ebo2 script

Business English 2

Module: w.XX.XX.1EBO2.XX

Degree program: Business Administration

Semester: FS 2013

English in Management and Law

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2 English in Management and Law

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English in Management and Law 3

Table of contents

1 Course outline ................................................................................................................. 4

2 Program overview ............................................................................................................ 6

2.1 Our approach to teaching and learning ................................................................ 6

2.2 Course materials .................................................................................................. 6

2.3 Guided self-study ................................................................................................. 6

2.4 Text bank ............................................................................................................. 6

2.5 Moodle ................................................................................................................. 7

2.6 Material covered .................................................................................................. 7

3 Dealing with vocabulary ................................................................................................... 8

3.1 Recording and storing vocabulary ....................................................................... 8

4 Writing ............................................................................................................................. 9

5 Compulsory tasks ............................................................................................................ 9

5.1 Compulsory task 1: Report PLUS reading task .................................................... 9

5.2 Compulsory task 2: Five-minute presentation PLUS vocabulary task ................... 9

6 End-of-module exam ......................................................................................................10

6.1 Transformation sentences ...................................................................................11

7 Text bank........................................................................................................................13

7.1 Text 1: What price a job change? ........................................................................14

7.2 Text 2: Mobile companies set for profit surge ......................................................16

7.3 Text 3: International executives ...........................................................................18

7.4 Text 4 – Minimum wage ......................................................................................20

7.5 Text 5: Online ad revenue to skyrocket in five years‘ time ...................................24

7.6 Text 6: Understanding employee motivation .......................................................26

8 Sample end-of-module exam ..........................................................................................30

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1 Course outline

Curriculum: w.XX.XX.1EBO2.XX

Spring semester 13 14 x 3 lessons

Course materials (course book, script, reference material, etc.)

Business Result Upper-Intermediate Student’s Book by Michael Duckworth and Rebecca Turner (OUP)

ISBN: 978-0-19-476809-2

Business Grammar Builder, Intermediate to Upper-Intermediate (2nd ed.) by Paul Emmerson (Macmillan) ISBN: 978-0-2307-3254-4

Abbreviations: BusRes = Business Result (course book) BGB = Business Grammar Builder DVD = DVD-ROM in back of course book

The following abbreviations refer to sections in the Business Result course book:

* WwW = Working with Words

* BCS = Business Communication Skills

* LaW = Language at Work

Week Main topics Sources Assignments

Week 1 CW 8

18.02 – 23.02

Introduction to the course and materials

BusRes Unit 9: EMPLOYEES

Listening / reading / vocabulary / speaking

Reading workshop 1

Script Program overview

BusRes Unit 9 pp54-55

Script Reading Bank

Text 1, pp14-15

BusRes p118 WwW *

DVD Unit 9 WwW

Week 2

CW 9

25.02 – 02.03

BusRes Unit 9: EMPLOYEES

Meetings: Negotiating solutions

LANGUAGE: Zero, first and second conditionals

Reading workshop 2


BGB Unit 17 pp74-77

Script Reading Bank Text 2, pp16-17

BusRes p118- 119 BCS + LaW

BGB Unit 17

DVD Unit 9 BCS, LaW, test

Week 3

CW 10

04.03 – 09.03

Writing workshop 1: Intro to report writing

BusRes Unit 10: NEW BUSINESS

Listening / vocabulary / reading

LANGUAGE: Gradable & non-gradable adjectives

Exam skills 1: Word formation practice

Handouts


BGB Unit 36 pp150-151

BusRes p120 WwW

BGB Unit 36, ex 36.2 + 36.3

DVD Unit 10 WwW Moodle Collocations worksheet

Week 4

CW 11

11.03 – 16.03

BusRes Unit 11: COMMUNICATIONS

Listening / vocabulary / speaking

Meetings: Explaining procedures

LANGUAGE: Modals verbs: Obligation and prohibition Exam skills 2: Transformations practice


BGB Unit 12 pp54-57

Handouts

BusRes pp122-123 WwW, LaW

BGB Unit 12 p56-57

DVD Unit 11 WwW, LaW Script Reading bank, Text 3 pp18-19

Week 5

CW 12

18.03 – 23.03

Report writing feedback + revision

BusRes Unit 12: CHANGE

Reading / listening / vocabulary / speaking

Presenting future plans

LANGUAGE: Future continuous, future perfect and future probability


BGB Unit 8 pp38-41

BusRes p124- 125 WwW, BCS, LaW

BGB Unit 8, pp39-40

DVD Unit 12, WwW, BCS, LaW

Script Reading bank, Text 4a pp20-21

Week 6

CW 13

25.03 – 30.03 No class on

29.03

Reading workshop 3

BusRes Unit 13: FACTS AND FIGURES

Reading / listening / vocabulary / speaking Exchanging information Exam Skills 3: BCS practice

Script Reading Bank Text4b, pp22-23


BGB Unit 36 pp150-151

Handouts

BusRes p126 WwW

BGB Unit 36 pp150-151, ex 36.1

Week 7

CW 14

01.04 – 05.04

Presentation skills 1: Preparation for Compulsory task 2

Writing workshop 2: Report writing

COMPULSORY TASK 1: Report writing PLUS Reading task

Handouts

Moodle Progress Tests 9, 10, 11 + 12

BusRes p126 BCS

DVD Unit 13 WwW

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Week 8

CW 15

08.04 – 13.04

Reading workshop 4

BusRes Unit 13: FACTS AND FIGURES

LANGUAGE: Reported speech

Exam Skills 4: Collocations practice

Script Reading bank

Text 5, pp 24-25

BusRes Unit 13 p82

BGB Units 26, 27 pp110-117

Handouts

BusRes p127 LaW

BGB Unit 26, pp110-112

DVD Unit 13 BCS, LaW

Moodle Word formation worksheet

Week 9

CW 16

15.04 – 20.04

BusRes Unit 14: CULTURE


Writing workshop 3: Report writing review

Presentation skills 2: Preparation for compulsory task 2


Handouts

BusRes p128 WwW

DVD Unit 14 WwW

Week 10

CW 17

22.04 – 27.04

Vocabulary revision

Current trends in the news

COMPULSORY TASK 2:

Presentations Group A

Exam language task

Handouts

BGB Unit 27

DVD Unit 14 BCS. LaW

Moodle Current trends in the news

Week 11

CW 18

29.04 – 04.05

Vocabulary revision

Current trends in the news

COMPULSORY TASK 2:

Presentations Group B

Exam language task

Handouts

BGB Unit 27


Moodle Current trends in the news

Week 12

CW 19

06.05 – 11.05

No class on 10.05

Revision of reporting verbs Exam Skills 5: Transformation practice

BusRes Unit 15: PERFORMANCE


Meetings: Evaluating performance

BusRes Unit 15 pp 90-92

BGB Unit 18 pp78-81

BusRes p130 WwW, BCS

DVD Unit 15 WwW, BCS

Moodle Progress Tests 13, 14 and 15

Week 13

CW 20

13.05 – 18.05

BusRes Unit 15: PERFORMANCE

LANGUAGE: Third and mixed conditionals, perfect modals

Revision of all conditional sentence types Reading workshop 5

BusRes Unit 15 p94

Script Reading Bank Text 6, pp 26-27

Handouts

BusRes p131 LaW

BGB Unit 18 and tests pp220-221, 230, 224-225


Moodle Vocabulary revision exercises

Week 14

CW 21

20.05 – 25.05

Overview of end-of-module exam and revision

Handouts Revision of past units and exam preparation

CW22 - CW23

27.05 – 08.06 Exam preparation

CW24 - CW26

10.06 – 29.06 End-of-module exams

Workload details

Study format Workload Hours

Contact hours 14 x 3 lessons (see program above), plus exam preparation and exam 36

Guided self-study Guided grammar tasks (14h) Guided vocabulary tasks (10h) Guided reading tasks (6h)

30

Independent study DVD-Rom interactive workbook exercises (12h) Self-study grammar and vocabulary work/ revision (12h)

24

Total workload in hours 90

Total ECTS 3

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2 Program overview

English at the School of Management and Law at the Zurich University of Applied Sciences

(ZHAW) is compulsory for at least four modules. By the time you complete your bachelor’s

degree, you will have gained advanced English language skills, with a focus on business English.

