. Close, perhaps including a reference to future business.
Reply 1. Thanks, referring to the date.

2. Say what you are attaching.
3. Highlight two or three key points.
4. Answer any specific questions.
5. Close, saying you are ready to answer any other questions.
a. We are distributor of kitchen products in Hungary. We are interested in …

b. I am attaching our current catalogue and price list as a pdf file.
c. I look forward to an early reply, and I am sure there is market for your
products here in Hungary.
d. Could you also provide details of your delivery times, and whether there
is any minimum order?
e. Thank you for your email of 4 June enquiring about our products.
f. You will note that our line of Magic Mix food processors is on special
offer.
g. Please send us information about your product range, including a price
list.
h. We met last Thursday on your stand at the Munich Trade Fair.
77
i. If you need any further information, please don’t hesitate to contact me.
j. We dispatch the goods within 24 hours of a firm order, and for first-time
customers our minimum order is $5,000.
EXERCISE 2
Put paragraphs (a-e) in the emails below in the correct order. Exercise 1
will help you.
a. We are a Turkish company exporting to the EU, and need a firm of
lawyers in France to represent us on some legal matters.
b. In particular, we would like to know your experience in dealing with
disputes between companies involved in import/export.
c. I am emailing you off your website which I found through Google.
d. An early reply would be greatly appreciated.
e. We would be grateful for some information about the legal services your
firm offers.
Paragraph order: 1 ____ 2____ 3____ 4____ 5____
a. We feel sure that we will be able to represent your interests here in

France. May I suggest that I call you at your convenience to discuss the
matter further? Please let me know when would be a convenient time. I
look forward to hearing from you soon.
b. Thank you for your email of 6 December asking for information about out
legal services.
c. You will also note that we have represented several Turkish companies,
including one of Turkey’s major textile exporters. Naturally, our
experience in this field includes resolving contractual disputes.
d. You will see that we give the list of our recent clients, and that the list
includes many well-known company names.
e. I am attaching a document that gives full details of the range of services
we offer.
Paragraph order: 6____ 7_____ 8____ 9_____ 10____
EXERCISE 3
Complete sentences 1-12 with the pairs of words from the box. Check the
meaning of any unknown words in a dictionary.
accept/quotation apologise/inconvenience assure/prompt attached/delay

correct/amend discount/repeat dispatched/firm first-time/pre-payment
note/records processed/track temporarily/stock would/grateful
78
1. Please return the attached form asap so that your order can be processed
without any delay.
2. We ___________be __________ if you could supply bank references.
3. Our normal terms for _________ customers are 50% __________.
4. I have spoken to my line manager, and we are pleased to offer a small

_________ on this occasion in the hope that it will lead to _________
orders.
5. The goods will be _________ 3 days from receipt of a ___________

order.
6. We ____________you that your order will have our ___________

attention.
7. We ______________ your ___________. Please ship at the first available

opportunity.
8. Your order has been ____________. You can _________ shipping details
on our website.
9. We _________ from our ___________ that payment of invoice 5764 is

still outstanding.
10. We are __________ out of ____________ of this item, but we expect new
supplies shortly.
11. We ____________ for any ___________ which may have been caused.
12. The ____________ information is given below. Please ___________ your
records accordingly.
_________________________________________________ASSIGNMENT
EXERCISE 4
Write an inquiry about some products/services you are interested in. Some
ideas are given below, but adapt and change them as you wish.
a) An email to a real-life company asking about products/services that you
are interested in.
Ideas: think about an email you might have to write in your job, perhaps
look at their company website on the Internet to see their full range of
products/services.
79
b) An email to a supplier of office equipment (perhaps a new, high-volume
photocopier), or computer equipment (perhaps new monitors for your
computers).
Ideas: ask for a brochure and price list; ask for a visit from a sales
representative.
c) An email to a firm of accountants asking about their auditing service.

Ideas: you may want to use them next year as an alternative to your
current auditors.
d) Your own idea.

When you finish, work with a partner. Check each other’s grammar,
spelling, punctuation and style. Is everything clear, well-structured and easy to
understand?
________________________________________________VOCABULARY
EXERCISE 5
This exercise is designed to teach you some of the standard words, terms,
and expressions used in a cover letter. Hopefully it will help you get the job
that you always wanted.
1. I'm writing ____________________ your advertisement in the Los
Angeles Times.
a) in response to
b) to respond at
c) in respond to
2. I'm writing to ____________________ the possibility of employment

with your company.
a) inquire about
b) inquest about
c) question
3. I have a ____________________ deal (= a lot) of experience in (sales,

web development, making folk-art, etc.).
a) big
b) large
c) great
4. I'm a ____________________ motivated self-starter.

a) high
b) highly
80
c) height
5. I have been ____________________ (= formally or informally

commended) for my ability to manage others.
a) noticed
b) notified
c) recognized
6. I would very much like to meet with you ____________________ to

discuss this position.
a) in person
b) personal
c) for a chat
7. I would very much like to meet with you to discuss this position
____________________.
a) in detail
b) in details
c) details
8. I will call you on Tuesday to arrange a ____________________ meeting.

a) eye-to-eye
b) nose-to-nose
c) face-to-face
9. My main area of ___________________ is ( = what I know/do best is) ...

a) expert
b) expertise
c) experienced
10. As the ____________________ CV/resume illustrates ( = shows) ...

a) closed
b) enclosed
c) encapsulated
11. My academic training combined with my ____________________ work

experience make me an excellent candidate for this position.
a) previous
b) before
c) precious
12. I am completely ____________________ in Spanish.

a) fluid
81
b) flowing
c) fluent
13. I have a very good ____________________ of quality assurance.

a) understanding
b) comprehend
c) understand
14. I developed strong ____________________ communication skills while

working as a customer service representative for Bell South.
a) verbose
b) speaking
c) verbal
15. During the ____________________ (= span) of my career...

a) life
b) course
c) coarse
16. I believe that I could be ____________________ asset to your

organization.
a) a valuable
b) a value
c) valuable
17. Please contact me at your ____________________ convenience.

a) early
b) earliest
c) earlier
18. I graduated in June with a B.A. in Sociology ____________________

University of Georgia.
a) from
b) from the
c) at the
19. Most recently, I have been working as a representative for a major

pharmaceutical company, presenting and ____________________
various pharmaceutical products to potential clients.
a) making promotions
b) doing the promotions
c) promoting
82
______________________________________________________GRAMMAR
EXERCISE 6
Put the verbs in brackets into the correct tense.
1. Ann: Hello, Jack! I (not see) you for ages! Where you (be)?
Jack: I (be) in Switzerland. I (mean) to send you a postcard but I (not
have) your address with me.
Ann: Never mind. You (have) a good time in Switzerland? How long you
(be) there?
Jack: I (be) there for a month. I only just (get) back. Yes, I (enjoy) it
thoroughly. I (ski) all day and (dance) all night.
2. – I just (hear) that Peter is in Australia.

 Oh, you (not know)? He (fly) out at the beginning of the month.
 You (hear) from him? Does he like the life?
 Yes, I (get) a letter last week. He (tell) me about his job. But he (not
say) whether he (like) the life or not. Perhaps it's too soon to say. He
only (be) there three weeks.
3. – I hear that your CEO, Mr Simpson, (make) a very clever speech last
night.
– How long he (be) your CEO?
– Oh, we only (have) him since January. His predecessor Mr Alien
(resign) suddenly because of ill-health and there (be) a by-election.
4. – I hear that Mr Jones (leave).

