Transcript Teaching Objectives

Unit 1
Managing in the Present
Advanced Business English
Teaching Objectives



Enable students to be good at using
some words and expressions
Enable students to be aware of time
management and current problems
facing a service company
Review the Present
Warming-up
Questions:



What is pressure in your opinion?
Do you sometimes feel there are
pressures on you? If so, state your
examples.
How do you manage your time to overcome
the pressures?
Words and phrases:
1.
out of control:失去控制，无能为力
2.
intuition：直觉
3.
to have a go at：跃跃欲试
4.
to streamline：使……更有效
5.
in everybody’s interest：符合大家的利益
6.
fine by me:我觉得没问题
Management Themes
Time management :the key issue
 Time is a commodity: be “saved”, be
“gained”, not be “wasted” or “lost”
 To describe and manage time:
Firstly, the link between past,
present and future
Secondly, time planning system
Discussion


Does your plan of your
everyday activity change with
the times?
Do you work/study in a
stressful environment? Do you
think that time management
can reduce stress?
Listening


You are going to hear an extract from
a meeting between Anna, Brian and
Pete. The three partners of Softsys,
a small company supplying business
software.
As you listen, make notes of the
tasks that are agreed and note the
partner who is going to do the task.
Keys to the listening
Prepare a long-term plan
 Prepare a paper about what
the management structure
would be and the functions
of the managing partner
 Make a list of the major
Functions within the
organization

Pete
Anna
Brian
Word Study
creation
zone
deadline
gradual
commodity
differentia
te
grapple
with
mist
bottleneck
catastroph
e
1. time when the world was made
2. area
3. latest time by which an activity must be
completed
4. step by step
5. article which can be bought and sold
6. make a division between two things
7. work very hard to solve a problem
8. unclear period of time
9. time or place when jobs cannot be
carried out, usually because of other
pressures
10.terrible event
Presentation



The present continuous
am/is/are +verb stem +ing
The present simple
verb stem(s)
The present perfect
has/have+past participle
The Present Continuous
This tense is used to indicate:




An activity at or around the moment of
speaking
The temporary nature of an activity
A fixed arrangement in the future
A characteristic habit that annoys the
speaker
always, constantly or all the time
at the moment
at present
currently
now
The Present Simple
This tense is used to indicate
 A general or permanent activity.
 A truth or current belief.
 The frequency of an activity.
 A fixed schedule
Once/twice a
in the future.
day/week/year
 A present activity
Daily weekly
with non-continuous
monthly annually
verbs.
every day /week
Expressions of indefinite
frequency








Always
Usually normally generally
Often frequently
Sometimes
Occasionally
Seldom rarely
Hardly ever
Never
The present perfect
This tense is used to indicate



An activity at some non-specific time in the past
with an impact or result in the present or future
An activity within a period of time which is not
yet finished.
today this
An activity which
week/month /year
started in the past
over the last …days
and continues to
/weeks/ years
the present.
recently now
for 3 year
since 1992
Assignment
Finish homework on p8,9 in the
textbook and report orally the
summary to the class next time.
 Surf on the internet for more
information about time management
skills and strategies:
http://www.studygs.net/timman.htm

Unit 2
Learning from the Past
Advanced Business English
Teaching Objectives:



To enable students to be good at
using some words and expressions
To enable students to be aware of
successful management of a company
To review the Past tense
Review

1.
2.
3.
4.

Words and phrases:
Out of control
To snap
To have a go at
In everybody’s interest
Summarize orally the text
Warm-up questions


In your opinion, what are the
ingredients of success?
Please further explain your points.
Key words and phrases







to delve: 挖掘
in the attempt to do sth.: 尝试（企图）做某
事.
Balance sheet: 资产负债表
Profit and loss statement:（Ame.）损益表
Lay one’ finger on:正确指出（症结之所在）
Prescribe a course of treatment:提出治疗
方案
Recommend a new life-style:推荐新的生存方
式
Management Themes
The seeds of success
 Psychoanalysts →patients:
→
feelings and behaviors→
treatment
 Consultants → companies:
balance sheet, profit and loss
statements→ analysis
Discussion

What do you think of
consultants? What role do
they have to play in the
successful management of a
company?
Listening
Listen to an extract from a meeting
between Maggie Rogers, a consultant,
and Paolo Vincente, the owner of an
Italian company, and complete the
profile on p12 in the text book.
Presentation



The past simple
The past perfect
had + past participle
The past continuous
was/ were + verb stem +ing
The past simple
This tense is used to talk about activities
which are clearly in the past.
The past perfect
This tense is used to talk about activities
which happened before the past.
The past continuous
This tense is used to provide a certain
time frame for another activity ----when we
want to refer to an activity which was
continuing when something else happened.
Word study
Medical terms
Equivalents
c
f
e
a
g
h
d
b
j
i
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Symptom
record
Diagnose
Illness
Medical history
Course of treatment
Life-style
identify/conclude
Recover
Health
Medical consultant
Terminally-ill patient
Business
a. track
b. stability/success
c. sign/indicator
d. turn-around
e. malaise
f.
g. policy/strategy
h. culture/regime
I. lame duck
j. business doctor
Group work



Prepare a short presentation on one
of the followings:
Your career so far.
The history of your college.
The history of your major.
Use some visual aids to support
your presentation (e.g. key dates,
graphs showing trends, etc.)
Supplementary information
Success in Business
http://www.mygoals.com/content/suc
cess-in-business.html
Unit 3
Planning for the Future
Advanced Business English
Teaching objectives
Enable Ss to know the cultural
background of time
expression
 Enable Ss to use future
continuous and perfect tenses
in business activities

Review
Translation
我们很荣幸请来了著名的顾问格林先生.
我相信他一定能为我们公司找出失败的
根源. 格林先生,在您指出我们的症结所在
之后,请为我们开出整治的方案,推荐给我
们一种新的经营方式.
 Oral presentation

Management Themes
The Zodiac
What is Zodiac?