This second semester of our English studies will build on your previous English knowledge and

improve your business vocabulary, grammar, speaking, reading and writing skills.

The course consists of 42 lessons in class, 30 hours of guided self-study and 24 hours of

independent study / 3 ECTS points

In class, which you will attend for one triple period a week, you will be expected to participate in

discussions and group work. The course includes two writing workshops, in which you will look at

business report writing. There are also four reading workshops. In these sessions you will deal

with texts that are related either to your course book unit or to your core degree subjects (for

example, Economics, Finance and Accounting). Your program and supplementary material will

give you plenty of practice exercises that will help you consolidate what has been covered in

class. In your script, a practice “sample” exam provides a chance for you to test yourself before

the real end-of-module exam. It also gives you a model of what the content and task types will be

in your end-of-module exam. Additionally, there is an exam practice platform at https://english-

training.sml.zhaw.ch/ for you to use for further practice.

2.1. Our approach to teaching and learning

In English classes you will not be passive consumers. You will be asked to work in pairs or in

groups, to move around, to interview different colleagues, to present various topics, and even

sometimes to teach each other. We believe – and research has shown – that languages are

learnt by actually using them, so please come to class prepared to get involved.

2.2. Course materials

Business Result Upper-Intermediate Student’s Book by Michael Duckworth and Rebecca Turner (OUP) ISBN: 978-0-19-476809-2

Business Grammar Builder by Paul Emmerson (Macmillan) ISBN: 978-0-2307-3254-4

2.3. Guided self-study

Work through the units as laid out in the course outline

Use the Business Result Upper-Intermediate CD-ROM for consolidation work

Go to the Business Result Upper-Intermediate student site: www.oup.com/elt/global/products/result/busupp/ for phrasal verbs, vocabulary and communication skills work

2.4. Text bank

This is a collection of business texts specially chosen to link to the themes of your course book, to

current affairs, or to your other modules. Working with these texts will help you in a number of

important ways. It will:

Train you to read English at three different levels of detail

Teach you to handle unknown words and guess their meanings

Expand your business vocabulary

https://english-training.sml.zhaw.ch/


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All of these are essential tools in business. What’s more, the most useful words and phrases, or

even whole sections from these texts, may appear in the end-of-module test, so it’s to your

advantage to get to know them.

2.5. Moodle

The ZHAW provides an online platform for students. The following material can be found on

Moodle (some of which will be uploaded during the semester).

Script and key to script

Key to Business Result

Key to practice file exercises

Progress tests and key to progress tests

Information about the presentation compulsory task

Information about vocabulary

Exam preparation exercises

THE PASSWORD FOR YOUR FIRST LOG-IN TO MOODLE IS:

open sesame!

2.6. Material covered

Business Result Upper-Intermediate Units 9, 10, 11, 12, 13, 14, 15

Collection of 6 reading texts Script

Business Grammar Builder (BGB ) Units 8, 12, 17, 18, 26, 27, 36

Unit 8: Future continuous, future perfect and future probability (week 5)

Unit 12: Modal verbs: obligation and prohibition (week 4)

Unit 17: Zero, first and second conditionals (week 2)

Unit 18: Third and mixed conditionals (week 13)

Units 26- 27: Reported speech (weeks 8-9)

Unit 36: Adjectives and adverbs (week 3)

Oral skills Focus on giving short presentations. For useful phrases and exercises, see:

Business Result Upper-Intermediate Student's Book

Business Result Upper-Intermediate student website

Business Result Upper-Intermediate CD

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Please note: We strongly recommend that you attend class each week. It is also essential that you work throughout the semester on the grammar and vocabulary sections listed in the course outline above, in addition to the hours you spend in class. Failure to attend class and to do self-study is likely to significantly compromise your performance at the end-of-module exam.

3 Dealing with vocabulary

Different individuals learn languages in different ways: some are visual learners, some learn

best by speaking or hearing the language in a naturalistic setting. Building, recording and

learning vocabulary are important skills in studying a foreign language. There are as many

styles of learning vocabulary as there are types of people. At the School of Management

and Law, we will help you learn and revise vocabulary in class. However, we also believe

that students studying English should be ultimately responsible for recording and learning

their own vocabulary. Most research into second language learning supports the idea that it

is better not to learn new vocabulary just by translating into the first language or by

memorising long lists of words without context. Instead, vocabulary should be learnt in

context, and attempts should be made to connect related words and/or to organise

vocabulary into word families.

The following resources are available to help you record and learn business vocabulary:

Business Result Upper-Intermediate DVD-ROM

Vocabulary list (English) organized by unit

Alphabetical vocabulary list (all units combined!)

Business Result Upper-Intermediate website

Downloadable English-German (and English-French) vocabulary lists organized by units at

www.oup.com/elt/?cc=ch Swiss downloadables Wordlists Business Result

German Upper-Intermediate

ZHAW School of Management and Law, Business English 2 Vocabulary app

VocApp: https://english-training.sml.zhaw.ch/vocapp

3.1. Recording and storing vocabulary

Think about how you can record and store vocabulary effectively. Think about how the

different methods could help you remember and learn the vocabulary. What are the

advantages and disadvantages of storing new words in the following places?

In your course book in the unit where you meet them

On a separate piece of paper

In a separate vocabulary notebook

On a computer

On a vocabulary app for your smart phone

On cards

For further information refer to the w.1EBO1 Script, which is available on Moodle.

https://english-training.sml.zhaw.ch/vocapp

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4 Writing An important component of this course is writing. You will learn to write a basic business report. In general, a report concentrates on information you have gathered, and you may have to give recommendations for further action. In this course, you will take part in three writing workshops, where you will prepare to write compulsory task 1 (see below) and the writing section of the end-of-module exam. In the writing workshops, you will be given a series of additional handouts. These are a valuable resource for exam preparation and future reference, and you should file them in a safe place for revision. Below are the headings and layout that we expect you to use in your reports:

REPORT

Introduction

Findings

Finding 1

Finding 2 (etc.)

Conclusion

Recommendation(s)

5 Compulsory tasks

5.1. Compulsory task 1: Report PLUS reading task

1. You will write a basic business report of 140-160 words. The task is based on written material, charts or tables plus "handwritten" notes.

2. You will be given 5 short texts (A-E) or 1 longer text divided into five sections (A-E). The texts

come from various sources such as newspapers, magazines, catalogues and company

reports. Your task is to match 10 statements (1-10) to the relevant text.