– Yes, he (leave) last week.
– Anybody (be) appointed to take his place?
– I believe several men (apply) for the job but so far nothing (be) decided.
5. Peter (meeting Ann at the airport): Hello, Ann. You (have) a good trip?
Ann: The actual flight (be) lovely, one of the best I (have) ever, but it
(take) ages to get into the plane. First they (think) that one of us (be) a
hijacker and they (search) us all for firearms; then they (announce) that
one of the engines (be) faulty. We finally (take off) an hour later.
6. – You (book) your hotel room yet?

– Well, I (write) to the hotel last week but they (not answer) yet.
7. – How long you (be) in your present job?

– I (be) there for six months.
– And what you (do) before that?
83
– Before that I (work) for Jones and Company.
8. – How long you (work) for Jones and Company?

– I (work) for them for two years.
– You (like) working for them?
– No, I (not like) it at all.
– Then why you (stay) so long?
9. Peter: You (telephone) for ages. You not nearly (finish)?

Jack: I (not get) through yet. I (try) to get our Paris office but the line (be)
engaged all morning.
10. Secretary: Customers (ring) up all morning complaining about getting

incorrect bills.
Manager: I know; something (go) wrong with our computer. The
mechanic (work) on it. I hope he (find) out what's wrong.
84
CURRICULUM VITAE
“A huge number of jobs that are filled are never advertised to the public, or
if they are, they’re filled by people who have a connection to the employer.”
Melanie Pinola
EXERCISE 1
Read the text about Europass. Find the answers to the following questions.
How can Europass help people? What five documents do you need? Who
assesses your language skills for the Language Passport?
What is Europass?
Five documents to make your skills and qualifications clearly and easily
understood in Europe:
- Two documents freely accessible, completed by European citizens:
1. the Curriculum Vitae helps you present your skills and qualifications
effectively and clearly. You can create your CV online using tutorials or
download the template, examples and instructions.
2. the Language Passport is a self-assessment tool for language skills and
qualifications. You can create your Language Passport online using tutorials or
download the template, examples and instructions.
- Three documents issued by education and training authorities:

1. the Europass Mobility records the knowledge and skills acquired in
another European country;
2. the Certificate Supplement describes the knowledge and skills acquired
by holders of vocational education and training certificates;
3. the Diploma Supplement describes the knowledge and skills acquired by
holders of higher education degrees.
A network of National Europass Centres - the first point of contact if you

want to learn more about Europass. Its objective is:
 to help citizens communicate their skills and qualifications effectively when
looking for a job or training;
 to help employers understand the skills and qualifications of the workforce;
 to help education and training authorities define and communicate the
content of curricula.
EXERCISE 2
Fill in the European CV template with information about yourself.
85
EUROPEAN
CURRICULUM VITAE
FORMAT
PERSONAL INFORMATION
Name [ SURNAME, other name(s) ]

Address [ House number, street name, postcode, city, country ]
Telephone
Fax
E-mail
Nationality
Date of birth [ Day, month, year ]
WORK EXPERIENCE
• Dates (from – to) [ Add separate entries for each relevant post occupied,
starting with the most recent. ]
• Name and address of
employer
• Type of business or sector
• Occupation or position
held
• Main activities and
responsibilities
EDUCATION AND TRAINING
• Dates (from – to) [ Add separate entries for each relevant course you have
completed, starting with the most recent. ]
• Name and type of organisation
providing education and training
• Principal subjects/occupational
skills covered
• Title of qualification awarded
• Level in national classification
(if appropriate)
PERSONAL SKILLS
AND COMPETENCES
MOTHER TONGUE [ Specify mother tongue ]
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OTHER LANGUAGES
[ Specify language ]
• Reading skills [ Indicate level: excellent, good, basic. ]
• Writing skills [ Indicate level: excellent, good, basic. ]
• Verbal skills [ Indicate level: excellent, good, basic. ]
SOCIAL SKILLS [ Describe these competences and indicate where they were
AND COMPETENCES acquired. ]
Living and working with
other people, in
multicultural environments,
in positions where
communication is
important and situations
where teamwork is
essential (for example
culture and sports), etc.
ORGANISATIONAL SKILLS [ Describe these competences and indicate where they were
Coordination and
administration of people,
projects and budgets; at
work, in voluntary work
(for example culture and
sports) and at home, etc.
TECHNICAL SKILLS [ Describe these competences and indicate where they were
With computers, specific
kinds of equipment,
machinery, etc.
ARTISTIC SKILLS [ Describe these competences and indicate where they were
Music, writing, design, etc.
OTHER SKILLS [ Describe these competences and indicate where they were
Competences not mentioned
above.
DRIVING LICENCE(S)
ADDITIONAL [ Include here any other information that may be relevant,

INFORMATION for example contact persons, references, etc. ]
87
EXERCISE 3
Learn attentively the Common European Framework of Reference for
Languages on the next page. Define your Language skills and fill in the
Language Passport.
The Language Passport
Replace with First name(s) Surname(s)
Mother tongue(s) Other language(s)
Replace with mother tongue(s) Replace with other languages
Replace with language
Self-assessment of language skills
Understanding Speaking Writing
Listening Reading Spoken interaction Spoken production Writing
Replace with Replace with Replace with Replace with Replace with
level (e.g. B1) level (e.g. B1) level (e.g. B1) level (e.g. B1) level (e.g. B1)
Replace with level label (e.g. Replace with level label (e.g. Replace with level label (e.g. Replace with level label (e.g. Replace with level label (e.g.
Independent user) Independent user) Independent user) Independent user) Independent user)
Certificates and diplomas
Title Awarding body Date Level*
Replace with date of Replace with

