Unit Ii. Towards Accuracy in Business English

Nueva Ecija University of Science and Technology
College of Management and Business Technology
UNIT II. TOWARDS ACCURACY IN BUSINESS ENGLISH
Overview
This unit gives you an idea on how to come up towards the accuracy and how to
communicate well in business English. This will help you recognize the importance of fluency in the
written and oral presentations.
Learning Objectives:
At the end of the unit, I am able to:
1. identify ethical, legal, cultural, and global issues affecting writing a paragraph; and
2. utilize analytical and problem-solving skills appropriate to business communication.
Setting up
Name: ________________________________________ Date: ____________________________

Course/Year/Section: _____________________
Motivation
Directions. Read and understand the idea in the following scenarios below. Answer the questions
that follow by giving your own reflections/insights on the passage.
7 Arguments for the Importance of Good English in Business

By: ARCHITMITTRA
Good English skills are like a one-way ticket to business success.
[1] They can take you all over the world.
Or just to the job you want.
[2] English is not my mother tongue.
[3] But it is the language I think, speak and write in.
[4] As a child, it was not a question of whether I liked English more than any other language.
English for Business Administrators

Page 31
[5] At home, I spoke in three languages, after all.
[6] But I learnt at a very young age that English was the language of success. It was the language of
international business and communication. If I wanted a decent job anywhere in the world, I
needed to be proficient in this language.
[7] If you are a non-native speaker of the language or just someone who has difficulties with it, you
may be wondering, “Why should I put time and energy into perfecting my English for business?
Why must I give it greater importance than any other language I know? Why is it a standard of
judging whether someone is fit for a job or not?”
Motive Questions:
Direction: Answer the following questions by completing these focusing first lines: (Your answer
should be based from your own reflections/insights after reading the passage above.)
I. English is so important in business because of these three reasons: (Cite situations)
a. English is the language of business and communication worldwide

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________.
b. English is the language of the internet

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________.
c. English is the language of pop culture

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________.

Page 32
Lesson Proper
In the business sector, it is becoming increasingly common – some might say essential – to
extract and analyze minutely detailed information about customer behaviour, and about the
profitability of individual products or services, points of sale and business units or even individual
employees – in pursuit of goals such as market share, productivity or profit.
English has come to be the international language and the language of global
communication, due to various reasons which are political, economical and technical. Globalization
has made English a compulsory ingredient of a successful personality as it is an important tool
widely used in international communication all over the world.
In the context of globalization, there is economic competition among the countries in

the world irrespective of developed or underdeveloped. Employers in the present global market
need people who have international experience as well as good qualifications accepted and
recognized all over the world. But high proficiency in spoken and written English is regarded
as the principal prerequisite qualification. So, English is still the number one language in the entire
world. It is not only for the employment but also for the students wishing for higher studies
especially in the countries where English is a native/official language.
Today, English proficiency can hardly be thought of as an economic advantage at all. It is

certainly no longer a marker of the elite. Instead it is increasingly becoming a basic skill needed for
the entire workforce. Moreover the topics for this chapter are important in enhancing English
language in both speaking and writing.
Accuracy demonstrates ability to use the necessary vocabulary, grammar and punctuation
correctly, such as verb forms (past tense, present tense, and so on), articles (a, an, the) and
prepositions (in, on, from, at).
This skill is particularly important for written assignments, academic writing, such as
essays and business reports. It is also an absolute necessity in the work place, where an email or
report that is riddled with grammar or punctuation mistakes may be viewed as unprofessional.
On the other hand,fluencyis the flow and efficiency with which one expresses his/her ideas,
particularly when speaking. A few grammar mistakes may appear her, but it should be delivered in
a way that is easy to understand and shows how comfortable you are with the language.
In an academic or even professional setting, this is one of the skills to focus on for an oral
presentation or debate. The way you explain your topic or prove your point – smooth, clear and
concise without too many pauses or hesitations – is as important as the content of your
presentation.
Outside of the classroom, fluency can help you socialize with native English speakers and
avoid misunderstandings.

Page 33
Assessing Learning
Name: ________________________________________ Date: ____________________________

Activity 1
Direction: Formulating Accuracy and Fluency in Writing and Speaking. Role playing: Make a
dialogue in the given situation below and present it to the class.
1. Small Talk
Situation: You have arranged to meet a client along with your boss. You have never met this client
before. Unfortunately, your boss is running about fifteen minutes late. Make “small talk” with the
client until your boss arrives.
2. Double-booking
Situation: You work for a small company, which only has one nice conference room for meetings.
You booked this room for an important meeting with a client today at 4pm. However, when you
arrive at the room at 4pm, you find out that an employee from another team claims to have booked
the room at the same time.