5.2. Compulsory task 2: Five-minute presentation PLUS vocabulary task

1. Your teacher will inform you where you can get your presentation topic from.

2. You will be given a language task that can appear in the end-of- module exam.

For both compulsory tasks 1 and 2, you will receive an overall mark (“pass” or “re-write”). It is your responsibility to collect your task in person and find out if it needs to be re-written.

All students must do the compulsory tasks in order to be admitted to the end-of-module exam. If a piece of work is unsatisfactory, it must be redone. Your lecturer will give you instructions on the correction and submission date. Students who are unable to do the compulsory task on the set date must send their lecturer an email and submit a doctor’s certificate or military service order within three working days. Your lecturer will give you an alternative time to sit the task during class. If you do not send your lecturer a valid reason for your absence (see “Rahmenprüfungsordnung” https://intra.zhaw.ch/index.php?id=573&type=0), you will not be given a second chance. It is also your responsibility to collect your compulsory task in person and to find out if it needs to be redone. If you do not collect your written task in class and – if necessary – redo the task by the deadline, you will not be allowed to sit the end-of-module exam. . It is your own responsibility to fulfil all required compulsory tasks. Your lecturer will keep a record of your attendance and marks for compulsory tasks.

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6 End-of-module exam See Section 8 "End-of-module exam" for a sample exam For extra exam practice, go to the exam practice platform at https://english-training.sml.zhaw.ch/

There are THREE parts to the w.1EBO2 end-of-module exam: Reading, Language and

Writing. The whole exam is out of 60 points. You will have 60 minutes to complete the exam.

PART 1: READING (10 points)

You will be given 5 short texts (A-E) or 1 longer text divided into five sections (A-E). The

texts come from various sources such as newspapers, magazines, catalogues and company

reports. Your task is to match 10 statements (1-10) to the relevant text.

PART 2: LANGUAGE (30 points)

You will be given four tasks:

TASK 1: Collocations In this task you will work with word combinations and phrases and

put them into contextualized sentences (10 points)

TASK 2: Business communication A task type based on the Practice Files at the back of

Business Result. The task consists of a dialogue or a coherent piece of text. You will be

given a selection of phrases or words to fill the gaps (5 points)

TASK 3: Word formation You will be given a list of 10 words and a short text or a series of

sentences with gaps. The words from the list need to be transformed into the correct part of

speech (adjective, noun, verb etc.) before you put them into the appropriate gaps (5 points)

TASK 4: Transformations You will be given a set of five transformation sentences. These

test the grammar structures and language you have covered during the course:

conditionals (zero, first, second, third and mixed), perfect modals, modal verbs of obligation

and prohibition, reported speech, future perfect, future continuous and future probability.

Further explanation about how to do transformation sentences is given on the following

page

(10 points)

PART 3: WRITING (20 points)

You will be given a report writing task. The task is based on written material, charts or tables,

plus "handwritten" notes.

You will have to write 140-160 words.



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6.1. Transformation sentences Students are required to rewrite a sentence using a key word.

For example:

1. A verb in the given sentence might need to be changed into a noun in the

transformed sentence

2. An active verb construction in the given sentence might need to be changed into a

passive construction in the transformed sentence

Approach

1. Read the two sentences and the key word. Think about what information included in

the first sentence is missing in the second sentence

2. Fill in the missing words, being careful to keep the meaning the same

3. Check that:

You have not changed the key word

The meaning of the two sentences is the same

You have used 3-5 words to complete the second sentence

You have not made any unnecessary changes, e.g. to tenses

You have not made any spelling mistakes

Here is an example of a transformation. Think about what area of language it is testing:

Example:

We have suggested that he should be promoted.

recommended

It has been recommended that he should be promoted.

You need to:

Frequently practise the structures and phrases covered in the course

Constantly consider how the language items covered particularly in your module could be used in a transformation task

Understand that getting good at transformations is NOT just about practising the transformation tasks themselves. Rather it is about understanding and practising the grammar item tested so that it can be applied in the transformation

Recognise how the grammar book provides plenty of support practice for transformations

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7 Text bank

Page

7.1. Text 1: What price a job change? 14

7.2. Text 2: Mobile companies set for profit surge 16

7.3. Text 3: International executives 18

7.4. Text 4: Minimum wage 20

7.5. Text 5: Online ad revenue to skyrocket 24

7.6. Text 6: Understanding employee motivation 26

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7.1. Text 1: What price a job change?

What price a job change?

Bosses think workers are slackers, and employees think too much is asked of them. Whatever happened to loyalty?

It used to be simple. Employees were loyal to their bosses, and in return, a job was for life. Things have certainly changed, and two recent studies, one from Malpas HR Services and the other from the Chartered Institute of Personnel and Development, have concluded that there now exists a considerable discrepancy in expectations between worker and boss. Malpas. the UK's largest provider of personnel training, interviewed 180 general managers and personnel practitioners, and the results are intriguing. For instance, more than half of employers felt that their staff performed little more than was required of them, whereas in fact 80% of employees were working well beyond what their employment contract dictated. Staff also underestimated how solidly they were required to perform during working hours: 66% of employers thought it fair that staff should work solidly for between 75% and 95% of their total hours, but only 46% of employees considered this to be a fair expectation.

'The survey reveals considerable discrepancies between what each side believes the other is contributing to the psychological contract, the unspoken assumption between an employer and an employee relating to issues of job satisfaction. fair and honest treatment. job security and loyalty to a job. In a competitive recruitment market, it is vital that HR people and employers develop a full understanding of employees' expectations and aspirations,' says director of Malpas, Margaret Matteis. So are employers being plain greedy or are workers a bunch of slackers? 'It seems that employees have higher expectations than they used to,' says Malpas. ‘We have the media giving us lots of examples of what it means to have a nice lifestyle, we've got things like the National Lottery making us believe we can be instant winners. It all leads to great expectations of wanting rather a lot and wanting It now. 'Because people want a tremendous amount, they are prepared to push themselves harder to get it.

Currently it's an employees’ market, and the workforce is far more mobile than it has ever been. They are prepared to move to get what they want from the right employer.' she adds. So does this mean that a job for life is a thing of the past? 'I don't think it has to be, but it won't be viable in the way that it used to be for a large mass of the population. A lot of people have given up on that and they now want more flexibility over security,' argues Malpas. Tricia Phillips, regional manager of recruitment consultuncy Adecco, agrees. 'Good. skilled people can always call the shots. especially when unemployment is low but candidates should be careful when jumping from one job to another. Employers do look at staff for commitment. and in a buoyant market. employees may be tempted to move for a rise in salary. But beware when there is a change In the market, employers will look at their staff to see which of them have demonstrated loyalty in their career history.' From The Guardian

Text 1: Reading tasks 1. Before you start reading the text, think about the following question

Should employees feel loyal to the organisation they work for, or should they rather feel free to change jobs as often as they like? Why?

Now read the article from The Guardian by Dolly Dhingra and answer the questions

2. How many specialist recruitment firms are referred to in the article?

3. What was the first finding of the two studies mentioned in the article?

a. There is a big difference between what employees expect from work and what employers expect from them.

b. Employees have the same view of work as their employers.

c. Employers want employees to work harder.

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4. Match the two parts of these expressions from the 3rd

paragraph. One of the words on the right occurs twice.