The term zodiac (from Greek zodiakos [kyklos],
"circle of little animals", from zodiaion, the
diminutive of zoon "animal") denotes several
places where a circle of twelve animals occurs.
Indo-European cultures developed a zodiac of
twelve signs associated with a yearly cycle and
with constellations of stars that lie along the
apparent path of the Sun across the heavens .
Likewise in Chinese astrology, months and years
pass through a cycle of twelve animals that
imply certain fortunes or misfortunes related
to events occurring within those signs.
Key words and phrases








Forecast
Economic recover
Margin
Go along with sth.
Take sth. Into account
With all due respect
To make sth. Easy
To stay in the market
Listening
Louis Gervais ,a Financial Controller
is chairing a meeting to discuss next year’s
budget. She is listening to the views of two
colleagues---- Michael Palin (European
Sales Manager) and Horst Holzman
(marketing Director). As you listen to the
meeting, revise the proposed figures.
Proposed Budget






(in $)
Sales area
Sales income
Totals
1,750,000
1,600,000
Belgium
280,000 (+7%)
United Kingdom 580,000 (+15%)
480,000 (+5%)
France
640,000 (+19%)
Scandinavia
250,000 (+25%)
200,000 (+0%)
Marketing budget
22,000
47,000
42,000
90,000
45,000
204,000
199,000
Presentation
A range of future verb forms:




The future simple
will + verb stem
Future forms with “going to”
am/is/are going to + verb stem
The future continuous
will + be + verb stem + ing
The future perfect
will + have + past participle
Group the following words/expressions
under one of the headings:



Verbs of prediction
Short-term expressions
Long-term expressions
Word
study
forecast, in the near future,
predict,
any moment, anticipate, in the long run,
on the horizon, project,
foresee,
in the distant future , in not time at all



Verbs of prediction
forecast predict anticipate project
foresee
Short-term expressions
in the near future any moment
in no time at all
Long-term expressions
in the long run on the horizon
in the distant future
Group /individual work
Short-term and long-term plans
 Your career
 Your company/department
 Your personal life
Refer to the Presentation section for
guidance on the use of future forms.
Related information


http://en.wikipedia.org/wiki/Zodiac
http://en.wikipedia.org/wiki/Chinese_
Zodiac
Unit 4
Analyzing Mistakes
Advanced Business English
Teaching Objectives



Enable students to master some
vocabularies for analyzing mistakes
Enable students to have the
knowledge of business analysis and
policy
Review conditional clauses
Review


Words and phrases
Oral practice talking about short-and
long-term plans
Warm-up questions



Have you ever been in a difficult
situation caused by one of your
mistakes?
If so, have you ever analyzed the
mistakes that had caused the
difficulties?
Is your analysis proved to be
effective to better the situation?
Key words and phrases




Depressing
To get to the bottom
To break even
To dispose of
Acquisition of Gordon Brown Ltd.
Background
Two years ago, Gordon Brown Ltd was acquired for £2.5 million.
Gordon Brown
Ltd had been a family company specializing in supplying office
furniture in the
North East of England. Manx Office Equipment in supplying office
furniture in the
North East of England. Manx Office Equipment saw this acquisition
as an effective
way to extend their customer base in this part of the country.
Results
After two years, the Gordon brown operation has still not made a
profit (last year’s
figures reveal a £250,000 loss). Despite considerable
restructuring and a complete
change of management, the company has seen a steady decline in
the number of
customers and volume of business.
Analysis
We have identified the following:
1. Gordon Brown’s reputation in the region was as a
family company. The restructuring changed not only
the senior management but also the ethos of the
company. Customers no longer identified with the
company.
2. Gordon Brown products were mainly traditional style.
There has been no clear product strategy to promote
these two different styles.
Conclusions
1. If our objective was to increase our customer base
in the North East of England, we should shave
considered the needs and demands of Gordon Brown,s
customers.
2. If we want to turn the company round and start
earning profits, we will have to pay more attention to
customer needs in the future.
Discussion

If you had been in the same position
as Manx, how would you have handled
the acquisition?
Listening
Listen to the Board of Manx
discussing what they should do about
Gorden Brown.
Simon (MD) Susan (Finance) Paul
(Marketing) Gordon (Sales)
LISTENING
1.We would have expected annual profits of £350,000.
2. Projected sales were based on the launch of Manx
(Susan)
products.
3. We should have continued to sell Gordon Brown products.
(Paul)
4. Customers liked the look of the new Manx products.(Gordon)
5. Sales depended on the relationship with long-serving(Paul)
staff.
(Gordon)
6. They couldn't just stand still---- do nothing.
(Paul)
7. If we’d done nothing, we might have made a return.
(Simon)
8. Times are hard but they’ll see a return in the future.
9. If they don’t break even this year, they must sell the(Paul)
(Susan)
company.
10.Selling the company would be a crime. (Gordon)
11.If we don’t turn the company round, we will have to look
(Simon)
at the options.
Presentation
Possible conditions
If +verb in present→ will + verb stem
 Hypothetical Conditions
If + verb in past → would +verb stem
 Unfulfilled conditions
If + verb in past perfect → would + have +
past participle

Provided/providing (that)
So long as
in the event that
on condition that
Unless (if not)
wrong right blame fault
mistake
failed error
scapegoats failure
failure
fault
blame
scapegoat
error
wrong
mistake
failed
right
WORD STUDY
A.we’ve had a complete ____ on the system.
B. I don’t believe it. Whose ____ is it this
time?
A.I don’t know. Don’t _____ me. You are
always looking for _____. It may not even
be due to human ____.
B. You must be joking. The system’s always
going ____ and nine times out of ten it’s
because one of the operators has made a
silly ______.
A. I disagree. It could have ____ because of
a drop in power.
B. I doubt it. Anyway, you’d better put it
Discussion
The options and possible outcomes for:
 diversification into different sectors.
 extension into new markets.
 relocation of part of the business
(production / head office etc.).
 acquisition by a larger company.
Notes:
 You can discuss the outcomes
 Remember to use the Conditional
sentences to express possible and
hypothetical outcomes.
Related information
Tips for successful company
business,see
http://www.score.org/business_
tips.html
Format business report, see
http://ezinearticles.com
Unit 5
Who’s Boss round here?
Advanced Business English
Teaching Objectives