Replace with name of certificate or diploma Replace with name of awarding body issue level (e.g. B2)
Linguistic and intercultural experience
Description Duration
Using languages for study or training / Using languages at work / Using languages while living or
travelling abroad / Mediating between languages (delete non relevant types of experience or replace Replace with dates (from - to)
with your own text): Replace with description of experience
88
Common European Framework of Reference for Languages – Self-assessment Grid
A1 A2 B1 B2 C1 C2
Basic User Basic User Independent user Independent user Proficient user Proficient user
I can understand familiar words and I can understand phrases and the I can understand the main points of I can understand extended speech I can understand extended speech I have no difficulty in understanding
very basic phrases concerning highest frequency vocabulary clear standard speech on familiar and lectures and follow even even when it is not clearly any kind of spoken language,
U myself, my family and immediate related to areas of most immediate matters regularly encountered in work, complex lines of argument provided structured and when relationships whether live or broadcast, even when
n concrete surroundings when people personal relevance (e.g. very basic school, leisure, etc. I can understand the topic is reasonably familiar. I can are only implied and not signalled delivered at fast native speed,
speak slowly and clearly. personal and family information, the main point of many radio or TV understand most TV news and explicitly. I can understand provided I have some time to get
d shopping, local area, employment). programmes on current affairs or current affairs programmes. I can television programmes and films familiar with the accent.
Listening I can catch the main point in short, topics of personal or professional understand the majority of films in without too much effort.
er clear, simple messages and interest when the delivery is relatively standard dialect.
st announcements. slow and clear.
a
n I can understand familiar names, I can read very short, simple texts. I can understand texts that consist I can read articles and reports I can understand long and complex I can read with ease virtually all
words and very simple sentences, I can find specific, predictable mainly of high frequency everyday or concerned with contemporary factual and literary texts, forms of the written language,
di for example on notices and posters information in simple everyday job-related language. I can problems in which the writers adopt appreciating distinctions of style. I including abstract, structurally or
n or in catalogues. material such as advertisements, understand the description of events, particular attitudes or viewpoints. I can understand specialised articles linguistically complex texts such as
Reading prospectuses, menus and feelings and wishes in personal can understand contemporary and longer technical instructions, manuals, specialised articles and
g timetables and I can understand letters. literary prose. even when they do not relate to my literary works.
short simple personal letters. field.
I can interact in a simple way I can communicate in simple and I can deal with most situations likely to I can interact with a degree of I can express myself fluently and I can take part effortlessly in any
provided the other person is routine tasks requiring a simple arise whilst travelling in an area where fluency and spontaneity that makes spontaneously without much conversation or discussion and have
prepared to repeat or rephrase and direct exchange of information the language is spoken. I can enter regular interaction with native obvious searching for expressions. I a good familiarity with idiomatic
things at a slower rate of speech on familiar topics and activities. I unprepared into conversation on speakers quite possible. I can take can use language flexibly and expressions and colloquialisms. I can
and help me formulate what I'm can handle very short social topics that are familiar, of personal an active part in discussion in effectively for social and express myself fluently and convey
trying to say. I can ask and answer exchanges, even though I can't interest or pertinent to everyday life familiar contexts, accounting for and professional purposes. I can finer shades of meaning precisely. If I
S Spoken simple questions in areas of usually understand enough to keep (e.g. family, hobbies, work, travel and sustaining my views. formulate ideas and opinions with do have a problem I can backtrack
p interaction
immediate need or on very familiar
topics.
the conversation going myself. current events). precision and relate my contribution
skilfully to those of other speakers.
and restructure around the difficulty
so smoothly that other people are
e hardly aware of it.
a
ki
n I can use simple phrases and I can use a series of phrases and I can connect phrases in a simple way I can present clear, detailed I can present clear, detailed I can present a clear, smoothly-
sentences to describe where I live sentences to describe in simple in order to describe experiences and descriptions on a wide range of descriptions of complex subjects flowing description or argument in a
g and people I know. terms my family and other people, events, my dreams, hopes and subjects related to my field of integrating sub-themes, developing style appropriate to the context and
living conditions, my educational ambitions. I can briefly give reasons interest. I can explain a viewpoint on particular points and rounding off with an effective logical structure
Spoken background and my present or and explanations for opinions and a topical issue giving the advantages with an appropriate conclusion. which helps the recipient to notice
production most recent job. plans. I can narrate a story or relate and disadvantages of various and remember significant points.
the plot of a book or film and describe options.
my reactions.
I can write a short, simple postcard, I can write short, simple notes and I can write simple connected text on I can write clear, detailed text on a I can express myself in clear, well- I can write clear, smoothly-flowing
W for example sending holiday messages. I can write a very topics which are familiar or of personal wide range of subjects related to my structured text, expressing points of text in an appropriate style. I can
greetings. I can fill in forms with simple personal letter, for example interest. I can write personal letters interests. I can write an essay or view at some length. I can write write complex letters, reports or
ri personal details, for example thanking someone for something. describing experiences and report, passing on information or about complex subjects in a letter, articles which present a case with an
entering my name, nationality and impressions. giving reasons in support of or an essay or a report, underlining effective logical structure which helps
ti address on a hotel registration form. against a particular point of view. I what I consider to be the salient the recipient to notice and remember
Writing can write letters highlighting the issues. I can select a style significant points. I can write
n personal significance of events and appropriate to the reader in mind. summaries and reviews of
experiences. professional or literary works.
g
89
PART III
COMPANY RULES
You are remembered for the rules you break.

Douglas Macarthur
EXERCISE 1
Read the article and answer the questions:
 What kind of websites were the workers visiting?

 What was the position of the union representative? Do you think it is
reasonable?
 What kind of things should companies do to prevent these situations from
happening?
Workers Lose Jobs over 'Ebay Addiction'
Three council workers in Wales have lost their jobs for spending too
long on eBay when they should have been working. BBC News reports that the
trio, who worked for Neath Port Talbot Council, were spending up to two hours
a day at the auction site.
Union officials have argued that the council had put “temptation in their
way” by not putting a block on access to non-work sites as people can get
“addicted” to some websites.
The council says that one employee was sacked and two others resigned
after an investigation into the “unacceptable level of usage” by some workers of
the internet for personal purposes.
Graham Jones, personnel chief at the council told BBC News: “We have
a policy of allowing employees to use the internet in their own time. But we
90
clearly don't want them to use it in council time. At the end of the day they are
employed to do a job of work and not to shop online.”
The Unison union – which represents the workers – claimed the council
has overreacted and is demanding it changes its rules on internet access.
The council has security software in place to prevent access to block

“inappropriate” sites but eBay is not listed among them, according to the BBC.
Unison suggests that general internet access be limited to lunch breaks and that
access be filtered at other times.
Struan Robertson, a technology lawyer with Pinsent Masons, said the

case serves as a useful reminder to employers to check their internet use
policies. “Many employers want to allow some personal use of the internet
subject to limitations,” he said. “What is and is not allowed, and the
consequences of misuse, should be detailed in an internet policy or a wider
communications policy. These policies should also be reflected in an
organisation's disciplinary policy.”
“Remember that policies must be communicated to all employees, and

they also need to be enforced. Turning a blind eye to policy breaches is asking
for trouble.”
(Source: http://www.out-law.com/page-8492 )
EXERCISE 2
Work in groups of four. You are going to take part in a meeting to decide
on a policy for Internet use in your company. Each student takes a role: A,
B, C or D.
A
The Human Resources Manager
You see one of your company’s biggest problems is to recruit talented,
well-qualified, young people. Potential employees of this type have been using
computers and mobile phones since they were born. Digital communication is
part of their lives. They will hesitate to work for an employer who prohibits
Internet access. For example, a lot of companies block instant messaging
because they see it as a distraction and a waste of time, but for many people
now, instant messaging is a legitimate work tool that allows quick
communication between colleagues and actually saves money.
B
The Company Boss
You are in favour of controlling access to the Internet and using filters to
prevent users visiting non-authorised sites. You are not so worried about people
downloading porn (although anyone who does this will be sacked!), but you
91
suspect that employees waste a lot of time looking at things like eBay, mySpace,
Facebook and worst of all, online gambling sites. You can see two problems. On
one hand, if workers are using the Internet for personal use, then they are not
doing anything useful during paid time. On the other hand, if they are doing this
when they have finished all their tasks, it shows they have not been given
enough work to do.
C
The IT Manager
This sounds like more work for you and you would prefer not to have to
do it. You know that although it is possible to use filters to limit Internet access,
there will be some technical problems. People will constantly be asking you to
modify the system so that they can surf sites which are useful for their work.
Another problem is that people will think they are being spied on and blame you
for it. Also, in your work you use the Internet to investigate security issues in
some ‘underground’ sites. These sites often have ‘inappropriate’ content which
could get you into trouble.
D
The R&D Manager
You are against any use of filters because you are convinced that for
your department unlimited access to the Internet is essential. You think it is
sufficient to give even worker their own personal logon and then monitor their
Internet use. You also think that you should give workers clear rules about what
they can do and what they can’t do. They should also be obliged to sign a
document accepting these conditions. In other words, you believe it is important
to treat people as adults and not like naughty children who cannot be trusted.
EXERCISE 3
Watch the video by Ricardo Semler: How to run a company with (almost) no
rules.
http://www.ted.com/talks/ricardo_semler_radical_wisdom_for_a_com
pany_a_school_a_life/transcript?language=en#t-1023159
What if your job didn’t control your life? Brazilian CEO Ricardo Semler
practices a radical form of corporate democracy, rethinking everything from
board meetings to how workers report their vacation days (they don’t have to).
It’s a vision that rewards the wisdom of workers, promotes work-life balance –
and leads to some deep insight on what work, and life, is really all about. Bonus
question: What if schools were like this too?
EXERCISE 4
a) How does Ricardo Semler’s idea work in the Brazilian company?
92
b) How does the school of wisdom work?
c) Why does he do all that kind of job?
d) Would you like to be a part of such a system at school or at work?
EXERCISE 5
This exercise is supposed to teach you the most common vocabulary/terms
used by project managers. Choose the best response for each sentence.
1. During our last meeting, we developed a good ____________________.
a) acting plan
b) action plan
c) act plan
2. I have a problem with the ________________ of some of these action

items. I think that we should rearrange the order a little.
a) sequel
b) section
c) sequence
3. __________________ limit project options. If, for instance, you have

“resource ___________________”, you are limited in the resources you
can use for a project.
a) constants
b) constraints
c) contracts
4. P1: Will we be outsourcing this task?