Page 34
Lesson 1 MODIFIER
A modifier is a word/phrase/clause which modifies other words in a sentence. To be

specific, a modifier is either an adjective or an adverb. The adjectives used modify the nouns, and
the adverbs used modify the verbs or the adjectives or the other adverbs. Modifiers give additional
information about nouns, pronouns, verbs, and themselves to make those things more definite.
Adjectives
Adjectives are words that modify nouns and pronouns. Adjectives answer the questions:
What kind? Yellow balls, endangered species, gigantic tower
Which one? His girlfriend, that sofa, whose music
How many/much? Both books, several hours, more time
Adjectives may come before or after a noun. They may also come at the end of a sentence
with a “to be” verb (see predicate adjectives, from parts of speech lesson).
 Blue dolphins play in the Pacific.
 The portrait, priceless to collectors, was stolen out of the museum last night.
 Lipstick is expensive.
Adverbs
Adverbs are words that modify verbs, adjectives or other adverbs. Adverbs answer the
questions how, when, where, how much/to what extent.
How? Peter’s heart beat rapidly when he saw the girl walk by.
When? Immediately after receiving the order, the troops began to March.
Where? The dog moved backwards.
How much/To what extent? Kim jumped slightly to the left.
MODIFIER ERRORS
Modifier errors are when a word, phrase, or clause that is improperly separated from the
word it modifies / describes. Because of the separation, sentences with this error often sound
awkward, ridiculous, or confusing.Sometimes writers use modifiers incorrectly, leading to strange
and unintentionally humorous sentences. It is important that writer’s goal must always be to

Page 35
communicate clearly and to avoid distracting the reader with strange sentences or awkward
sentence constructions.
Misplaced Modifiers
Modifying phrases must go next to the word that they modify. If a modifier is in the wrong
place, the meaning of the sentence can change.
Adverb example: My sister walked in as I was scrubbing the floor with her new baby. The
modifying phrase “with her new baby” should logically modify how the sister walked. The sister
walked into the room together with her new baby. However, the modifier is closest to the verb
“scrubbing.” What this sentence actually suggests is that I was using the baby to scrub the floor!
Corrected: My sister walked in with her new baby as I was scrubbing the floor.
Adjective example: “One morning I shot an elephant in my pajamas.” – Groucho Marx The modifying
phrase “in my pajamas” should be modifying “I.” Logically, the speaker did the shooting while he
was wearing his pajamas. However, the modifier is closest to the noun “elephant.” What the
sentence actually says is that the elephant was in the pajamas.
Corrected: One morning, while in my pajamas, I shot an elephant.
Dangling Modifiers
Modifying phrases must have a word to modify. A modifier cannot “dangle” alone in a
sentence. is a phrase or clause that is not clearly and logically related to the word or words it
modifies or describes. Often, they can be found at the beginning of sentences, but they are found at
the end of sentences too. Dangling modifiers often include an -ing word (a gerund) or a to + verb
(infinitive) phrase. Unlike misplaced modifiers, dangling modifiers cannot be fixed simply by
moving it to a different place in the sentence. Either the sentence or the dangling modifier must be
changed by adding needed information or rearranging the structure of one of the phrases or
clauses.
Example 1: Looking towards the west, a tornado stirred up dust and debris.
Corrected: Looking towards the west, I saw that a tornado stirred up dust and debris.
Example 2: Having finished the assignment, the tv was turned on. The modifying phrase “Having
finished the assignment” has nothing to modify. The only other noun in the sentence is “tv,” and
clearly the tv didn’t finish an assignment.
Corrected: Having finished the assignment, Andy turned on the tv.

Page 36
Example 3: The experiment was a failure, not having studied the lab instructions carefully. The
person or persons who failed to study the instructions is missing from the sentence.
Corrected: The class failed to study the lab instructions carefully and failed the experiment.

Page 37
Assessing Learning
Name: ________________________________________ Date: ____________________________

Activity 1
Directions: In the blank beside each sentence, indicate whether the sentence is a dangling modifier
(DM) or a misplaced modifier (MM).
1. The truck on the bridge which is green is mine. _____

__________________________________________________________________________________________________________________
2. Expecting confusion, our plans were made. _____

__________________________________________________________________________________________________________________
3. Feeling hot, sweaters were taken off. _____

__________________________________________________________________________________________________________________
4. I showed my cat to the veterinarian with the fleas. _____

__________________________________________________________________________________________________________________
5. Joseph told me he was getting married that afternoon at night.