Enable Ss to know hierarchical structure
and the relationships in companies
To be aware of formality and informality
in business communication
Sentence structure of clauses
Words and expressions
Warm-up questions


What kind of person can be a
good boss in your opinion?
To be good head, what qualities
should he or she possess? Give
your reasons.
to make sense of
framework
mentor
protégé
ties
chap
bright
workaholic
connoisseur
to take to doing
to oil the wheels
liaison dangereuse
innocuous
old boys
coincidence
odd
to groom
instrumental
understand
basis or foundation on which something is built
experienced person who advises and helps others
Person chosen for a special task, helped and guided
links
person, usually male
clever, intelligent
person addicted to work
person who is very knowledgeable about sth
start doing sth as a usual activity
make sth easier
dangerous link
harmless, not dangerous
men who in their youth attended the same school
chance happening
strange, unusual
prepare someone for a special post or responsibility
responsible
Vocabulary
Management Theme
Management and authority
A:( from Henri Fayol,1841-1925)
 Authority
 The hierarchy
 Order
B: (from the note by Martin Brown to
Alistair Burton-Hedges)
A:
 Authority. Manager must give orders so that
they can get things done. While their formal
authority gives them the right to command,
managers will not always compel obedience
unless they have personal authority (such as
relevant expertise) as well.
 The hierarchy. The line of authority in an
organization ----often represented today by
the heat boxes and lines of the organization
chart---- runs in order of rank from top
management to the lowest level of the
enterprise.
 Order. Materials and people should be in the
right place at the right time. People in
particular should be in jobs or positions most
suited for them.
B:… Of course, I have great faith in your ability to build
on the work that I have done. A necessary starting point is
to identify where the real power lies. Now, the official
organization chart shows the present company structure
with power and authority flowing downwards from director
level, through department heads to the lowest levels.
To find out who really has the power, you need to read
between the lines, checking out the links between the
powerful figures. As you well know, no organization chart
shows who has the MD’s ear nor who generates ideas. For
example, you need to know which managers are related,
which play golf together, who was recruited and trained by
whom and who are from the old boys network. Power lies
with one person; there is usually a group, linked by common
experience or values. To get your (our) new ideas taken on
board, you need to know who has influence and who has
access to those with power. The chief executive’s
secretary may…
Listening
Listen to the call from Alistair
Burton-Hedges to Martin and number
the relationships based on Martin’s
analysis.
President
Managing director
Personnel
Director
Recruitment
manager
Training
manager
Production
Director
Sales/Marketing
Director
Factory Production Regional Sales
Mgr
Mgr
Mgr
Financial
Accountant
Financial
Controller
Management
Accountant
Formality / informality in business
communication
Formal Communication (FC)
 Business talk, speech, production
presentation, business letter, memo, etc.
 Seriousness, exactness
 Good preparation needed
choose a good topic
collect information
points to present as well as the ways
Formality / informality in business
communication







Informal Communication (IFC)
No set pattern, moving in all directions
Unpredictability
cross-level involvement
Thrived by active “messengers”
Highly selective
speediness
Discussion



How important is formality (of behavior,
dress, language, etc.) in your organization?
What are the risks of being too informal?
How important are connections (family,
friendship, etc.) in your company’s power
hierarchy?
Sentence structure
Main clause
and
subordinate clauses


Simple sentence
He’ll go far in this company with his
talent and connections.
Complex sentence
They’ve both got quite young families and spend
time together at each other’s houses.
and, but, or
(coordinate)
And I reckon that we can identify 6 clear
categories. (main clause + subordinate clause)
that if as when though because
1. We need to recruit one more assistant for the Factory Manager.
However, we need to look outside the company. (coordination)
We need to recruit one more assistant for the Factory Manager, but
we need to look outside the company.
2. As a new recruit to the department you need to continue the
work. I have started the work already. (subordination with past
participle.)
As
a new recruit to the department you need to continue the work
already started by me.
3. The official organization chart show the official hierarchy. I
haveofficial
enclosed
it with my
letter.
with wh-word)
The
organization
chart
show(subordination
the official hierarchy
which I
have enclosed with my letter.
4. If you want to find out where the real power lies, you need to
read
thethe
lines.
of the
To
findbetween
out where
real(subordination
power lies, youwith
needantoinfinitive
read between
purpose)
lines.
Assignments
presentation
Draw an official organization chart (real or
imaginary) and then add members to show the
special or relational links between some of the
people.
Describe the organizational chart, using proper
language to explain the hierarchy.
Describe the links between the people in the
hierarchy.
Unit 6
Business and Pleasure
Teaching objectives



Enable students to be aware of the
relationship between business and
pleasure
Enable Ss to use words and sentences
to express ideas logically
Words and expressions
Review


Authority
The hierarchy
A. official ---- organization chart
B. unofficial ---- links & connections
C. the kinds of links
1. family ties
2. friendship links
3. Educational ties
4. Mentor & protégé links
Warming-up questions
1. How do you understand the title?
2. Is it necessary for people to relax
sometimes, why?
 (a proverb: All work and no play makes
Jack a dull boy.)
3. What do you do, as a hard-working
student, to recharge your batteries?
Detailed study on the
management theme
Define the words in the text:
1.
develop: to cause to grow,
increase, or become larger or more
complete.
Related derivations: developer,
development, developed, developing



2. motivation: a feeling of enthusiasm
or
interests
that
make
you
determined to do something
Related derivations: motive, motivate,
motivated, motivating
Questions:



( 1 )
Why is self-knowledge so
important?
(2) What do good managers need to
do?
(3) Where do they start?
Listening

Motivating factors:
more money
more recognition
more responsibility
more people to support him
more time for outside interests
longer holidays
more space for himself
more variety
(a proverb: Variety is the spice of
life.)
A list of useful expressions
and idioms:





a good run for one’s money
put one’s success down to
take steps to do sth.
move on
hierarchy of needs (Maslow and his
pyramid of needs)





on a par with
redress the balance
thrive on
for the sake of
it goes without saying






carry the can
go for
go along with
in passing
a rock of strength
get on with






dabble with
a four iron
take sth. for granted
recharge one’s batteries
bow out of
in short
Presentation
Connectors used :
 To signal time relationships
 To signal logical relationships
 To signal textual relationships
Assignment
Oral practice:
Summarize the text and tell what your
natural aptitudes are.
Unit 7
Actions speak louder
than words
Advanced business English
Teaching objectives:
Enable students to be aware
of Management philosophy,
Theory X and Theory Y
 Phrasal verbs

Review
Oral practice:
Summarize the text and tell
what your natural aptitudes
are.