P2: No, we're doing it ____________________.
a) in-house
b) at-house
c) in-home
5. P1: How's the project going?

P2: It's going well, but we're a little ____________________.
a) behind schedule
b) behind the schedule
c) behind the times
6. A ___________________ or “_________________ time” refers to the

time after one project/activity is finished and before another one starts.
This is often used in a negative way in reference to time lost because of
projects that are behind schedule.
a) lad
b) lab
93
c) lag
7. It's rare that a project goes exactly as ___________________. Things

often take longer than anticipated.
a) planned
b) plan
c) in the plan
8. How long is the estimated ____________________? = How long do you

think the project will last?
a) project duration
b) project time
c) project schedule
9. We hired a _________________ to help us with this phase of the project.

a) consultation
b) consultant
c) consent
10. My boss enrolled our _______________ in a training class next weekend.

a) project time
b) project management
c) project team
11. The _______________ (= supplier) promised that the new servers would
be delivered by next week.
a) vendor
b) vandal
c) vending machine
12. An experienced project manager is good at ________________ how long

each activity will take.
a) dictating
b) predicting
c) predict
13. Nancy, since you're really busy, I've ___________________ some of your
duties to Tom.
a) deflected
b) determined
c) delegated
14. If an activity is not “effort-driven” but “of a fixed duration”, it means that:
a) the activity will take less time if more people are hired
94
b) the activity is not interesting.
c) the activity will take the same amount of time no matter how many
people work on it
15. I have __________________ (= set aside) 10 hours to complete this task.

a) allowed
b) allotted
c) alienated
16. Betty is great at managing her time. = She's got excellent

__________________.
a) time management skills
b) time management skill
c) managing her time skills
17. A __________________ is a tangible, measurable output of a task.

a) deliverance
b) deliverable
c) delivery
18. A project's __________________ is the time when it's moved from a

development status to a production status.
a) information phase
b) implementation phase
c) implementing phase
19. A product's “___________________” refers to the entire span of its

existence – from its initial inception to the final version of the product
(and its decline if applicable).
a) life term
b) life bicycle
c) life cycle
EXERCISE 6
Complete the sentences using the words in the box.
Companies & the Internet
duty, investment, profit, obligation, responsible, required, turnover, website,

subscribe, urgent, distinction, feedback
1. A valid passport and visa are ________ by all visitors to the country.
95
2. The company directors were convinced people would want their new
product, but then early research and negative ________ began to sow the
seeds of doubt in their minds.
3. My department is ________ for marketing and sales in Latin America.
4. Our company ________ provides information about our services and

products, but we don't sell anything online.
5. We need more ________ to finance the brand expansion throughout the

world.
6. If you buy a camera in Singapore and take it back to England, you have to
pay ________ on it.
7. “Excuse me, Mr Hadid. There’s a/an ________ message for you from
your wife”.
8. For the company to survive, our ________ needs to grow by 15% this
year.
9. There’s a clear ________ between studying at a college and working from

home on a correspondence course.
10. They make a ________ of $ 5.40 on each book.
11. It used to cost £25 a year to ________ to this website, but now they’ve
made it free.
12. You are under no _________ to work overtime, but we hope that you
would be prepared to work late at least once a week.
EXERCISE 7
Complete the crossword.
Across
1. How much do you pay for your Internet ________ per month?
2. Please add our site to your ________ of favourites.
3. A ________ with no cable is much more comfortable to use.
4. Our system is infected by a ________.
5. Don’t get so close to the ________. It's bad for your eyes.
6. I'm looking for a web ________ with information about share prices.
Down
1. We are designing a new________ at the moment.
96
2. If you give me your address, I can send you an ________.
3. We pay them to include a ________ to our website on their page.
4. I don’t have much time to ________ the Internet at work.
5. I'll send you the document as an e-mail ________.
6. You can ________ music and pictures from our site.
97
PROBLEM SOLVING
Fire is never a gentle master.

Proverb
EXERCISE 1
Discuss these questions in groups.
Do you drink bottled mineral water? Why do you think mineral water is so
popular now? How do people decide which brand of mineral water to drink?
EXERCISE 2
Read a report in a newspaper about a local mineral water company, answer
the questions.
 What happened?
 Why does the fact that the company’s product is mineral water make the
situation so difficult?
Local Community Rocked by Aqua Mineral Fire

A fire which broke out at Aqua Mineral bottling plant in the early hours
of yesterday morning has completely destroyed the factory and offices of the
mineral water company. According to company sources, for the moment the
cause of the fire is unknown, although a problem with the plant's power supply
is suspected. In a meeting this morning the workforce was informed that
although the company will eventually rebuild the factory, redundancy notices
will be served. Aqua Mineral is an established brand which has become popular
due to its original and striking TV ads. The problem facing the company is that
the bottling plant is located next to the spring which gives the mineral water its
name. Ron White, a union spokesman, says the fire is a tragedy for the local
community as Aqua Mineral is one of the area's main employers.
EXERCISE 3
You are going to take part in the meeting to decide what to do about this
situation. Each student takes a role: A, B, C or D.
98
A
The Managing Director
Your family has been connected with the company for over a hundred
years, and although there are now other shareholders, you still have control.
Apart from nostalgia and emotional reasons for re-building the plant, there are
very good business reasons. Mineral water is now an important consumer
product, sales have increased a lot over the last few years and your brand is one
of the market leaders. In fact, the fire may be a ‘blessing in disguise’. The
insurance money and other subsidies available will cover most of the cost of
modernizing and building a modern plant. A new plant with modern processes
will require fewer workers so some permanent redundancies will have to be
negotiated. You feel a genuine concern and responsibility for the workforce.
You have known many of them for years. Probably you can lose some people
through early retirement but you hope to keep as many of the employees as
possible. Apart from this worry, your major concern is to lose as few customers
as possible while the factory is rebuilt.
B
The Union Representative
You have been with the company all your working life. You are worried
that Aqua Mineral may disappear – that the company owners will take the
insurance money and run! In fact you suspect that the fire might not have been
an accident. The plant was very old and a big investment was required to
continue production. On the other hand, you are quite sure that the brand has a
good future because the mineral water has always sold very well. The other
possibility is that the company management will make everybody redundant and
then start up again as a new company. Perhaps they will sell the company to one
of the big multinationals. Your hope is that you can negotiate a temporary
redundancy for staff while the factory is being re-built, and then as many people
as possible can return to work with the same salary and conditions as before.
C
The Plant Manager
You are the Managing Director’s son/daughter. You recognize that the
company could still be a viable business but you would prefer to do something
else with the insurance money. You have little interest in reconstructing the
business. Apart from anything else, you are bored with life in this quiet rural
area. In any ease, by the time you are ready to begin bottling again, it will be
almost impossible to regain your market position. You can just see one problem
after another and you are desperate to do something more interesting and
exciting somewhere else. Try to convince your father that the best plan would be
99
to sell up. You could probably get a good offer from one of the big food and
drink multinationals.
D
The Marketing Manager
This situation is a real challenge for you. Your mission is to keep the
brand alive while the problems of production are sorted out. You know that the
idea of transporting the water to other plants is not viable due to the costs.
However, your idea is to make a deal with other companies to distribute and sell
their own water as Aqua Mineral with a slightly modified label where the origin
of the spring water is in small print. You believe that most people will not notice
the difference in taste. After all, water is water, and if people drink it from
bottles rather than taps, it is really a triumph of marketers. You are optimistic
about the future and believe it is a good opportunity for the company to
modernize its production in order to meet an increasing demand. If you can
survive the coming months, Aqua Mineral can grow, modernize and benefit
from this disaster.
EXERCISE 4
Read the newspaper article to find out what happened in a similar case in
Spain and discuss the questions.
 Was this company’s decision similar to what you decided in 3?