1. unspoken a. understanding

2. psychological b. treatment

3. honest c. discrepancies

4. full d. contract

5. fair e. assumption

6. considerable f. treatment

5. Now match the expressions in 4 to their meanings a-e.

a. when people are dealt with in a just way (2 expressions)

b. something that no one says out loud but that everyone thinks

c. big differences

d. an agreement between two people that may not be written down

e. when you know all about a situation

6. Find expressions in the 4

th and 5

th paragraphs to complete these statements.

a. If you don’t work hard, people may accuse you of being a ..................................... .

b. The way you live, how you spend your money etc., is your ...................................... .

c. If you put a lot of effort into work, you ............................... yourself ................................ .

d. All the people who work in a particular company, industry, country etc., are its ................................ .

e. If people are willing to change jobs often, they are ................................ .

7. True or false (paragraphs 6 and 7)?

a. Jobs for life no longer exist for anyone at all.

b. People are more interested in having a job that is guaranteed than in being able to change jobs easily.

c. If you call the shots, other people tell you what to do.

d. When the employment market is buoyant and employers are looking for workers, employees tend to change jobs in order to get a higher salary.

e. When the employment market is less buoyant, employers become interested in employees who have shown loyalty to the company.

8. Think about the following questions:

a. In your country, is there a tradition of jobs for life and/or of being loyal to the organisation that you work for?

b. Do these things depend on the type of organisation you work for? In what ways? Is this changing?

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7.2. Text 2: Mobile companies set for profit surge – Extracts from the annual reports of five mobile companies

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Text 2: Reading tasks

Think about the following questions

a. How has the mobile phone changed your daily life? Could you manage without one?

b. Is it an advantage or disadvantage to have so many mobile phone service providers on the market? Why/why not?

c. How can mobile phone service providers gain a competitive edge?

1. Reading for detailed information

Look at the statements below and at the five extracts from the annual reports of five mobile companies on the previous page.

Which company (A, B, C, D, or E) does each statement (1-10) refer to?

Write the letter next to the statement.

You will need to use some of these letters more than once.

Example:

0 This company has no direct competition. B

1. This company is still making a financial loss. ……

2. This company is having part of its business handled by an outside agency. ……

3. This company has grown without undue expense. ……

4. This company is trying to find out what the market response will be to a new product. ……

5. This company continues to lose customers. ……

6. This company aims to target a specific group of consumers. ……

7. This company is finding it less expensive than before to attract new customers. ……

8. This company has rationalised its outlets. ……

9. This company has successfully introduced customer incentives to maintain or increase customer numbers. ……

10. This company also designs products specifically for bigger clients. ……

2. Now read the text and find synonyms for the following words or phrases

a. To start to use something new (A: verb) .....................................

b. To reduce (A: phr verb) .....................................

c. To direct a product at someone (B: verb) .....................................

d. Made or adapted especially for a particular situation or purpose (B: adjective) ...................

e. Loyal and willing to give your time and energy to something that you believe in (C: adjective) .....................................

f. To get something (C: verb) .....................................

g. To put together several things, especially businesses, so that they become more effective (D: verb) .....................................

h. To improve the quality and strength of something (D: verb) .....................................

i. The keeping of something or someone, e.g. staff (E: noun) .....................................

j. In a way that is noticeable or by a large amount (E: adverb) .....................................

3. Think about the following questions

a. Does your mobile phone service provider offer good service? Why/why not?

b. Would customer loyalty and upgrade schemes be a reason for you to change your mobile phone service provider?

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7.3. Text 3: International executives

A

Lord Wootten, Chairman, Unimarket Lord Wootten has recently returned to Unimarket, the large retail food chain, after a 20-year absence. While away, he held a variety of posts in the Conservative Party including that of Chief of Staff to the British Prime Minister for six years, where his skills as an effective public speaker won him great respect. He then returned to the industry as one of the two architects behind the dramatic revival of the Remco supermarket chain. His comprehensive and varied experience of the retail food sector will make a huge impact on Unimarket and he has already embarked on an ambitious policy of major acquisitions.

B

Steven Waugh, Chief Executive Officer, DigiCom Steven Waugh, the driving force behind DigiCom for over 25 years, retires this year. Known for his quick decision-making, he is seen as one of the most outspoken and ruthless operators in the world of business. These qualities have often made life difficult for DigiCom competitors, who have regularly been faced with bitter price wars and innovative promotional campaigns, often masterminded by the CEO himself. Born in Queensland, Waugh first cut his teeth on Australia’s Channel 9 before entering broadcasting in Britain. Never a great believer in political correctness, he is famous for spending his time aboard his luxury cruiser indulging in gourmet food and champagne.

C

Mark Boucher, Chairman, Gladstone Mark Boucher, 53, chairs Gladstone, the base-metals group recently demerged from Corgen of South Africa and floated in Amsterdam. Since the breakaway, Gladstone’s operating profit has grown to $92m, even though experts have described the company as overstaffed and inefficient. Boucher is a reserved man who is reluctant to address large meetings but reveals, when pressed, a dry sense of humour. He has had an unusual career path, including a spell working for the North American Space Agency and running a satellite TV station.

D

Erik Johanssen, Chief Executive, MorganReynolds MorgenReynolds’ CEO Erik Johanssen admits to crying occasionally and says he is not the tough hard-nosed businessman that people expect when they meet him. He is, however, universally regarded as a clever politician within the industry. A self-styled company man, the chain-smoking 55 year-old Johanssen has been with Morgan for over 20 years. Since Morgen took over the innovative but under-performing Reynolds, Johanssen has streamlined the business radically, axing half of Reynolds’ top managers. Johanssen lives modestly in Stockholm and travels to work by underground.

E

Joe Anderson, Chief Executive, Dayton International Hotels Joe Anderson joined the imaginative Seattle-based Foyles restaurant chain after graduating in 1963. He worked his way up through the ranks, performing a variety of different roles, eventually becoming the Managing Director in 1976 and joining the parent company’s executive board in 1980. In 1994 he became CEO and President of the group’s Dayton International Hotels division. Anderson has focused on Dayton’s core restaurant and hotel activities and reduced the group’s debts by disposing of several properties and a chain of beauty salons. His next project is likely to be the search for strategic alliances with major European hotel chains.

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Text 3: Reading tasks


a. What’s the difference between a CEO and a chair?

b. Do you know of some well-known CEOs and chairs in Switzerland?

c. What’s a dual mandate? Are there risks involved?


Look at the statements below and at the five extracts from an article about the profiles of

five international executives.

Which section of the article (A, B, C, D, or E) does each statement (1-10) refer to?


You will need to use some of the letters more than once.

Example:

0. He was involved in national politics. A

1. He has cut operating costs by reducing the number of senior staff …

2. He does not enjoy making presentations and speeches …

3. He started his career working for a television station …

4. He improved the company’s financial position by selling off assets …

5. He is expanding the company with a series of takeovers …

6. He is famous for his imagination and tough business strategies …

7. He has been with the same employer all his working life …

8. He has worked in a variety of different industries …

9. He has developed an excellent understanding of the food retail business …

10. He acquired a cutting-edge company with a poor operating result …

3. Scan read the text and find synonyms for the following words or phrases

a. including everything that is necessary (A: adjective)

b. to start sth new or important (A: verb)

c. cruel (B: adjective)

d. to plan sth very carefully (B: verb)

e. to separate a company from another (C: verb)

f. to start selling shares in a business (C: verb)

g. practical and determined (D: adjective)

h. to improve the effectiveness of a business (D: verb)

i. to rise to a position of leadership within a company (E: expression)

j. to get rid of sb / sth (E: verb)


a. What do you think are the key qualities of a successful chair? Does that differ from the

key qualities of a successful CEO?

b. Can leadership be trained or only acquired “in the field”?