Theory X
Macgregor’s Theories:
Theory X and Theory Y
--- a gloomy view of human nature
--- inherent dislike of work
--- Avoid responsibility
--- be coerced, controlled, directed, threatened

Theory Y----
--- an optimistic view of human nature
--- most people devote their energy to work
--- need set objectives and rewards and opportunities
--- creativity and ingenuity
--- people want to work, are eager to work, derive
satisfaction from work, and are good at work
Discussion
The text presents two theories of
human nature: theory X and theory y.
Which theory do you subscribe to?
Listening
Listen to an interview about a Young
Entrepreneur of the Year and fill in
the activities in his planner
Words and expressions









at the helm: in charge of 主管，负责
to mould: shape, make sth by shaping it 塑造，（性格）
形成
preside over sth: be head of sth., be responsible for
sth.主持，负责
to derive sth. From sth.: obtain sth. from sth., get sth.
from sth.从…得到
to motivate: stipulate the interest激发
to coerce: make sb do sth by using force or thread 强
迫某人做某事
to subscribe to: agree with ( an opinion, a theory, etc.)
同意、赞成
to characterize: be characteristic of 成为…的特征
to look over: inspect or examine检查
to distract sb from sth: stop sb concentrating
on sth 是某人分心，分散或扰乱某人的注意力
 to tie up a deal: 达成交易
 to iron out: resolve sth by discussion 通过商讨解
决
 stagnant: (of water) not flowing and therefore
dirty and smelling unpleasant不流动的
(fig.) sluggish 停滞的，不景气的

Presentation
Word order in phrasal verbs




verb + adverb + rest of sentence
move on
to Zurich
verb + adverb + object
tie
up
a deal
verb + object + adverb
tie
a deal
up
verb + object noun + adverb
tie
it
up
Common adverbs used in
phrasal verbs
about
down
on
up
along
awayback
forward in
off
out
over
round
through







Controlled practice
I cannot get to Munich this week, so I’m going to
off
put _____
my visit till next week.
Despite our efforts, the negotiations have
down _______ again.
broken
I’m very relieved that the workers have called
off ________.
the strike
Before you leave, make sure that you shut the
down
computer system ________.
I look forward
_______ to seeing you in the near future.
To get through security, you’ll have to fillin/out
______ a form.
I’m afraid I didn't’t understand the point. Could
back
we come _______ to it afterwards?
Verb
noun
president
preside
succeed
success
specification
specify
achievement
achieve
strengthen
strength
oppose
opposition
application
apply
base
basis
administrate administration
energize
energy
adjective
presidential
successful
specific
achievable
strong
opposite
applicable
basic
administrative
energetic
Assignment : Mini-debate
Propositions for debate:
 The morning is the best time for original
and creative work; the afternoon for more
routine work.
 Managers are born, not made.
 People are motivated by money more than
by anything else.
 People are the most important asset of any
organization.
Unit 8
The Winning Team
(Analyzing personality types and
identifying strengths and weaknesses)
Advanced business English
Teaching objectives


Enable Ss to identify the strength
and weakness of people
Enable Ss to be familiar with the
adjectives and phrases that can be
used for the description of people.
Review

Phrasal verbs
Warming-up questions
1.
2.
Are you clear about your personality?
Is it necessary for a manager to
know the personality of his/her
subordinates?
Management Themes
New Words
1. methodical, adj. careful
2. single-minded, adj. with one clear
purpose
3. hunch, n. an idea based on feeling
rather than on reason
4. perceptive, adj. quick to notice and
understand

Note

Carl Jung (1875~1961)， 瑞士心理学家，
弗洛伊德的学生，首创心理分析学。本
课介绍他对人们性格类别的划分理论，
在企业管理中尤为重要。
Study of Text
Personality types:
 Thinker
 Sensor
 Intuitor
 Feeler
Discussion





Which is your predominant function?
Which is the function that you like least in
others?
What type of managerial tasks are you god
at?
Which are you not good at?
Which types of managers would you most
happily work with to make up an effective
team?
Listening practice

You are going to hear a group of four
managers who work together talk
about themselves and each other.
Classify each manager according to
one of Carl Jung’s types.
Answers to the listening task




Maggie
Lan
Pam
Stephen
thinker
sensor
intuitor
feeler
Homework


1. Exercises from Page 54 to 56.
2. Preview Unit 9.
Related information



http://www.sos.net/~donclark/leader
/leadpres.html
http://lorien.ncl.ac.uk/ming/dept/Tip
s/present/comms.htm
http://www.mindtools.com/CommSkll/
CommunicationSkills.htm
Unit 9
Winners and Losers
Advanced Business English
Teaching Objectives
Enable Ss to know how to
describe changes
 Words and expressions for
describing changes

Review
Adjectives :
 Oversensitive
 Impulsive
 Extravagant
 Steady
 Systematic
 Unimaginative
 derogatory
Warm-up questions


Have you any stock exchange
experience?
What’s your attitudes towards the
stock exchange? What determines
your attitudes?
Management Themes

The year is 2008. The world stock markets
have long been linked together for 24-hour
trading. Greg Schachter stirs in his bed,
reliving yesterday’s turmoil on the New
York Stock Exchange. Suddenly. He is
roused from his light sleep by an alarm on
his bedside terminal. He reads the
following message glowing on the screen.
Discussion