 Do you think the water really 'travelled' to the other bottling plants?
 In what ways is the mineral water business such an unusual one?
Insalus Water
In July 2003 the bottling plant of Insalus Water was destroyed by a fire.
18 months later the company has been able to renew its activity in a new
installation, built at an estimated cost of 10 million euros. The company was
able to continue its commercial activity during the period of reconstruction, but
one of its biggest concerns was the situation of its workers. In the end less than
10% of the workforce was made redundant. The majority of the remaining
employees agreed to be temporarily laid off, although those workers involved in
sales and marketing continued in their posts while the new production facilities
were built.
During the period of reconstruction, it was vital for the Insalus brand to
maintain a market presence. It was able to do so by reaching agreements with
other mineral water bottling companies in both Spain and France. The spring
water ''travelled" from the Lizartza site to these bottling plants for distribution.
Although the situation had a negative influence on sales, with the new factory in
100
operation, sales have quickly recovered and continue to grow. In fact, Insalus
took the opportunity to modernise production and built two separate plants, one
for glass bottles (suitable for 'sparkling' water), and the other for plastic
(PET).The new processes make it possible to produce up to 30,000 bottles per
hour.
EXERCISE 5
Watch the video by Jay Wilkinson: Company Culture on
https://www.youtube.com/watch?v=WDFqEGI4QJ4
Is a Company's Culture Determined by Design or Default? Lifelong
entrepreneur Jay Wilkinson, President of Firespring, a 2011 Inc. Magazine Top
Small Company Workplace shares his company's secret sauce to a vibrant
culture that attracts and keeps great talent.
EXERCISE 6
a) What opportunity did they have in the mid 90-s?
b) What happened in 9/11? What is the situation with the company today?
c) How were they able to get from there to here? What is the first thing they
did?
d) Why is it important to design a culture at your company?
_____________________________________________________GRAMMAR
EXERCISE 7
1. Master Card ______________________ its marketing around the theme,
"There are some things money can't buy.
a) build
b) has built
c) built
2. If they ______________________ us earlier, we could have set up a

meeting.
a) contact
b) had contacted
c) have contacted
3. I hadn't _______________________ the figures were so low.
101
a) realized
b) been realized
c) been realizing
4. Visa ______________________ Mastercard's main competitor.

a) is being
b) is
c) is been
5. We're currently _______________________ that part of the contract.

a) negotiated
b) being negotiated
c) negotiating
6. That part of the contract is currently __________________________.

a) negotiating
b) negotiated
c) being negotiated
7. We successfully _________________ the inclusion of that amendment.

a) have negotiated
b) being negotiated
c) negotiating
8. The outcome _________________________ known until next week.

a) will be
b) won't be
c) has been
9. The outcome __________________________ known next week.

a) will be
b) is
c) has been
10. These fees are not _________________________ in the estimate.

a) included
b) including
c) have included
102
11. It would _____________________ more sense to redesign the packaging.
a) make
b) have made
c) be made
12. It would ______________________ more sense to have gone to the

meeting.
a) make
b) have made
c) made
13. _________________________ through the process many times before, I

know exactly which steps to take.
a) Going
b) Having gone
c) To go
14. There's no need _________________________ a chief marketing officer.

a) to hire
b) hire
c) hiring
15. This meeting has been _________________ by the marketing department.

a) organize
b) organizing
c) organized
16. The marketing department is _________________________ the meeting.

a) organizing
b) organize
c) organized
17. The safety inspector is _________________ by the CEO.

a) appointed
b) appointing
c) appoint
103
STAFF APPRAISAL
Appraisals are where you get together with your team leader and agree
what an outstanding member of the team you are, how much your contribution
has been valued, what massive potential you have and, in recognition of all this,
would you mind having your salary halved.
Guy Browning
Appraisal – (noun) an interview between a manager and an employee,

which allows the manager to judge how well the employee is doing their job.
(Definition from Macmillan English Dictionary)
EXERCISE 1
Discuss these questions in groups.
a) Do you have any experience of a staff appraisal system? If you do, was
the experience positive or negative?
b) What are the advantages of such a system from a) the employee’s point of
view and b) the company’s perspective? What are the disadvantages?
EXERCISE 2
You work for a medium-sized engineering company which manufactures
specialist machine parts. Your company introduced a staff appraisal
scheme five years ago. Recently it seems that everyone (in private at least) is
complaining about the system. Work in groups of four. You are going to
take part in a meeting to decide what to do. Each takes a role: A, B, C or D.
A
The Financial Director
You think staff appraisal is waste of time unless it is linked to pay. You
want to decide annual salary increases based on performance. You don’t agree
that staff in the same post should get the same pay-rise when some people are
104
better than others. You want managers to come up with an objective system
which rewards hard work and results.
B
The Production Manager
One of the things that most irritates you about your job is having to do
staff assessments. In your opinion they are time consuming, costly and provide
no clear benefits. A good, efficient working atmosphere depends on a manager
being a good leader and knowing how to motivate his or her team without all
this Human Resources nonsense. If you treat people like children, they will
behave like children.
C
The Human Resources Manager
This is really your area and a major part of your job. You can’t
understand the attitude of other managers in your company who don’t see how
important staff appraisal is for making the company more efficient. You think it
is their fault that the system does not work at the moment. If they change their
attitudes you think it is possible to change the atmosphere in your company and
that people will feel positive about evaluation.
D
The Union Delegate
Your position is clear. Staff appraisal is just another technique for
management to exploit employees more. Usually it is an excuse for not
promoting members of staff. Nobody trusts the system and the way people are
currently evaluated and rated is clearly unfair because it depends on the opinion
of each individual manager. The only people who like the system are those who
get positive results and promotion by ‘sucking up’ to their line-managers.
EXERCISE 3
The article below describes an alternative to traditional staff appraisal
called ‘360-degree feedback’. Do you think that this sounds like a good
solution to the problems you discussed in 2?
360-Degree Feedback
‘360-DEGREE FEEDBACK’ is an alternative performance appraisal
system, where feedback comes from different people, all of whom work with the
employee. Feedback can be obtained from colleagues, subordinates, managers
and even customers to have a clear understanding of the employee's contribution
and needs. ‘360’ refers to the 360 degrees in a circle. It happens on a regular
105
basis and the individual performance objectives are things which can be
objectively measured. The focus of this kind of feedback is on developing
relevant plans and training opportunities for each staff member. Both the
employee and the manager have an equal opportunity to make contributions.
The organization has an open and public commitment to help each person
expand his or her knowledge and skills. This is the foundation upon which a
continuously improving organization can build.
EXERCISE 4
Watch this video by David Grady: How to save the world (or at least yourself)
form bad meetings on
http://www.ted.com/talks/david_grady_how_to_save_the_world_or_at_leas
t_yourself_from_bad_meetings
An epidemic of bad, inefficient, overcrowded meetings is plaguing the

world’s businesses — and making workers miserable. David Grady has some
ideas on how to stop it.
EXERCISE 5
a) What does the acronym MAS stand for?
b) How does No MAS work?
c) Have you ever experienced a bad meeting? Could you do anything to
avoid it?
__________________________________________________VOCABULARY
EXERCISE 6
Choose the best response for each one.
1. I can't go out. My ___________________ is almost over.

a) break for lunch
b) lunch break
c) food break
2. Many of our employees take their breaks in the ___________________.

a) breakfast room
b) lunch room/lunchroom
c) criticized
3. In many offices, employees work in little areas called _______________.