__________________________________________________________________________________________________________________
6. This typewriter is used by a staff member with a wide carriage. _____

__________________________________________________________________________________________________________________
7. Swimming out into the sea, the current grew stronger. _____
__________________________________________________________________________________________________________________
8. Walking along the shore, a cruise ship suddenly appeared. _____

__________________________________________________________________________________________________________________
9. The Mazda was stalled on the highway out of gas. _____

__________________________________________________________________________________________________________________
10. He kept a tiny black book of all the women he had dated in his desk. _____
__________________________________________________________________________________________________________________

Page 38
Lesson 2 CLAUSE, PHRASE AND SENTENCE
A phrase is any group of related words that, unlike a sentence, has no subject-predicate
combination. But with no subject/verb combination. As long as it is blacking both a subject and
verb a phrase cannot turn into a sentence, no matter what you might add to it. The words in a
phrase act together so that the phrase itself functions as a single part of speech. For example, some
phrases act as nouns, some as verbs, and some as adjectives or adverbs. Remember that phrases
can’t stand alone as sentences.
TYPES OF PHRASES
The Prepositional Phrase
One of the most common phrases is the prepositional phrase. These phrases can be found
everywhere—in sentences, clauses, and even in other phrases. Each prepositional phrase begins
with a preposition (in, of, by, from, for, etc.; and includes a noun or pronoun that is the object of the
preposition.
Examples:by the river; from the teacher; for the party
Prepositional phrases function as either adjectives or adverbs.
Example:The woman in the trench coat pulled out her cellular phone.
The prepositional phrase here acts as an adjective describing the noun woman.
The Gerund Phrase
The gerund phrase may look like a participial phrase because gerund phrases begin with
the -ing form of a verb (riding, seeing, talking, etc.) and have objects and modifiers. But a gerund
phrase always acts as a noun in a sentence, not as an adjective. Like other nouns, a gerund phrase
can serve as the subject of a sentence, the object of a verb or preposition, or the complement of a
linking verb.
Example 1: Riding the black stallion terrified Hugh.
In the given example of the gerund phrase, Riding the black stallion acts as a noun and is the
subject of the verb terrified.
Example 2:Eating ice cream on a windy day can be a messy experience if you have long, untamed
hair.
Eating ice cream on a windy day = subject of the verb can be.

Page 39
Example 3: A more disastrous activity for long-haired people is blowing giant bubble gum bubbles
with the car windows down.
Blowing giant bubble gum bubbles with the car windows down = subject complement of the
verb is.
Example 4: Wild food adventures require getting your hair cut to a short, safe length.
Getting your hair cut to a short, safe length = direct object of the verb require.
The Infinitive Phrase
An infinitive phrase contains an infinitive (for example, to sleep, to have slept, to consider, to
throw) and its objects and modifiers. Infinitive phrases usually function as nouns, though they can
be used as adjectives and adverbs. An infinitive phrase will begin with an infinitive [to + simple
form of the verb]. It will include objects and/or modifiers.
Examples:
to smash a spider
to kick the ball past the dazed goalie
to lick the grease from his shiny fingers despite the disapproving glances of his
girlfriend Gloria
Infinitive phrases can function as nouns, adjectives, or adverbs. Look at these examples:
Example: To sleep all night was his only wish.
In this sentence,to sleep all night is an infinitive phrase acting as a noun. It is the subject of
this sentence.
Participle Phrase
Participle phrases always function as adjectives, adding description to the sentence.
Examples:
The horse trotting up to the fencehopes that you have an apple or carrot.
Trotting up to the fence modifies the noun horse.
The water drained slowly in the pipe clogged with dog hair.
Clogged with dog hair modifies the noun pipe.
Eaten by mosquitoes, we wished that we had made hotel, not campsite, reservations.

Page 40
Eaten by mosquitoes modifies the pronoun we.
Present participles always end in -ing. Although past participles often end in -ed, they can
take other forms as well. Many adjectives commonly used in sentences are actually participles.
A clause is a collection of words that has a subject that is actively doing a verb.
Examples of clauses:
since she laughs at diffident men

I despise individuals of low character
because she smiled at him
Assessing Learning
Name: Date: ____________________________

Course/Year/Section:
Activity 1
Direction: Complete the sentences with appropriate prepositions.
1. He was hiding __________ the table.
2. The car went ___________ the tunnel.
3. Christine ate lunch __________her boss.
4. I can’t distinguish one twin _________ the other.
5. Mila is known ____________ her beautiful voice.
6. The food was placed ___________ the table.
7. Christine believes _________ ghost.
8. I don’t agree ___________ you.
9. I received a package __________ a friend.
10. We are running _________ the gym today.