Market deregulation has enabled dealers to
buy and sell on any market in the world. In
addition, advances in technology have
enabled dealing to take place not only
around the world but also around the clock.
However, these development also seem to
have contributed to the instability and
volatility of the markets. Do you think that
overall these changes have had a positive
or a negative impact?
Listening
Listen to a recording and label the
three markets on the graphs in the
text book.
Upward

Verbs

Transitive



increase
raise
put/push/step up



extend
expand

(dramatic rise)
Nouns
Intransitive
increase
rise
go/be/pick up
grow
boom
increase
rise
grow
extension
expansion
boom

Downward
Verbs

Transitive
Intransitive

decrease
decrease
fall
drop
go/be down
slide
decline



drop
put/push down







cut
reduce
dip
collapse
slump
Nouns
decrease
fall
drop
slide
decline
cut
reduction
dip
collapse (dramatic fall)
slump (dramatic fall)
Static


Verbs
Transitive

Keep/hold…stable/constant
Maintain…at the same level
Sustain a trend

Intransitive




Remain stable/level
Stay constant
Nouns
stability
Prepositions in describing
change


To fall by/ a fall of: describe the
difference between two figures.
To rise to/a rise to:describe the
end-point
Adverbs to describe the
degree of change
100
90
80
dramatical(ly)
vast(ly), huge(ly), enormous(ly)
70
60
50
40
30
substantial(ly)
considerable/considerably
significant(ly)
moderate(ly)
20
10
slight(ly), a little
Adverbs to describe the
speed of change




rapid(ly)
quick(ly)
swift(ly)
gradual(ly)




slow(ly)
a little
Year 1 year 2 year 3 year 4 year 5 year 6 year 7 year 8
Different ways to express
dates between Br.E. and A.E.


5th April 1999 (BrE written)
Fifth of April, nineteen ninety-nine
(BrE spoken)


April 5th, 1999 (AE written)
April fifth, nineteen ninety-nine
(AE spoken)
Oral practice
Describe the graph of the performance of the SPAX stock
market.
3160
3160
3150
3150
3140
3140
3130
3130
3120
3120
3110
3110
3100
3090
3100
3080
3090
3070
3080
3060
3070
3050
3040
3060
3030
3050
3020
3040
3010
3030
3000
3020 1
3010
3000
1
2
3
2
4
3
5
4
6
7
5Local time
6
8
9
7
10
8
11
9
10
11
Unit 10
Process and Progress
Advanced Business English
Teaching objectives


Enable Ss to describe process with
the help of words and graphs
Enable Ss to make use of sequence
markers and subordinating
conjunctions of time, process and
duration verbs in describing the
project stages
Review

Describe the
graph of the
performance of
the SPAX stock
market.
3160
3160
3150
3150
3140
3140
3130
3130
3120
3120
3110
3110
3100
3090
3100
3080
3090
3070
3080
3060
3070
3050
3040
3060
3030
3050
3020
3040
3010
3030
3000
3020 1
3010
3000
1
2
3
2
4
3
5
6
4
5
7
8
6
9
7
10
11
8
9
10
11
Warm-up questions


What do you know about pollution?
Is pollution very serious in China? Can
you give any examples?
Inputs
people
energy
materials
information
fixed assets
Transaction Outputs
Process
pulping
paper-making
news-gathering
article writing
printing
daily newspaper

Legislation:
limit emissions into air and waterways

Lobby groups:
declare that our industry is destroying the
planet
Discussion:
Do environmental lobby work
with industry or against it to
achieve change?
Listening: describe the
project stages:
2
Routing
5
3
6
2
5
1
3
7 Final
Report
3
4
2
2
2
4
3
6
8
Presentation
1)Sequence markers
Beginning
First/first of all/initially/to start with/the first step/of
the first
stage
Second/secondly/the second step/at the second stage
Third/thirdly/the third step/at the third stage etc.
Then/after that
Next/subsequently/the next step/at the next stage
Finally/the final step/at the final stage
2)Subordinating
conjunctions of time
After before once till
while/whilst
now(that )
at the same time as
until
as soon as
3)Process verbs to show
the beginning, middle or end of
a stage
Start begin continue go/carry/keep
on
finish stop cease leave off
quit complete
4)Duration verbs which
indicate a change of stage
during the process
develop extend shorten
lengthen
improve speed up slow down
reduce
warm up widen
Language points:
1)subsequently
We’ve entered the American market and
subsequently gained a market share of 20%.
2)discrete
These are two discrete marketing
campaigns.
3)in case
I’ve got his mobile phone number in case
he is not in the office.
4)to wrap up
e.g. We wrapped up the job last week.
Please wrap up the gift.
5)to put sth on ice
e.g.Before getting the approval from the
State Council, we have to put this project
on ice.
6)respectively
e.g. He hopes that Motorola and Siemens
are respectively the first &second biggest
employees
Practice
2
Routing
5
3
6
2
5
1
3
7 Final
Report
3
4
2
2
2
4
3
6
8
Word study
Noun+noun compounds:
e.g. {transformation process,
law-breakers,
newspaper}
Homework:
A. Student B:
Turn to the Key Section.
Student A:
Use the following dummy Pert
chart to design and schedule a
project. When you have finalized
your data, explain the project, the
project stages and the timescales
for each stage to your partner.
1
B. Student A:
Your partner is going to describe a
project to you. The project consists
of a number of stages, each with a
timescale. Collect the information
from B and then draw a Pert chart to
represent the information graphically.
Related information

http://english.peopledaily.com.cn/en
glish/200007/07/eng20000707_449
52.html
Unit 11
Presenting a Product
Advanced Business English
Teaching objectives



Enable students to be able to
describe products and market
Enable Ss to be able to use words and
expressions in products description
Enable Ss to know the differences
between written and spoken words in
a presentation
Review
1.
我们进入了亚洲市场并随之占据了２０％的
市场份额（subsequently）．
2.
此项目分为两个不同的阶段（discrete）．
3.
在提案正式批准之前我们只得把它暂且搁置
一旁（ to put sth on ice）．
这项任务将分别由两个部门完成
（respectively）．
4.
Management Themes
Viscal 2000 videophone:
 due to be launched onto the UK market on
1st September 1995
 available through all registered telecom
retail outlets to any customers connected
 Customers not connected take advantage
of an introductory offer
Discussion:




For what sort of audience do you think this
report was intended?
What do you think the objective of the
report is?
In order to achieve this objective, what
changes would you make to the report?
If you wanted to transform the text into a
spoken presentation, what changes would
you make?
listening
Listen to Geoff Bridges, Project
Manager in charge of the Visual 2000
videophone presenting the product
and marketing policy to the board of
his company and complete the plan.
Presentation
1.