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7.4. Text 4 – Minimum wage Text 4a: The minimum wage THE MINIMUM WAGE

An important example of a price floor is the minimum wage. Minimum-wage laws dictate the lowest price

for labor that any employer may pay. The U.S. Congress first instituted a minimum wage with the Pair

Labor Standards Act of 1938 to ensure workers a minimally adequate standard of living. In 2007, the

minimum wage according to federal law was $5.15 per hour, and it was scheduled to increase to $7.25 by

2010. (Some states mandate minimum wages above the federal level.) Most European nations have

minimum-wage laws as well; some, such as France and the United Kingdom, have significantly higher

minimums than the United States.

To examine the effects of a minimum wage, we must consider the market for labor. Panel (a) of Figure 5

shows the labor market, which, like all markets, is subject to the forces of supply and demand. Workers

determine the supply of labor, and firms determine the demand. If the government doesn't intervene, the

wage normally adjusts to balance labor supply and labor demand.

Panel (b) of Figure 5 shows the labor market with a minimum wage. If the minimum wage is above the

equilibrium level, as it is here, the quantity of labor supplied exceeds the quantity demanded. The result is

unemployment. Thus, the minimum wage raises the incomes of those workers who have jobs, but it lowers

the incomes of workers who cannot find jobs.

To fully understand the minimum wage, keep in mind that the economy contains not a single labor market

but many labor markets for different types of workers. The impact of the minimum wage depends on the

skill and experience of the worker. Workers with high skills and much experience are not affected because

their equilibrium wages are well above the minimum. For these workers, the minimum wage is not binding.

The minimum wage has its greatest impact on the market for teenage labor. The equilibrium wages of

teenagers are low because teenagers are among the least skilled and least experienced members of the labor

force. In addition, teenagers are often willing to accept a lower wage in exchange for on-the-job training.

(Some teenagers are willing to work as "interns" for no pay at all. Because internships pay nothing,

however, the minimum wage does not apply to them. If it did, these jobs might not exist.) As a result, the

minimum wage is more often binding for teenagers than for other members of the labor force.

Many economists have studied how minimum-wage laws affect the teenage labor market. These

researchers compare the changes in the minimum wage over time with the changes in teenage employment.

Although there is some debate about how much the minimum wage affects employment, the typical study

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finds that a 10 percent increase in the minimum wage depresses teenage employment between 1 and 3

percent. In interpreting this estimate, note that a 10 percent increase in the minimum wage does not raise

the average wage of teenagers by 10 percent. A change in the law does not directly affect those teenagers

who are already paid well above the minimum, and enforcement of minimum-wage laws is not perfect.

Thus, the estimated drop in employment of 1 to 3 percent is significant.

In addition to altering the quantity of labor demanded, the minimum wage alters the quantity supplied.

Because the minimum wage raises the wage that teenagers can earn, it increases the number of teenagers

who choose to look for jobs. Studies have found that a higher minimum wage influences which teenagers

are employed. When the minimum wage rises, some teenagers who are still attending school choose to drop

out and take jobs. These new dropouts displace other teenagers who had already dropped out of school and

who now become unemployed.

The minimum wage is a frequent topic of debate. Economists are about evenly divided on the issue. In a

2006 survey of PhD economists, 47 percent favored eliminating the minimum wage, while 14 percent

would maintain it at its current level and 38 percent would increase it.

Advocates of the minimum wage view the policy as one way to raise the income of the working poor. They

correctly point out that workers who earn the minimum wage can afford only a meager standard of living.

In 2007, for instance, when the minimum wage was $5.15 per hour, two adults working 40 hours a week

for every week of the year at minimum-wage jobs had a total annual income of only $21,424, which was

less than half of the median family income. Many advocates of the minimum wage admit that it has some

adverse effects, including unemployment, but they believe that these effects are small and that, all things

considered, a higher minimum wage makes the poor better off.

Opponents of the minimum wage contend that it is not the best way to combat poverty. They note that a

high minimum wage causes unemployment, encourages teenagers to drop out of school, and prevents some

unskilled workers from getting the on-the-job training they need. Moreover, opponents of the minimum

wage point out that it is a poorly targeted policy. Not all minimum-wage workers are heads of households

trying to help their families escape poverty. In fact, fewer than a third of minimum-wage earners are in

families with incomes below the poverty line. Many are teenagers from middle-class homes working at

part-time jobs for extra spending money.

from: Principles of Economics, 5th

edition, by N. Gregory Mankiw, (South-Western, 2008), pp119-121

Text 4a: Reading tasks

1. Think about the following questions:

a. What do you think the current minimum wages in the U.S. and Switzerland are?

b. How much money do you think the following people would need to survive in Switzerland?

a family with a ten-year-old child and one income, living in Dietlikon

a single man aged 25 in Zurich

a single woman aged 40 in Uster

2. Read the text on minimum wage by Mankiw and answer the questions below.

a. How does the minimum wage affect the equilibrium of labour supply and demand?

b. According to Mankiw, what does the teenage labour market show? Do you consider this a good example? (paragraphs 6 and 7)

c. In the last two paragraphs, some of the advocates’ and opponents’ arguments are summarized. What is your personal view on this issue? Are you in favour of or against a minimum wage?

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Text 4b: Minimum wage is under fire

Minimum wage is under fire

Special interests use recession to argue against pay protection

Tennessean.com, January 6, 2011

As 2011 gets under way, America continues to recover — slowly — from the worst economic

downturn in 80 years. Retail sales, manufacturing and other indicators have improved, especially in

the past two months.

As in any recession, however, hiring and job creation lag behind other indicators. And in the Great

Recession, that slowness has been particularly pronounced. On Friday, when the U.S. Labor

Department reports numbers for December, improvement is expected — but only from a national

unemployment rate of 9.8 percent falling to 9.7 percent.

It would be encouraging, in this difficult time, to see all parties united in trying to get more

unemployed people back to work and to get teens and young adults into the work force for the first

time. Instead, there are moves afoot that would keep more Americans in poverty and underemployed if

they are working at all.

One such effort is to reverse recent progress on the federal minimum wage. During last year's

congressional campaigns, a number of conservative Republican candidates called for cutting or

eliminating the federal minimum wage. West Virginia Republican Senate candidate Joe Raese wanted

to repeal the Federal Labor Standards Act altogether.

While Raese lost his election, a number of new lawmakers who made it to Washington are on record

as wanting to erase all regulations that they perceive as being "bad for business,'' including the federal

wage law. Certainly, there are instances where too much regulation has hindered private companies,

especially small businesses. But how could it be right, morally or practically, for employers to pay as

little as they wish, with no regard for working conditions or the cost of living?

Since the federal wage law was updated in 2007, the minimum has reached $7.25 an hour — better

reflecting the cost of living in most parts of the country. Still, lobby groups for restaurant, hotel and

other service industries continue to argue that having a minimum wage has increased unemployment.

But presenting only small industry-supported studies does not give the full picture. For example, they

look at a decline over the past decade in the percentage of teens who are employed and conclude that

is because of higher minimum wages. Other factors, such as the recession (fewer jobs overall) and

more teens putting an emphasis on school and on volunteerism are minimized or ignored in order to

make their point. Also overlooked are reports from the Bureau of Labor Statistics that in states that

increased their own minimum wage, there was no negative effect on employment.