106
a) cubes/cubicles
b) boxes
c) rooms
4. You are going to have to ___________________ your cubicle with two

other employees.
a) divide
b) coexist in
c) share
5. Everyone has to leave the office during a fire ___________________.

a) drill
b) alarm
c) time
6. I can't ___________________ to my computer.

a) log in
b) log out
c) log
7. You don't have to wear a tie, but you have to wear a _________________.
a) shirt
b) t-shirt
c) dress shirt
8. Do you have a dress ___________________ at your company?

a) requirement
b) code
c) law
9. I'm going on a ___________________ next month. I'm meeting with one

of our clients in Singapore.
a) business trip
b) work trip
c) business travel
10. This seemingly easy task __________________________ us.

a) has eluded
b) had eluded
c) eluded
11. This seemingly easy task __________________________ us until last
week.
a) has eluded
107
b) had eluded
c) eluded
12. What can we __________________________ from this experience?

a) learn
b) to learn
c) learning
13. Generally speaking, a good manager ____________________ a smooth

production process.
a) ensures
b) makes sure
c) is sure
14. Good time management skills are ____________________ (= very

important) to maintaining a smooth workflow.
a) critique
b) criticized
c) critical
15. I was ____________________ with my other tasks to finish the report.

a) very busy
b) too busy
c) excessively busy
EXERCISE 7
Complete the sentences below with an appropriate verb.
1. His ambition is to ________ the president of the company.
2. The company plans to ________ a new product line.
3. To make money, companies need to ________ quickly.
4. A lot of dot.coms don’t really ________ anything.
5. The present president didn’t ________ the company, his father did.
6. Our objective is to ________ sales of $30 million this year.
7. We want to ________ a new deal with our suppliers.
8. The fastest way for the company to grow is to ________ smaller
companies.
9. Consultancies ________ services for other businesses.
10. How much did your turnover ________ last year?
108
COMPANY STRUCTURE
Managing is like holding a dove in your hand. Squeeze too hard and you
kill it, not hard enough and it flies away.
Tommy Lasorda
EXERCISE 1
Read the information about different types of company structure and
answer the questions which follow.
a) What kind of structure does your organisation have? (or one you know
about) Why is it organised like this?
b) What are the advantages and disadvantages of the different types of
company structure?
Company Structure
Businesses can be organised by:

 function
 geographical area
 product or customer
 project
Function
Larger businesses are traditionally organised into departments according
to their role. Employees with similar jobs (functions) are grouped together. E.g.
production, financing, marketing and human resources.
Area
Some businesses organise their activity according to geographical area.
This is common in large multinational companies but it might also be
appropriate for medium-sized businesses. E.g. a small retail chain or a fast-food
chain with branches.
109
Product/Customer
This involves organising the business into departments which focus on
different products. Employees with different skills work in departments
according to the product they are developing. Departments can also be organised
to serve groups of customers with specific needs. E.g. a bank may have separate
departments for personal accounts and business accounts.
Project Management
Project-based management is becoming increasingly popular. Employees
are grouped in two different ways, for example by function and by project. In
many cases, this is a temporary arrangement due to a special project. Project
teams have specialised employees working for them from other departments.
These employees therefore report to two managers – departmental and project.
EXERCISE 2
You are going to take part in the meeting to decide what the best
organisation for a company is. Read the background information below and
then each take a role: Consultant A, B, C or D.
WILLIAM TUCKER LTD is a British transport and logistics company

which was founded 20 years ago. During this time it has grown from a small
lorry transport company with 10 employees to become a leader in the sector
with a fleet of over 300 trucks.
The company has a structure based on geographical areas with branch

offices/depots distributed over the UK. Each branch has a team run by a
manager who is responsible for a profit and loss account. This structure was
efficient in the early days when the company just had one main activity.
However, the company has diversified and provides many different services. In
transport, there are large loads, packet delivery and liquid and gas transport
lines. It has also developed logistics support (movement and control of stock)
for the automobile and steel industries. These activities have very different
operational needs and the company needs to re-think its structure. The Managing
Director has contracted four consultants to advise on how to organise the
company.
Consultant A
You think the company should centralise its administration in a
headquarters. Departments should then be organised according to the main
functions in the company - operations, finance, 11R and R&D. Tins will make it
easier to establish policies which will make the company more efficient. Costs
can be reduced by providing central services such as HR and finance from a
110
centralised headquarters. You believe the modern technology makes it possible
to do this from a distance.
Consultant B
You believe that every part of the company structure must be responsible
and accountable for its results. You are also against having a large central
administration and recommend that the company continues operating from a
small headquarters – any change would cost a lot of money. Your solution is to
maintain the present structure of branch offices. However, certain branch
managers with specialist knowledge and a concentration of a particular activity
in their area will have a double role. On one hand they will continue to run a
branch office/depot, hut on the other hand they will have overall responsibility
for a line or activity over the whole company. This means they will have two
'profit and loss’ accounts under their control. This means that some middle
managers may report to more than one boss.
Consultant C
You argue in favour of a ‘matrix’ organisation where employees report
to a ‘product line’ boss in the headquarters, as well as to a local branch boss.
This means that product line bosses will have to coordinate with branch bosses
to make the most efficient use of each specialist in the organisation. This will
require improved communication in the company but will help distribute the
available talent and skills in the companies to meet the needs of each branch
office.
Consultant D
Your solution is radical. Your advice is to break the present company up
into separate companies within a group. Each separate company will operate
independently and concentrate on one particular activity. This will encourage
competition, clear accountability and profit responsibility. In some cases this w
ill mean creating new offices. You believe future growth will be faster as a
result because each company will have the organisation that tits its needs. For
example, the logistics support to car factories is more concerned with stock
control in warehouses than transport.
EXERCISE 3
Watch this video by David Allen: The Art of Stress-Free Productivity
on https://www.youtube.com/watch?v=CHxhjDPKfbY
Productivity guru and coach David Allen talks about "Stress Free
Productivity" at TEDxClaremontColleges.
Key 1: Capture your thinking. Write it down and 'don't have a thought
twice.'
111
Key 2: Make outcome + action decisions. What's the desired outcome?
What are all the steps? What's your next step?
Key 3: Use the right maps. What do your life projects/responsibilities

require? What's the FOCUS and ACCOUNTABILITY in your job? These are
maps.
EXERCISE 4
a) What personal story does the speaker start from?
b) How can we avoid stress at work or connected with work?
c) What maps is David Allen speaking about?
d) How can you characterize the manner of this speech?
________________________________________________VOCABULARY
EXERCISE 5
Choose the best response for each one.
1. When someone "brings something to the table", it means that he/she

____________________.
a) has something to offer
b) has nothing to offer
c) buy everyone lunch
2. HP is one of Dell's main ____________________.

a) competitors
b) computers
c) controllers
3. It's pretty hard to ________________ against big, established companies.

a) compete
b) complete
c) competition
4. James ____________________ last year.

a) changed his jobs
b) changed jobs
c) made a change in jobs
112
5. It's not good to ________________ yourself entirely to your career.
a) denigrate
b) detonate
c) dedicate
6. Bill, I need your ____________ on this. What do you think of this design?
a) intake
b) install
c) input
7. I thought you ____________________ at the conference.

a) did a really good job
b) really did a job
c) did really a good job
8. P1: We've got a meeting in 10 minutes. Do I have to ________________?