1)
2)
3)
Elements of a presentation
Introduction
Statement of objectives
Outline of structure
Place for questions

1)
2)
3)
4)
5)

Sections
Starting
Subdividing
Referring to visual aids
Closing
Transition to next section
Conclusion or summary
2. Contrast with written
report



Spoken language uses a lot more
redundant language.
Spoken language is more expansive.
Spoken language is more personal.
Practice

Match the expressions given below
with their function in a presentation.
Function
1. Stating the objective
2. Giving an outline
3. Place of questions
4. Starting the first point
5. Referring to visual aids
6. Clarifying
7. Closing a point
8. Starting another point
9. Finishing
10 summarising
11. concluding
Expressions
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
If you have any questions, I’d be
glad to answer them at the end.
Let me just go over that again.
I’ll have to close here.
Today, I aim to …
Let’s turn now to the question
of …
I’ve divided my talk into 3 parts …
So, we’ve covered 3 main points …
I’d like you to look at this chart.
I think we can all agree
Let’s start with …
That deals with the question of …
Homework
1.
2.
Word study on Page 79;
Prepare a presentation on a product
or service.
Related information

http://web.cba.neu.edu/~ewertheim/i
nterper/commun.htm
Unit 12
Presenting Ideas
Advanced Business English
Teaching objectives


Enable students to know some
presentation skills.
Enable Ss to express ideas.
Review

Oral practice presentation
Management Themes
Read through the checklist for
assessing presentations. Then
discuss the points below.
PRESENTATION ASSESSMENT
CHECKLIST
Content and Structure
1.
A.
B.
C.
D.
E.
Did the speaker take account of the
following?
The audience’s need and interests
The objectives
The scope
The length
The structure
Techniques
2. Comment on the following:
A.
The speaker’s stance
B.
The speaker’s dress
C.
The speaker’s body
language/movements
3. What did you think of the speaker’s
visual aids?
A.
Clear/unclear
B.
Too much/ little information
C.
Words/ charts/ diagrams
D.
Colour/no colour
E.
Too many/ few visual aids
4. What was the speaker’s manner like?
A.
B.
C.
D.
E.
F.
G.
H.
Shy
Reserved
Hesitant
Unassuming
Calm
Confident
Superior
Arrogant
Language
5. What sort of language did the
speaker use?
A.
Long/ short sentences
B.
Complex/ accessible vocabulary
C.
Fast/ medium/ slow delivery
D.
Varied/ monotonous intonation
Discussion

Discuss recent presentations you
have attended or given. How would
you assess these presentations using
the checklist? Do you think a
presenter must adopt different
styles for different audiences?
Listening

Susan Roberts is responsible for
management development in her company.
She is attending an international
management conference in Geneva. She
listens to a number of presentations. Some
disappoint her; others are quite stimulating.
Listening to the extracts from three of
the presentations she attends.
Presentation
Techniques used in presentation:
 Emphasis
 Repetition
 Rhetorical question
 Emotional language
 Acknowledgement of audience
 Qualification
 Formal address/formal structure
 pomposity
Practice
Using emotional language is one of the
most powerful tools of a speaker.
Classify the following
words/expressions as:
A. positive
B. negative
Power-hungry
Self-seeking
Aggressive
Ambitious
Unassuming
Ruthless
Easy-going
Participative
Charismatic
__________
__________
__________
__________
__________
__________
__________
__________
__________
Homework
Prepare a presentation. Your
objective should be to persuade your
colleagues of your point of view.
Decide which style is appropriate for
your audience. Be consistent
throughout the presentation.
Unit 13
Successful Meetings
Advanced Business English
Teaching Objectives:


1. Let the students to be aware of
the importance of listening
2. Enable students know how
to
make management decisions in holding
a meeting
Tasks:
1.
2.
2.
3.
Read the Newspaper cutting and discuss
1) Do you agree with Dr. Dorfmann’s
conclusion? If so, why do you think women
are better listeners than men? 2) Do you
think a manager needs to be a good
listener? State your reasons.
Listen to the recording about a meeting to
discuss the possible of closure of one of
their theme parks outside Paris.
Do presentation based on the listening
materials
TEXT