Simply put, don't buy into the fiction that a fair wage is bad for the economy. Minimum wage-level

workers aren't socking away their pay in investments and saving accounts; they are spending it on

food, clothing and rent, rolling that money back into the economy.

A federally protected fair wage is good for individuals and for the economy; don't let a few special

interests and the lawmakers they helped elect obscure that fact just as the nation is beginning to see

daylight.

— BY TED RAYBURN,

FOR THE EDITORIAL BOARD

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Text 4b: Reading tasks

1. Read the article The minimum wage is under fire quickly and decide:

a. if the writer is in support of a federal minimum wage.

b. what he means by the word “underemployed” in paragraph 3. Think of an example of how someone can be “underemployed”.

2. Read the article on page 22 again to find the answers to the following questions. Highlight any parts in the text that help you make a decision about your answers.

a. Is the expectation regarding December unemployment figures positive or negative? (paragraph 2)

b. Does the writer think there is a general effort being made to employ people? (paragraph 3)

c. Does the writer think employers should or should not be obliged to pay employees a minimum wage? (paragraph 5)

d. What is the current federal minimum wage in the U.S.? (paragraph 6)

e. Does the writer think that the minimum wage is the main reason for the decline in teenage employment? (paragraph 7)

f. Can you guess the meaning of the expression “to sock away one’s pay”? (paragraph 8)

3. Scan-read the article and find the synonyms for the following words or phrases.

a. A reduction in a country’s economic activity (noun: paragraph 1) .....................................

b. To be slower, or to move or make progress more slowly, than other people (verb: paragraph 2) .....................................

c. An action which is currently being taken (expression: paragraph 3) .....................................

d. To abolish a law (verb: paragraph 4) .....................................

e. To remove completely (verb: paragraph 5) .....................................

f. To stop something from making progress or developing (verb: paragraph 5) .....................................

g. To provide a clear idea of a situation (expression: paragraph 7) .....................................

h. To fail to notice something (verb: paragraph 7) .....................................

i. Not accept or believe in a proposition or an idea (expression: paragraph 8) .....................................

j. To try to conceal something / to make something difficult to understand (verb: paragraph 9) .....................................


How does the writer’s opinion differ from Mankiw’s? What arguments does he use to support his view? (paragraphs 7, 8 and 9)

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7.5. Text 5: Online ad revenue to skyrocket in five years’ time November 14, 2012 by Graeme McMillan

The online ad market is growing by leaps and bounds, according to a new report that predicts it to reach $143 billion worldwide in the next five years.

International spending on Internet advertising is expected to rise by almost 50 percent over the next five years, according to a new report from a team of analysts tracking the global online ad market. The report, issued today by research and analytics firm Digital TV Research and entitled Online Advertising Forecasts, predicts that ad spending online will reach $143 billion dollars in 2017.

That figure is a significant rise over the anticipated figure for 2012 – $92 billion – and more than double the amount spent on Internet advertising just two years ago, which amounted to $66 billion. According to Digital TV Research, what’s driving the increased rate of growth is the changing demographics of the Internet itself; simply, the more people that get online, the more important online advertising will become. Specifically, the report says, the growth of broadband Internet worldwide plays an important role: by 2017, the number of homes expected to have broadband Internet access is estimated at 745 million across 40 countries (the report covers only 40 countries), which represents almost half (49.2 percent) of total households in those countries. In comparison, those figures for 2010 were 473 million, or 33.5 percent of total households.

The report goes on to estimate that, despite the overall leap in spending, individual cost-per-household won’t dramatically increase; author Simon Murray suggests that it may rise as little as $26 per broadband household, from 2010′s $139 per household to somewhere in the region of $165 per household.

Overall, America will continue to lead the way in Internet ad spending. Its ad spending is expected to increase by more than double by 2017, from the 2010 figure of $26 billion to $58 billion in five years’ time; overall, however, its share of the international online advertising revenue pie is anticipated to stay the same between the two periods, at 40 percent. The United Kingdom is also expected to remain in second place in the global spend table when it comes to online advertising, with its spending reaching an estimated $11.7 billion by 2017. China is expected to overtake Japan for third place at some point in 2014, with its ad revenues projected to grow from the 2010 figure of $2,600 million to $10,808 in 2017.

These figures, however, only tell part of the story – as Digital TV Research admits, the report offers numbers “for advertising expenditure via fixed broadband, and therefore do[es] not include mobile advertising.” That may skew thinking, as mobile ad spending is itself growing significantly. Estimates from eMarketer earlier this year projected US mobile ad spending to almost double in 2012 compared

http://www.digitaltvresearch.com/press-releases?id=47

http://mediadecoder.blogs.nytimes.com/2012/08/01/us-poised-to-spend-more-on-mobile-advertising-than-japan/

http://mediadecoder.blogs.nytimes.com/2012/08/01/us-poised-to-spend-more-on-mobile-advertising-than-japan/

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with 2011 ($2.4 billion compared with $1.23 billion in the previous year), with the trend expected to continue as smartphones become more and more accepted as “the norm” by the mass market of users. Admittedly, $2.4 billion is a long way down from $92 billion, but nonetheless: an almost 100 percent increase year-on-year? That’s got to be worth paying attention to.

Read more: http://www.digitaltrends.com/web/online-ad-revenues-to-almost-double-in-five-years-time/#ixzz2IG3EdBj0 Follow us: @digitaltrends on Twitter | digitaltrendsftw on Facebook

Text 5: Reading tasks 1. When targeting young customers, where should manufacturers advertise their

products? 2. Look at the bar chart on page 24. Describe what you see.

3. Scan read the text about online advertising and answer the questions below.

a. What is the name of the report issued by the company Digital TV Research?

b. How many countries does their report look at?

c. According to the report, how many homes will have broadband Internet by 2017? What percentage of households is that?

d. Which three countries spend the most on advertising on the Internet today?

e. Are the figures on spending based on fixed broadband or mobile ad spending? How do these two platforms compare?

4. Scan read the text and find 5 verbs being used to forecast the future. These verbs may

appear more than once in the text.

5. Look at the text again and find synonyms for the following words or phrases

a. To soar or increase quickly (verb: the text’s title) .................................

b. Twice as much (verb: paragraph 2) .................................

c. The statistical data of a population (noun: paragraph 2) .................................

d. About (phrase: paragraph 3) .....................................

e. A portion of the whole (phrase: paragraph 4) .....................................

f. To become better than another (verb: paragraph 4 ) .....................................

g. To change or greatly influence an idea (verb: paragraph 5 ) .....................................

h. However (adverb: paragraph 5) .....................................

i. Compared to the same time period in the previous year (phrase: paragraph 5) .....................................

http://www.digitaltrends.com/web/online-ad-revenues-to-almost-double-in-five-years-time/#ixzz2IG3EdBj0

http://www.digitaltrends.com/web/online-ad-revenues-to-almost-double-in-five-years-time/#ixzz2IG3EdBj0

http://ec.tynt.com/b/rw?id=a4WNn6KVyr4yHaacwqm_6r&u=digitaltrends

http://ec.tynt.com/b/rf?id=a4WNn6KVyr4yHaacwqm_6r&u=digitaltrendsftw

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7.6. Text 6: Understanding employee motivation — Five extracts from a text about employee motivation

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Text 6: Reading tasks 1. Think about the following questions

a. What motivates you to go to work/school?

b. How would you like your boss or lecturer to motivate you? What are you prepared to contribute?

c. Is motivation at work/school overestimated or underestimated? Why?