P2: Yes, you do.
a) atone
b) attend
c) attain
9. I'd like you to do a little _________________ on investment strategies.

a) present
b) presenting
c) presentation
10. P1: When did John start working here?

P2: He was ___________________ about two months ago.
a) hire
b) taken
c) hired
11. I'm happy to inform you that we've reached another _________________
(= significant completion point) with the successful completion of user
testing.
a) milestone
b) mile
c) marker
113
12. After you visualize and plan a project, you have to ________________ it.
a) implement
b) imply
c) implode
13. In the modern business world, "assigning multiple resources to a single

activity" means:
a) spending lots of money to do a task
b) getting one person to do a task
c) getting two or more people to do a task
14. We need someone who knows how to use offline advertising to

____________________ (= increase) online sales.
a) gain
b) drive
c) get
15. John isn't a permanent employee; he's a ___________________.
a) temp
b) part-time
c) hired
16. Tony, can you ___________________ these documents and see if there's
anything in them about the Dell contract?
a) observe
b) look through
c) look
17. P1: Can we meet at 2:00 PM? P2: Let me check my

___________________.
a) requirement
b) schedule
c) clock
114
LINUX
I like to be a free spirit. Some don't like that, but that's the way I am.
Princess of Wales Diana
EXERCISE 1
Discuss in groups.
 What operating system do you have on your work computer – Windows,

Mac, Linux or some other?
 Do you find it easy to use?
 Have you any experience of other operating systems?
 Compare the operating systems. What are their advantages and
drawbacks?
EXERCISE 2
Read the article below. Why are some companies changing to Linux? What
are the main IT issues that companies are concerned about?
Siemens back Linux
One of the world's largest IT companies believes that Linux will take
20% of the market for desktop computers in large institutions within 5 years.
Siemens Business Systems, the $6 billion global IT company, say that a desktop
running Linux can be as effective as one using Windows, but at a significantly
lower cost. Linux is an OS which in its most basic format is free. Users can also
modify the program code and adapt it to their needs – this is not possible with
commercial software.
Senior program manager Duncan McNutt says that Siemens has been
encouraged to investigate the viability of Linux by customers who are annoyed
115
by Microsoft's pricing and licensing policies. However, the risks are high - while
lower IT costs are important, maintaining productivity is even more critical. Just
one day of productivity lost to a technology problem can be disastrous when it is
multiplied by 10,000 or more workers.
For this reason, they tested the software with secretaries and managers,
and not IT people. Siemens believe two days of training are all that is needed for
the change to Linux. This is the same as the standard time budget for upgrading
to a new version of Windows/MS Office. McNutt says that Linux will save 20%
to 30% in administration costs, 50% in hardware costs, and 80% in licensing
fees. Linux also saves money on hardware because it needs fewer resources and
can run on less powerful computers.
And it's not just about saving money. While Linux will save 80% over
Microsoft's licensing fees, many large customers are even more unhappy about
being in a position where Microsoft can dictate terms to them. Many European
institutions are angry that Microsoft's licensing means they cannot afford both
upgrades and support on their current budgets. In any case, they would prefer to
use their IT spending to help encourage a local tech industry, rather than support
a U.S. monopoly. There are now several examples of this at city government
level in Germany and France.
EXERCISE 3
Underline the phrases in the article which mean the same as a – h
a) one fifth of company computers in the world will run on Linux

b) study if Linux is a good idea
c) it is possible to make or lose a lot of money
d) the time companies set aside for
e) operate on
f) demand as much as they want from them
g) the money they have reserved for this company which has no competition
EXERCISE 4
The boss of MedicoTek, a company which trades in medical supplies, has
seen the article in 2 and wants the management team to evaluate the
possibility of changing to Linux. Work in groups of four. You are going to
take part in a meeting to decide if you should change. Each take a role: A.
B. C or D.
A
The IT Manager
You agree that changing to Linux would save a lot of money, but there
are problems. All your training and experience has been in Windows-based
116
systems, and the move to Linux would mean a great deal of effort and extra
work for you. You are also worried about the support available. However, you
are also concerned about something else. You know that some of the programs
that the company uses at the moment are illegal pirate versions. If the company
paid for them, it would be very expensive, but if it gets caught, the consequences
would be a large fine for the company and bad publicity.
B
Head of Sales
You spend most of your time travelling. You love technology and
depend on lots of different gadgets when you are on the move. You don't think y
our toys will be compatible with Linux. Apart from that, you believe that there
will be problems with your customers because they all use Windows. You also
think it will be difficult for staff to adapt to something new and will require a lot
of training. For these reasons, you are against any change.
C
The Company President
At present, your margins are not good, and any cost-cutting moves
would help the situation. IT is a major part of your budget, and you are worried
about the cost of software licenses going up in the future. On the other hand, you
suspect that the transfer to a new system will be difficult for the company and
will possibly have a negative effect on efficiency. On a personal level, you are
worried about having to adapt to new software. You also think that if you go
ahead, it will be necessary to replace the present IT manager with an expert in
Linux-based systems.
D
The Head of Research & Development
You are very keen on Linux and know a lot about it. In fact, many of the
specialised scientific programs you use for your work are only available in
Linux, and you are convinced that it is a more secure and stable system. You
don’t think that staff will find it difficult to change to the new software because
the new versions are very similar to Windows. You are also part of a group on
the Internet which is very critical of Microsoft. You don't like Bill (fates and as
a question of principle you think people should use open-source software
because it is better.
EXERCISE 5
A company in Australia decided to use Linux. Read the article below. What
happened? Why do you think the situation created by the new software was
unacceptable 'from a business point of view’?
117
Linux misses Windows of Opportunity
Crest Electronics adopted Linux as an operating system for their servers.

Then, seven months later, the company made the drastic decision to switch to
Windows. What happened?
Crest Electronics is a distributor of video and audio accessories in

Australia. To standardise the company's business systems, Anthony Horton, IT
manager, chose to move the operating system to Linux. However, the move
didn't go as planned and several months later, Mr Horton abandoned Linux for
Windows.
Mr Horton explains that stability issues and the complexities of keeping

Linux up-to-date caused the problems. For some reason, with Linux the
machines would unexpectedly crash, causing havoc for the company's
production schedule. Each time the system stopped working, the company were
unable to take orders from customers. From a business point of view, this was of
course unacceptable. Apart from that, IT staff were spending a lot of time on
routine maintenance and updates to the system.
Running out of patience and over budget, Mr Horton took the critical
decision to drop Linux for Windows. It only took two days to install Windows
on the servers and despite the cost of the license, the total costs over time were
actually lower than Linux because they spent less on IT support. The system
proved reliable and easy to maintain and Mr Horton believes this justified the
difficult decision to change the operating system again.
EXERCISE 6
Watch this video of Peter Sunde's (co-founder of ThePiratBay) full talk
from Wired 2011 on https://www.youtube.com/watch?v=umsM928urYw
The bottom line: we should not let anyone control us. I guess this is
PirateBay and other groups about.
EXERCISE 7
Check your understanding of this video by answering questions.
a) What are the ideals of the founders of ThePiratBay?
b) What difficulties do they face?
c) How do they overcome the difficulties?
d) What is your personal attitude towards using pirate copies at the
workplace?
118
__________________________________________________VOCABULARY
EXERCISE 8
Choose the best response for each sentence.
1. I don't think I can take on any more projects right now. I have too much
__________________________ already.
a) on my platter
b) on my plate
c) on my mind
2. The USA is one of the easiest places in the world to