MEN DON’T LISTEN
Psychologist Frieda Dorfmann has hit out at men’s inability to listen.
Following a two-year research project, Dr. Dorfmann has just published
a summary of over 2000 observation sessions carried out throughout
European industry. Dr. Dorfmann and her assistants have sat through
interminable meetings and although there are many interesting
conclusions, the most striking one concerns the average male manager’s
inability to listen.
Where meetings were attended by men and women, the men talked for
80% of the time. This sort of result is supported by gender studies
which have been carried out in secondary schools; in most cases, boys
dominate class discussion, girls listen.
Dr. Dorfmann feels that businessmen throughout Europe need to be
sensitized to the benefits of listening. Her Institute---- the
Management Communication Institute in Vienna---- is offering 3-day
courses in active listening. These are open to both men and women but
Dr. Dorfmann is hoping to persuade more men to attend than women.
The courses are based on a number of communication exercises which
illustrate the power of active listening. In one task, the participants are
given a controversial subject to discuss but the rules of the game insist
that no participant can express their view until they have first
summarized ot paraphrased the views of the previous speaker.
Discussion
1.
2.
Do you agree with Dr.
Dorfmann’s conclusion? If so,
why do you think women are
better listeners than men?
Do you think a manager needs to
be a good listener? State your
reasons.
Listening
Four people attend the meeting, Jone Newby ,Helmut
Ritter ,Francois Picard and Pam Cohen . During the
meeting, three options are considered:
1. Close the park completely.
2. Open on a much reduced scale.
3. Continue as before.
Indicate which option each participant favors.
Option1
Jone Newby
Helmut Ritter
Francois Picard
Pam Cohen
Option 2
Option 3
presentation
Elements of holding a successful
meeting:
 Introduction
 Controlling the
discussion
 Assigning
action points
Language used in meeting
SPEAKING
Introduction
Introducing the subject:
Right, you all know why I’ve called this meeting.
Introducing the scope:
Now, we have three options facing us: one is to close the
park completely, second is …
2. Controlling the discussion
Starting:
Helmut, how do you see it?
Dealing with interruptions:
Francois, you’ll have a chance to give us your point of view
in a second. Let Helmut finish first…
Just a moment, Francois, we’ll come to you in a minute.
1.
Language used in the
meeting
SPEAKING
Summarizing:
So, let me just summarize. Helmut is for closing
the park as soon as possible and selling off the
land and property. Is that right?
Concluding:
So you’re in favor of keeping it open?
Clarifying:
You mean the 5-month reduced operation?
Sympathizing:
Francois. You have been very patient. No doubt
to see this differently.
Francois, I can see what you are worried about.
Language used in the
meeting
3. Assigning action points
I’d like you to go away and work on
a couple of reduced opening options.
SPEAKING
Match the expressions with the following types of meetin
A. Formal
B. Informal
1. Informational/briefing 2. Brainstorming/discursive
3. Decision-making
1. The aim of this meeting is to bring you up to date with
A/1 the latest developments.
2. I suggest we do without a chairman, just shout out your
B/2 ideas.
B/3 3.by the end of this meeting, we need to know whether we
are going to close or not
A/1 4. Excuse me, could you confine yourself to a brief status
report?
A/2 5. We are not here to make decisions. I’d like to hear all
your view today.
B/3 6. We all know what the situation is. Could we concentrate
now on what steps have to be taken?
B/1 7. John, could you put us in the picture about the project?
B/1 8. Come on, Susan, we haven’t got all day. All we need to
know is how the system works.
The participants in the meeting used a mixture of
idiomatic and formal English. Match the idiomatic
terms on the left with their more formal equivalents
1. to send round
2. to keep to
3. a lost cause
4. to be better off
5. an awful lot
6. hard times
7. with a bang
8. there’s no way
1.e
2.h
3.a
4.f
a. not visible
b. difficult economic climate
c. it would be impossible
d. making a large impression
e. to circulate
f. to be of greater benefit
g. a large amount
h. to confine
5.g
6.b.
7.d.
8.c
Assignment
Students are supposed to divide themselves into
groups of 6-7 and define their own role in the
meeting and then perform them at next class.
1.
2.
3.
4.
5.
6.
7.
8.
Decide on a subject (brainstorming ideasprofessionally/personal)
Decide on the objectives and types of meeting
(informational/brainstorming/decision making)
Draw up an agenda (also time limit)
Decide on roles during the meeting (chairperson,
speaker, minute-taker)
Decide on style of meeting (formal/informal)
Prepare your contribution to the meeting (content)
Prepare the language needed for the meeting (go
through the language above)
Hold the meeting
Related information


http://www.iww.org/organize/branch/
meeting1.shtml
http://www.classervices.com/secrets.
html
Unit 14
Negotiations
Advanced Business English
Teaching objectives


Enable Ss to know the negotiation
steps and the types
To enable Ss to know the delivery
terms and the expressions
Review
Make up the sentences with the
following words or phrases:
 to hit out
 concern
 to liquidate
Negotiation
Warm up question:
a. What is negotiation?
b. Can you explain it by giving
examples?
Management Theme
What is negotiation?
Negotiation is a talk with a person
or a group in order to reach a
agreement or settle an argument
Listening

Listen to a recording and indicate
where the statements come from and
put the details of the negotiation into
the right order.
Presentation
Stages of negotiation:
Preparing the ground
Bargaining
Closing the deal
Expressing doubts
Preparing the ground
reassuring
Stressing importance
Opening question
bargaining
Avoiding the answer
Leading the negotiation
Defending a position
Five different types of
negotiation
Businessmen from different
culture also behave
differently during
negotiation
the calm and collected
negotiator
the impatient negotiator
the persistent negotiator
the hotheaded negotiator
the deceptive negotiator
Some negotiating strategies
straightforward
posturing
persistent
emotional outburst
deceptive
Principled negotiation /negotiation on the
merits
This principle is proposed at the Harvard
Negotiation
Project which includes the
following points
Separate people and problem
Invent options
Interests not position
Objective reference points
Summary
Definition of negotiation
Three different stages of negotiation
Five different types of negotiation
Some negotiating strategies
Principled negotiation/negotiation on the merits
Assignment
Do you think culture
elements have
influence on
negotiation? Discuss
the influence of
culture on Business
Negotiation.
Related information


http://www.bizhelp24.com/employme
nt-and-personaldevelopment/planning-and-how-tonegotiate-2.html
http://www.mindtools.com/stress/cw
t/TeamNegotiationSkills.htm
Unit 15
Marketing
Advanced Business English
Teaching objectives



To enable Ss to talk about marketing
To enable Ss to know the role and
function of marketing
To enable Ss to use some words and
expressions to talk about marketing
Revision
Negotiation:
Negotiation process:
Expressions:

Negotiation is about achieving
a result which both sides can
benefit from.