Look at the statements below and at the five extracts from an article about how employees are motivated on the previous page.

Which section of the article (A, B, C, D, or E) does each statement (1-10) refer to?


You will need to use some of these letters more than once.

Example:

0 One of the biggest difficulties that managers face is motivating staff. A

1. People may perceive the same type of work very differently. …..

2. It is important that staff gain recognition for what they have done. …..

3. The behaviour of staff may be influenced by disappointment with what their organisation provides. …..

4. Traditional ways of motivating staff cannot be put into practice these days. …..

5. A good salary alone is no longer enough to motivate staff. …..

6. It is desirable for staff and their employers to have similar objectives. …..

7. Staff should be able to improve their abilities through their work. …..

8. Not all companies see a need to find out what motivates their staff. …..

9. Some managers haven’t yet adapted to today’s technology-focussed workplace. …..

10. Most employees feel more motivated when they are given interesting tasks. …..

3. Scan read the text and find synonyms for the following words or phrases

a. To be ready for something (A: phr. verb) .....................................

b. To give someone an advantage over others (A: expression) .....................................

c. A new set of circumstances (B: expression) .....................................

d. Dependence on or trust in something or someone (B: noun) .....................................

e. To get something out of someone or something, often with great effort (C: verb) .............................

f. To accept, admit or recognize something (C: verb) .....................................

g. To make more effort than is expected of you (D: expression) .....................................

h. Differing from each other, or following different directions (D: adjective) ........................

i. Causing harm or damage (E: adjective) .....................................

j. To adjust two or more things so that they fit together (E: verb) .....................................


a. How would you motivate students if you were a lecturer here at the ZHAW?

b. In what ways would this differ from how you would motivate your staff members if you were a departmental head?

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Sample end-of-module exam

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8 Sample end-of-module exam

PART 1: READING (10 points)

Look at the five advertisements for jobs below

Which advert (A, B, C, D, E) does each statement (1-10) on the next page refer to?

For each statement (1-10), write one letter (A, B, C, D, E) on your Answer Sheet

You will need to use some of the letters more than once

An example (0) is given

International Conferences

This company provides busy professionals

with comprehensive networking

opportunities, designed to address the

latest critical development and industry

innovations that affect business

organisations throughout the world. Your

role will be to establish a clear strategy to

fully exploit conference sponsorship

opportunities, optimise revenues and

manage sponsor relations. As well as a

proven track record of selling high value

business-to-business products, you must

demonstrate good interpersonal and

presentation skills, initiative and a

determination to succeed. Prove yourself,

and your progress within this dynamic

organisation will be swift.

Through organic growth and shrewd

acquisition, this company has grown rapidly to

become one of the major business press

publishing houses in the UK. An opportunity

now exists for a dynamic and motivated sales

person to develop and fully exploit the

potential of four leading titles. The role

involves selling to a client base of car

manufacturers and associated companies. As

the range of products expands, there is also an

opportunity to become involved with

exhibitions, conferences and new media in an

environment where you can make an

immediate impact.

In an in increasingly sophisticated recruitment industry, it is

hard to differentiate yourself. As the biggest in finance

recruitment, this company has been able to do just that. As a

result, our clients are some of the most prestigious

investment banks and companies in the world. As a trainee

consultant, you will be instrumental in identifying every

single potential candidate within a given market for any

particular assignment. You must possess excellent verbal

communication skills, a consultative sales style and enjoy

working under pressure in a high-energy environment.

Training Consultancy

Conference Company

This young, dynamic conference company in the financial services sector is looking for a results and revenue driven

motivator. You should have a high level of commercial acumen and possess initiative, vision and ambition. Key

responsibilities of this post include participation in the recruitment of the sales team and participation in the

drawing up of a departmental budget and ensuring that it is adhered to. The post carries an attractive remuneration

package, including a generous basic salary and unlimited commission, plus management opportunities for the right

person – reflecting the company's ethos of rewarding results and achievement.

A

C

B

D

E

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0. This company has gained a good reputation over the last two decades. D

1. This job is with a company that has taken over other companies.

2. The successful candidate for this job may be promoted quickly.

3. This job involves working out exactly what customers wish to achieve.

4. The successful candidate for this job will be someone whose method of selling is

not aggressive.

5. This job involves making sure that certain limits are not exceeded.

6. This job is with a company that says it has a general policy about how it treats

its employees.

7. This job is with a company with a new and original approach.

8. This job is for someone who can show that they have been successful in a particular kind

of work.

9. This job would suit someone who is good at public speaking in front of large audiences.

10. This job is for someone who will be working mainly for financial institutions.

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PART 2: LANGUAGE (30 points) TASK 1: Collocations (10 points)

Read the sentences below and look at the words and phrases in the boxes

Then match a word or phrase from box A with a word or phrase from box B to make a common expression or word combination that fits into the sentences

Each word can only be used ONCE, and only ONE combination is possible in each of the sentences

An example (0) is given – Make sure your spelling is correct

A B

adapt assessment collaborate early have individualistic resist retain significant staff substantial

an impact on appraisal change criteria cultures drop increase key staff retirement to new technology with

0. As the euro rises, a substantial drop in exports is predicted.

1. The US and the Netherlands are examples of …. that think that freedom of speech and

people’s rights are important.

2. I could take …. which would mean stopping work at 55 rather than 65.

3. Before you discuss your work performance with your boss it’s a good idea to be clear

about what exactly the …. are so that you understand how you will be evaluated.

4. Does the internet …. the lifestyle of you and your family? Do you think you spend less

time together?

5. In most companies employees are invited to at least one .... a year because it is

important that good performance is recognised and that problems can be discussed.

6. Opponents tend to .… whenever possible.

7. To …., it may be necessary to offer additional incentives.

8. On this project we will need to …. our colleagues in Frankfurt.

9. There are worrying signs of a(n) …. in unemployment.

10. Some people find it really hard to …. .

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NOTE: In the exam, you will be given EITHER Task 2a OR Task 2b

TASK 2a: Business communication (5 points)

Dermot and Xavier are explaining to worker representatives about the proposed changes in production at their company BRT

Complete their presentation with the phrases (A-K) in the box

You can use each phrase only ONCE


Dermot: (0) A BRT is going to diversify into manufacturing energy drinks. (1) .… we’ll be

producing our new brand called Boost. (2) …. that sufficient training will be given to

everyone involved in this new product and (3) …. look at this as a positive move. Training

will take place for everyone from October onwards and (4) .… will have been trained by

the end of the year. (5) .… why we we’re moving into energy drinks. There are several

reasons so (6) .… Xavier from Marketing. He can show you some interesting statistics.

Xavier: Thanks, Dermot. I have a market survey comparing the sales of soft drinks across

Europe. The figures are quite revealing, so (7) .… look at these in detail. Over the last five

years sales figures of major soft drink manufacturers have tripled. Therefore,

(8) .… there is a great potential in this market. What’s more, looking into the future, more

and more consumers (9) .… create a demand for energy drinks that simply calls for

action. Tony, our head of production in our plant in Manchester, (10) .… about the

implications in terms of logistics. Please Tony, ….