_______________________.
a) make a business
b) commence a business
c) start a business
3. I'm swamped. = I'm __________________________.
a) drowning
b) really busy
c) confused
4. What's on the __________________________ today? (= What's the plan

for today? / What do we have to do today?)
a) agenda
b) board
c) notebook
5. I'm a little confused about the timeline. Could you

_________________________ (= explain it to me) again?
a) walk me through it
b) walk me through
c) converse with me
6. What's a "timeline"?
a) A thin watch
b) A deadline
c) A schedule
119
7. I have a couple of things I'd like to talk about. I'm going to go through
them __________________________. (= one by one)
a) in order
b) by order
c) orderly
8. Tony is always ______________________ the meeting by being late.
a) holding up
b) keeping up
c) bringing up
9. I have a terrible boss! He never gives me any positive

________________________ on the work I do. (= he never compliments
my work)
a) feed
b) feedback
c) opinions
10. A business's "core competency" is something that it can do well,

something that sets it apart from its competitors, and is difficult for these
competitors to ___________________. (= copy)
a) initiate
b) inform
c) imitate
11. If he doesn't come in the next 10 minutes, we ____________ without him.

a) started
b) would start
c) will start
12. He ____________________ a manager when he was 25.

a) has become
b) became
c) was becoming
13. ______________________ the details of the proposed merger.

a) Let's to discuss
b) Let's discuss
120
c) Let's be discussing
14. Our distributor called while I _____________________ to Jim. (I'm no

longer talking to Jim)
a) was talking
b) have been talking
c) would be talking
15. I thought about your proposal, and I think we ____________________ it.

a) accept
b) will have accepted
c) will accept
16. How long _________________ in sales?

a) do you work
b) have you worked
c) have you been working
17. I have _________________ your proposal, and I'm quite impressed.

a) reviewed
b) reviewing
c) review
18. The mayor failed ______________________ the striking workers to

return to contract talks.
a) persuade
b) persuading
c) to persuade
19. The union _____________________ on Tuesday to resume contract talks.

a) was being agreed to
b) agreed
c) has been agreeing
20. Negotiations ________________________ to continue into the weekend.

a) are expected
b) are expecting
c) expect
121
Bibliography
1. Europass Retrieved from: https://europass.cedefop.europa.eu
2. Free ESL worksheets, handouts, printables for students and teachers
Retrieved from: http://www.eslpdf.com/
3. Neil Wood. Business and Commerce. Workshop. Oxford University
Press. 40 pages
4. Paul Emmerson. Email English. Macmillan Education (9 Dec. 2003). 96
pages
5. Simon Clarke. In Company Pre-intermediate. Second edition. Macmillan
Education. (2010). 158 pages
6. TED Ideas worth spreading Retrieved from: http://www.ted.com/
122
Вяхк Ірина Анатоліївна

Медведєва Світлана Олександрівна
Кушнір Дмитро Володимирович

Редактор В. Дружиніна
Оригінал-макет підготовлено C. Медведєвою
Підписано до друку ............

Формат 29,742¼. Папір офсетний.
Гарнітура Times New Roman.
Друк різографічний. Ум. друк. арк. ….
Наклад …. прим. Зам. № 2014-
Вінницький національний технічний університет,

навчально-методичний відділ ВНТУ.
21021, м. Вінниця, Хмельницьке шосе, 95.
ВНТУ, к. 2201.
Тел. (0432) 59-87-36.
Свідоцтво суб’єкта видавничої справи
серія ДК № 3516 від 01.07.2009 р.
Віддруковано у Вінницькому національному технічному університеті

в комп’ютерному інформаційно-видавничому центрі
21021, м. Вінниця, Хмельницьке шосе, 95
ВНТУ, ГНК, к. 114.
Тел. (0432) 59-87-38.
Свідоцтво суб’єкта видавничої справи
серія ДК № 3516 від 01.07.2009 р.
123

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І. Viakhk, S. Medvedieva, D.

BUSINESS ENGLISH FOR MASTERS

Вінницький національний технічний університет

І. А. Вяхк, С. О. Медведєва, Д. В. Кушнір

BUSINESS ENGLISH FOR MASTERS

Рекомендовано до друку Вченою радою Вінницького національного

Team project: 5-minute persuasive

Individual project: 10-minute

Analysis of leadership characteristics

Class participation in role plays,

Tips:  Give short, positive answers to questions.

Tips:  Take some time to prepare descriptive sentences concerning your

Interviewer (Ms Hanford): (opens door, shakes hands) Good morning…

to apply (for a job) найматись на роботу

1. What's a power pose?

3. Power poses can help me do better on tests and interviews.

4. When I take a test, I should think about my body's positioning.

5. To do a power pose, it is important to make your body seem as small as

7. Who is Amy Cuddy?

Application for a graduate trainee scheme

Analytical skills (e. g. Tell us how you approach a problem.) ………………….

Communication skills (e.g. Dealing with difficult people, resolving disputes.)

Public speaking (e. g. Have you ever given a presentation to a group of

Language of Job Interviews

1. When did you start your current ____________________ (= job)?

3. I've always been a team ____________________. (= I've always worked

4. I believe I'm a good ____________________ for this position.

5. Tell me a little about your __________________ job (= your last job).

7. You shouldn't discuss salary until the interviewer

8. An interviewer might ask you what your “salary _________________”

9. Many companies want to hire someone who can ________________ well.

10. I had a good working relationship with my _________________ (= boss).

11. During an interview, you might be asked to describe how you

12. We need someone who can work under minimum

14. Is there an ___________________ of which you are particularly proud?

16. I was ___________________ for developing the company's intranet.

17. Some of my ___________________ included helping customers, filing

“Talk low, talk slow and don’t say too much.”

1. Informative a) These are the presentations in which you attempt to

2. Persuasive b) Presentations can have more than one aims. A

3. Training c) Such presentations include seminars, proposals,

4. Multipurpose d) Presenters teach participants a variety of skills.

1. You invite your audience to try to anticipate your answer.

2. Giving an overview of your presentation

3. Signalling the progression of ideas

4. Referring to visual aids

about back for of off on to up

a. To start …………., then, …

figures a graph an issue jokes a point questions

1. _________________ a strike, the company gave in to the workers' demands.

persuade [pər-ˈswād] 1. to cause (someone) to do something by asking, arguing,

e.g. He persuaded his friend to go back to school.

persuasive [pər -ˈswā-siv, -ziv] 1. able to cause people to do or believe

Synonyms: compelling, conclusive, convincing, decisive, effective, forceful,

Antonyms: inconclusive, indecisive, ineffective, uncompelling, unconvincing,

Indirect structure: Direct structure:

 Start with question and end  Start with recommendation,

The Art and Science of Persuasion

Logical arguments: the power of evidence:

How to give more persuasive presentations:

Nancy Duarte is an expert in presentation design and principal of Duarte

Stepping onto the TED or TEDx stage – or speaking in front of any

The number one thing, I think, is to be audience-centric. To take the time

Number two, you need to understand your role in the presentation. So