Preparation
Debate
Proposition
Bargain
Closing the deal
Marketing (Marketing Mix)
The elements of Marketing Mix is known as
the 'four Ps' :




Product
Price
Place
promotion
Product
Physical goods or services that
can satisfy consumer’s needs.
Price



Cost of production
The supply of inventory
Competitor’s prices
Place (channels of distribution )
Direct channel
One-level channel
Two-level channel
Promotion
Methods :
Advertising;
Personal selling;
Sale promotion;
Public relations;
Listening
Listen to Pete Jenkins to call his
marketing consultant Mr Simon
Clark to help him to increase
business. And complete the note.
Summary
product
price
marketing
place
promotion
Cost of production
Supply of inventory
Comepetitors’ prices
Direct channel
One-level
channel
Two-level
channel
advertising
Personal selling
Sales promotion
Public relations
Assignment:
Controlled practice A and B
on P101,102.
Related information




http://www.marketingteacher.com/Le
ssons/lesson_marketing_mix.htm
http://www.netmba.com/marketing/m
ix/
http://en.wikipedia.org/wiki/Marketin
g_mix
http://www.freeworldacademy.com/n
ewbizzadviser/fw15.htm
Unit 16
Finance
Advanced Business English
Teaching objectives


Let students know the role and
function of finance
Enable students to be familiar with
financial terms
Review

The elements of Marketing Mix
Warming-up questions


1. What is the responsibility of a
financial department?
2. Is it necessary for a non-financial
manager to know about finance? Why?
Management Themes







New Words
1. turnover, total sales income
2. intangibles, goodwill and patent
3. tangibles, property and equipment
4. debtors, money owed by customers
5. creditors, money owed to suppliers
6. profit , earnings
Some key financial concepts
1. Profitability
获利能力
This is used to measure a company’s
ability of getting profits.
Key measurements:
A.
Gross profit = turnover - direct costs
B.
Operating profits = gross profit - fixed
cost
2. Liquidity
偿债能力
This is the ability of a company to repay its
short-term debts.
Key measurements:
A.
Current ratio = current assets: current
liabilities
B.
Quick ratio = (current assets - stocks):
current liabilities
3. Gearing
资本负债比
This is the relationship between equity
capital and long-term debt.
In times of recession, companies with a
high gearing may find it difficult to
finance the interest costs on longterm debt.
4. Cash flow
现金流动率
This is the balance between inflow of
cash and the outflow of cash.
Working capital is needed to finance
the gap between payments due and
owed. Positive cash flow is far easier
to achieve in some industries.
Listening practice

You will hear a financial director
talking about the annual results. As
you listen, underline the figures he
draws attention to in the financial
statements in the text book.
Note




1. financial statements, 财务报表
2. income statement, 损益表
3. balance sheet,资产负债表
4. cash flow, 现金流量表
Homework


1. Exercises on Page 107.
2. Preview Unit 17.
Unit 17
Personnel
Advanced Business English
Teaching objectives


Enable Ss to know the role and
function of the Personnel Manager
Enable Ss to make use of related
words and expressions
Review
Words in the previous unit
 turnover
 2. intangibles,
 3. tangibles
 4. debtors
 5. creditors
 6. profit
Warming-up Question

Personnel Management and Human
Resources Management, are they the
same thing?
The two fields have many
common areas, though, there
is a substantive difference of
emphasis:
Personnel Management:

It is directed mainly at the organization’s
employees. Although a management
function, it is never totally identified with
management’s interests. Underpinning
Personnel Management are the twin ideas
that people have a right to proper
treatment as dignified human beings while
at work, and that they are only effectives
as employees when their job-related
personal needs are met.
Human Resources Arrangement:
It is directed mainly at management needs for
human resources (not necessarily employees)
to be provided and deployed. It is totally
identified with management’s interests and is
relatively distant from the workforce as a
whole. The management of human resources is
much the same as any other aspect of
management, and getting the deployment of
right numbers and skills at the right price is
more important than interfering with people’s
personal affairs.
Reading
The personnel manager through history
1. The social reformer (19thcentury
2. The welfare officer (the late 19th
century)
3. The humane bureaucrat
4. The consensus negotiator (after the
Second World War)
5. The organization man
6.Manpower analyst
Question:

Which of these six stereotypes do
you find most attractive? Why?
Listening
Answers to the listening task:
Name: Jana Kowalska
Present:
Planning manpower needs
Scaling down workforce
Recruiting candidates
Future:
Policies for handling the layoffs and
redundancies

Name: Dirk Polman
Present:
Wage and salary programme (WASP)
Benefits and incentives programme (BAIP)
Future:
Managing change and preparing people for
change through retraining.
Homework

Word study on Page 111.
Unit 18
Production and
Operations
Advanced Business
English
Teaching objectives



Enable Ss to talk about the role and
function of production/Operations
Manager
Enable Ss to know some definitions
Enable Ss to make use of some words
and expressions
Management Themes
Read the passage below, then
discuss the points below.
Some Basic Definitions
Production and operations both deal
with work. Work involves deploying
people, materials, energy and
machines that are used to achieve
transformations. Production and
operations deal with different kinds
of transformations. Production refers
to manufacturing, e.g. making cars,
processing oil, baking bread or
brewing beer; operations refers to
services, e.g. typing letters, advising
clients and providing hospital
treatment.
Central to the effective management
of Production and Operations is the
concept of increasing productivity—
‘the chief means whereby humankind
can raise itself out of poverty to a
condition of relative material
affluence’.
Discussion
Discuss what improvements could be
made to increase productivity in your
work environment. Look at the
development and use of people,
materials, energy and machines.
Listening
Jose Mendez and Jens Johansson are both
in charge of P/O management in their
respective organisations. Jose works for a
large hospital, while Jens works for a small
specialist engineering company. In the
following informal discussion, they talk
about their priorities in their work. As you
listen, note the priorities for each in the
table below.
Jose’s priorities
★
★
Jen’s priorities
★
★
★
★
Practice

Below are a number of initiatives that
a company might introduce to improve
Production and Operations. Classify
them under their primary focus
within the four categories given.







Provide productivity bonus scheme
Change workshop layout
Subcontract to outside suppliers
Improve labour relations
Regularly service equipment
Review work tasks
Introduce new stock control system
1. Product and process improvement
2. Work and job improvements
3. Employee motivation methods
4. Organisational change
Homework
1.
2.
Exercise B on Page 116.
The following diagram shows the
elements in the Production/Operations
system. Each group should prepare a
short presentation (maximum 10 minutes),
describing the Operations system, in
his/her organisation. After the
presentation, the other participants
should have an opportunity to suggest
ways in which the system can be improved
in order to achieve greater productivity.
Inputs
Outputs
Materials
Labour
Energy
Capital
Informat
ion
Products
Services
Informatio
n
Operations
process