A as you all know

B you may be wondering

C starting from February next year

D will now tell us

E let’s digress for a moment and

F we are fairly certain everyone

G I’d like to pass this point over to

H we’d like to assure you

I are probably going to

J it is crucial to realise that

K we’re calling on you to

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NOTE: In the exam, you will be given EITHER Task 2a OR Task 2b

TASK 2b: Business communication (5 points)

Anton and Carolina from the workers’ council are meeting with Bob from HR to negotiate the annual staff trip

Choose the best answer from (1-10) below to complete their conversation.


Anton: What we need to (0) c on today is what to do for the staff trip. Let’s look at what

our (1) .... are.

Carolina: (2) .... about we charter a plane to Morocco for a weekend?

Anton: We do have that on our list of options, but (3) .... need to stretch the budget if we

did that.

Carolina: Yes, you’re right. Bob, how does HR view things? What can you (4) .... us?

Bob: Well, the workers’ council always offers a staff trip – so we can’t stop this – but what we

(5) .... is that it should be educational as well as entertaining.

Anton: You mean, (6) .... we include something cultural we can choose any of your

suggestions?

Bob: Yes. Let’s say you take the Morocco option. (7) .... you offer excursions to places of

interest as part of the package, HR might veto the whole trip.

Carolina: OK. We can (8) .... with that and would organize the trip to comply with HR’s

wishes.

Anton: So, a quick (9) .... - if we manage to combine leisure with education we’ll have the

backing of HR and stretching our budget would be okay. Carolina, can you concentrate on

the Morocco idea and we’ll schedule a meeting in maybe two weeks from now and invite

the HR as well?

Carolina: Yes, that (10) .... like a good plan.

0. a. talk b. meet c. decide d. discuss

1. a. possibilities b. options c. opinions d. alternatives

2. a. What’s b. Who c. Why d. How

3. a. we’ll b. we c. we’d d. we’ve

4. a. lend b. help c. propose d. offer

5. a. plan b. propose c. aim d. intend

6. a. provided b. would c. were d. supposing

7. a. until b. providing c. unless d. If

8. a. be b. remain c. stay d. live

9. a. review b. recap c. repeat d. outline

10. a. is b. sells c. sounds d. looks

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TASK 3: Word formation (5 points)

For questions (1-10), read the sentences below

Use the word given to form a word that fits in the gap


0. A systems analyst is an IT expert who looks at a company’s

needs and designs computer programs. (0) analyse

1. My colleague’s not very …. – he rarely talks to the rest of us. (1) communicate

2. The …. at the conference represented a wide variety of audio

technology companies. (2) participate

3. I’ve applied for a …. to the marketing department so I can learn

new skills. (3) transferable

4. With all your experience, you could leave this firm and go freelance

as a …. . (4) consult

5. Many …. are warning us that there may be a recession next year. (5) economy

6. International …. are crucial for both organizations and individuals. (6) assign

7. For organizations, the investment in international …. is high. (7) mobile

8. This system contributes …. to the growth of the local economy. (8) signify

9. Doctors are currently expressing concern at a …. rise in

teenage smoking. (9) notice

10. Consumers are no longer the passive …. of advertising messages

delivered through TV, radio and print media. (10) receive

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TASK 4: Transformations (10 points)

For questions (1-5), complete the second sentence so that it has a similar meaning to the first sentence, using the word given. DO NOT CHANGE THE WORD GIVEN

You must use between three and five words, including the word given


0. I sent them an offer, but I didn’t know they had a supplier. not

I would not have sent them an offer if I had known they already had a supplier.

1. “Can I help you with the figures?” John asked his colleagues.

he

John asked his colleagues …. with the figures.

2. I only go to work because I need the money.

not

If …. the money, I would not go to work.

3. The price of fuel will definitely increase next year.

bound

The price of fuel …. next year.

4. I think my career possibilities are rather limited at the moment, because I didn’t do

an MBA.

If

…. an MBA, I think I wouldn’t have such limited career possibilities now.

5. Friday was a bank holiday so it wasn’t necessary that I go to work.

to

Friday was a bank holiday so I …. to work.

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PART 3: WRITING (20 points) Report

Your department needs to recruit more staff. Your line manager wants you to write a report

explaining your requirements and commenting on recruitment methods.

Look at the information below, on which you have already made some notes.

Using all your "handwritten" notes (in the bubbles), write your report (140-160 words) on

the answer sheet.

Number of new staff needed: 35

Possible recruitment methods:

Recruitment agency

Online recruitment

Newspaper advertisement

Newspaper Numbers sold each day

Cost of advertisement

Echo 600,000 £2,500

Chronicle 200,000 £2,000

explain why

this choice

is better

say what type

of staff needed

explain

disadvantages

good results

in the past

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ANSWER SHEET PART 1: READING (1 point each)

0. D

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Total ____ / 10

PART 2: LANGUAGE

TASK 1: Collocations (1 point each)

0. substantial drop

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total ____ / 10

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TASK 2a: Business communication (1/2 point each)

0. A

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total ____ / 5

TASK 2b: Business communication (1/2 point each)

0. C

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total ____ / 5

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TASK 3: Word formation (1/2 point each)

0. analyst

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total ____ / 5

TASK 4: Transformations (2 points each)

0. would not have sent

1.

2.

3.

4.

5.

Total: _____ / 10

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PART 3: WRITING (20 points) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

w.XX.XX.1EBO2.XX


…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

Total: _____ / 20

END OF EXAM

PART 1: READING ______ / 10

PART 2: LANGUAGE ______ / 30

PART 3: WRITING ______ / 20

TOTAL EXAM ______ / 60

w.XX.XX.1EBO2.XX


Assessment of writing Marking scheme

Band Descriptions

Band 5 Full realisation of the task set.

All content points included.

Controlled, natural use of language; minimal errors.

Wide range of structure and vocabulary.

Effectively organised, with appropriate use of cohesive devices.

Register and format consistently appropriate.

Very positive effect on the reader

Band 4 Good realisation of the task set.

All major content points included; possibly minor omissions.

Natural use of language; errors only when complex language is attempted.

Good range of structure and vocabulary.

Generally well-organised, with attention paid to cohesion.

Register and format on the whole appropriate.

Positive effect on the reader

Band 3 Reasonable achievement of the task set.

All major content points included; some minor omissions.

Reasonable control, although a more ambitious attempt at the task may lead to a

number of non-impeding errors.

Adequate range of structure and vocabulary.

Organisation and cohesion is satisfactory.

Register and format reasonable, although not entirely successful.

Satisfactory effect on the reader

Band 2 Inadequate attempt at the task set.

Some major content points omitted or inadequately dealt with; possibly some

irrelevance.

Errors sometimes obscure communication and are likely to be numerous.

Limited range of structure and vocabulary; language is too elementary for this level.

Content is not clearly organised.

Unsuccessful attempt at appropriate register and format.

Negative effect on the reader

Band 1 Poor attempt at the task set.

Notable content omissions and/or considerable irrelevance.

Serious lack of control; frequent basic errors.

Narrow range of structure and vocabulary.

Lack of organisation.

Little attempt at appropriate register and format.

Very negative effect on the reader

Band 0 Achieves nothing. Either fewer than 25% of the required number of words or totally illegible

or totally irrelevant.

ebo2 script

Documents

text bank

business english

reading task

module exam

course outline curriculum

course materials

compulsory tasks

degree program