Page 41
Assessing Learning
Name: ________________________________________ Date: ____________________________

Activity 2
Direction: Identifying Gerund Phrases. Underline the gerund phrases in the sentences below.
Example: Brisk walking is Don’s favorite exercise.
1. Ms. Bernardo enjoys watching quiz shows on television.
2. Ms. Nora enjoys playing bridge.
3. I remember promising Seth my old bike.
4. Taking out the garbage is not my favorite job around the house.
5. Do you like sailing on the lake?
6. Understanding a foreign language and speaking it well are two different things.
7. Keeping a light on in the house helps discourage robbers
8. Allow twenty minutes a pound for roasting the turkey.
9. Standing during a two-hour train trip is not my idea of fun
10. Volunteering at the hospital is just one of Helga's activities.

Page 42
Assessing Learning
Name: ________________________________________ Date: ____________________________

Activity 3
Direction: Identifying Infinitive Phrases. Underline the infinitive phrase in each of the following
sentences.
Example: Joe intends to work hard.
1. France was frightened to be alone in the old house.
2. Meg is trying to practice the piano an hour a day
3. Always try to proofread your paper before you turn it in.
4. Does Jona have enough chance to make a phone call?
5. The Harold twins came to play with my little brother.
6. To be objective in my decision is hard.
7. Would you like to warn me if anyone comes?
8. To move to a larger house would be unwise for us now.
9. Ella is able to swim six lengths of the pool.
10. I was happy to give you a ride home.

Page 43

Unit Ii. Towards Accuracy in Business English

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Ii. Towards Accuracy in Business English

Uploaded by

Copyright:

Available Formats

Nueva Ecija University of Science and Technology

College of Management and Business Technology

UNIT II. TOWARDS ACCURACY IN BUSINESS ENGLISH

At the end of the unit, I am able to:

2. utilize analytical and problem-solving skills appropriate to business communication.

Name: ________________________________________ Date: ____________________________

7 Arguments for the Importance of Good English in Business

Good English skills are like a one-way ticket to business success.

[1] They can take you all over the world.

Or just to the job you want.

[2] English is not my mother tongue.

[3] But it is the language I think, speak and write in.

English for Business Administrators

[5] At home, I spoke in three languages, after all.

I. English is so important in business because of these three reasons: (Cite situations)

a. English is the language of business and communication worldwide

b. English is the language of the internet

c. English is the language of pop culture

English for Business Administrators

In the context of globalization, there is economic competition among the countries in

Today, English proficiency can hardly be thought of as an economic advantage at all. It is

English for Business Administrators

Name: ________________________________________ Date: ____________________________

English for Business Administrators

A modifier is a word/phrase/clause which modifies other words in a sentence. To be

What kind? Yellow balls, endangered species, gigantic tower

Which one? His girlfriend, that sofa, whose music

How many/much? Both books, several hours, more time

 Blue dolphins play in the Pacific.

Where? The dog moved backwards.

How much/To what extent? Kim jumped slightly to the left.

English for Business Administrators

Corrected: One morning, while in my pajamas, I shot an elephant.

Corrected: Having finished the assignment, Andy turned on the tv.

English for Business Administrators

English for Business Administrators

Name: ________________________________________ Date: ____________________________

1. The truck on the bridge which is green is mine. _____

2. Expecting confusion, our plans were made. _____

3. Feeling hot, sweaters were taken off. _____

4. I showed my cat to the veterinarian with the fleas. _____

5. Joseph told me he was getting married that afternoon at night.

6. This typewriter is used by a staff member with a wide carriage. _____

8. Walking along the shore, a cruise ship suddenly appeared. _____

9. The Mazda was stalled on the highway out of gas. _____

English for Business Administrators

Lesson 2 CLAUSE, PHRASE AND SENTENCE

The Prepositional Phrase

Examples:by the river; from the teacher; for the party

Prepositional phrases function as either adjectives or adverbs.

The Gerund Phrase

Example 1: Riding the black stallion terrified Hugh.

English for Business Administrators

The Infinitive Phrase

Example: To sleep all night was his only wish.

Participle phrases always function as adjectives, adding description to the sentence.

Trotting up to the fence modifies the noun horse.

English for Business Administrators

Eaten by mosquitoes modifies the pronoun we.

since she laughs at diffident men

Name: Date: ____________________________

Direction: Complete the sentences with appropriate prepositions.

1. He was hiding __________ the table.

Name: ____________ Date:

Name: ____________ Date:

Name: ____________ Date:

Name: ____________ Date:

Name: ____________ Date: