BASIC ENGLISH FOR BUSINESS

A HANDBOOK FOR INTERNAL USE ONLY

Second Edition

Supervision by
LPPK Universitas Dian Nuswantoro
Dr. Agus Triyono, S.Sos., M.Si.

Composition by
Rahmanti Asmarani, SS., M.Hum.
Bayu Ade Prabowo, SS., M.S.

Editing by
Prof. Dr. Drs. Jumanto, M. Pd.

Initial review by
Liya Umaroh, M.Hum.
Febri Dhany Triwibowo, M.Pd.
Riyana Dewi, SS., M.Pd.
Vanny Martianova Y, SS., M.Hum.

Universitas Dian Nuswantoro

Semarang
2023
 ACKNOWLEDGMENT

This handbook is intended as an effort to provide more suitable instructional material in the teaching
of English as a general subject in Dian Nuswantoro University. This handbook has been developed
under the following viewpoints:
1) There should be a main English course book provided for English as a general subject in
each study program/faculty;
2) Such English material should be orientated to the students’ needs for the English-language
competence relevant to their subject matters in each study program/faculty;
3) English as a general subject should ideally be taught by subject-matter lecturers/tutors in
each study program/faculty; and
4) Lecturers/tutors should take their role as co-lecturers or language consultants to students
when linguistic information and problems need further explanation.

This handbook is an accomplishment of subject matter lecturers in collaboration with the English
Teaching Team of the LPPK Office, Dian Nuswantoro University, through selective and careful
validation processes. Lecturers/tutors may use this material in its present form, emphasizing certain
sections considered most relevant to their students or elaborate the material to the best significance,
for the students. It is equally possible to select certain lessons within the module and add their own
material to fulfill the semester requirements.

Hopefully, this prototype text can be used widely as the main course material in the university, and
lecturers/tutors can evaluate how effective the book is to facilitate the students’ learning. Thus,
improvement to this hand book can be made from year to year.

Our high gratitude goes to the Rector of Dian Nuswantoro University, the Vice Rectors, the Head of
LPPK Office, the Heads of Study Programs, and all the lecturers of English Business for the completion,
the production, and the dissemination of this handbook.

Best Regards,
English Teaching Team
Universitas Dian Nuswantoro
 CONTENTS

The Best Companies to Work for 2

Past Tense – Simple Past Tense 4

Storytelling secrets for public speaking 7

The Importance of Work Culture 9

Business and Ethics 10

The World of Careers 14

The World of Work: Job Interview – Interview a classmate 15

Writing an application letter 16

Past Tense – Past Continuous Tense 19

A Job Interview 20

The Importance of Customer Service in Business 25

Past Tense – Past Perfect Tense and Past Perfect 29

Continuous Tense
What if you are customer service? 31

Imagination as Customer Representative 31

A Phone Call from a Customer 31

 Amazon.com cuts down on packaging 36

Present Tense – Simple Present Tense 37

Preposition 39

Product Description 44

Product and Packaging 45

A Design Presentation 46

Writing for Business Communication 50

Present Tense – Present Continuous Tense 51

Writing Business Letter 55

Role play 57

Interviewing Techniques 57

Exploring the Intersection 61

Present Tense – Present Perfect Tense 62

Inviting, and Accepting or Declining 65

Social Activity Planning 66

Talking About Rumours 67

 Review 1 71

Review 2 73

Bibliography 78
 Source: https://content.timesjobs.com/work-cultureindian-work-
cultureworkplacesofficejobcareer/articleshow/60865695.cms

UNIT 1
WORK CULTURE
Learning Objectives
Students are able to understand and explain about work culture which is realized in the
four language-skills: reading, speaking, writing, and listening.
WARM-UP ACTIVITIES
Cultural Comparison
Have the class break into small groups and discuss the differences and similarities
between their own work culture and that of a specific country or region. For example, they
could discuss differences in communication styles or attitudes towards hierarchy.

The Best Companies to Work for

A new report has identified the top 25 companies in the USA to work for. The
report comes out every year and always has some surprises. It ranked the best places to
work in 2014 by taking a survey of employee satisfaction. Top of the list was Google, which
has become famous for its excellent working conditions. Google knocked Facebook off of
the number one position. A Google software engineer earns an average salary of $119,000
a year. He or she also gets free access to a gym, laundromat, sports facilities and a place
which looks after their pets when the employee goes on holiday. One ex-employee said
Google staff are so happy that it is unusual for anyone to take time off.
Another survey released at the same time shows a slightly different picture. The
careers website Glassdoor asked employees to rate how happy they are with their
company, career opportunities, pay, culture, and values. It found that the consulting firm
Bain and Company was the best place to work. Russ Hagey, Global Chief Talent Officer at
Bain and Co. said: "We are incredibly proud to be named the number one best place to
work." He added that: "For more than 40 years, we have placed significant focus on
creating an outstanding professional and personal work experience that in turn has fueled
our growth anchored in a mission of delivering results for clients and organizations
around the globe."

TRUE/FALSE: Look at the article’s headline and guess whether these sentences are
true (T) or false (F):
a. A report listed the best companies in the world to work for. T/F
b. The report is made once every two years T/F
c. Facebook was number one last year T/F
d. Google has a kind of pet hotel for when staff go on holiday T/F
e. A company called Glassdoor paints pictures T/F
f. Another survey said a consulting company was the best place to work T/F
g. The consulting company has been number one for 40 years T/F
h. The company's mission is to help its clients around the world T/F

SYNONYM MATCH: Match the following synonyms from the article:

1. Every year a. Job
2 Ranked b. Issued
3. Survey c. Strange
4. Salary d. Ordered
5. Unusual e. Bringing
6. Slightly f. Annually

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 7. Slightly g. Excellent
8. Career h. A little
9. Outstanding i. Questionnaire
10. Delivering j. Pay

COMPREHENSION QUESTIONS
1. How many companies were in the report?
2. What was the survey on?
3. Which company was number one last year?
4. What is the number 119,000 in the article?
5. Why don't Google workers take a lot of time off work?
6. What did a different survey show?
7. What is the name of the careers website that did the other survey?
8. Who is Russ Hagey?
9. How many years has Bain & Co. been focusing on work experience?
10. Where are the clients of Bain and Co.?

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 PAST TENSE

As we can understand from the name, a past tense verb is used to indicate an action,
event or condition that has happened in the past. Each tense has four aspects that talks
about the completion of the event or action and based on that, we have four types of past
tense verbs:
1. Simple Past Tense
2. Past Continuous Tense
3. Past Perfect Tense
4. Past Perfect Continuous Tense.

Simple Past Tense

The simple past is a verb tense that is used to talk about things
that happened or existed before now.
Example: Patricia entered an E-Sport games.

The time of the action can be in the recent past or the distant
past and action duration is not important. Unlike the past
continuous tense, which is used to talk about past events that
happened over a period of time, the simple past tense
emphasizes that the action is finished.

Example:
1. Vasco Da Gama landed in Calicut in May 1498.
2. My best friend died last year.

You can also use the simple past tense to talk about a past state of being, such as the way
someone felt about something. This is often expressed with the simple past tense of the
verb to be and an adjective, noun, or prepositional phrase.
Example: I was sad before.

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To the conclusions, the situations or conditions to use a simple past tense are as follows:
1. to describe an action, event or condition that occurred in the past or at a
specifiedtime
2. to refer t o or describe an action that has been completed and there is no time
mentioned.
3. to describe an action or occurrence of an event that is done repeatedly and regularly.
4. to describe a state of mind in the past or a feeling that was felt in the past.
5. to refer to someone who has died
6. to describe events that have occurred in quick succession in the past.

SPECIAL NOTE:
You always use the simple past when you say when something happened, so it is
associated with certain past time expressions.
1. Frequency, such as often, sometimes, always, etc.
Example: I sometimes ate in the Burjo near campus.
2. A definite point in time or an exact time, such as last week, yesterday, … a go (numerical
day, week, month), when+S+Verb2, etc.
Example: We saw Avengers: Endgame last week.
She finished her homework at nine o’clock.
When I saw her, I was so shy to call her.

Forming the simple past tense

Because it is simple, so the formula for simple past tense is very simple. Although, there is
not that simple to understand it. There are three types to formulate the simple past tenses:
1. Affirmative

Subject + Verb 2

Example: I watched Star Wars last night.

The affirmative of the simple past tense is simple.

2. Negative
Subject + did + not + bare infinitive

Example: I did not watch Star Wars last night.

You see in the negative sentence, verb 2 in the affirmative become verb 1 or bare
infinitive because there is auxiliary did+not.

3. Interrogative (question)

Did + Subject + bare infinitive?

Example: Did you watch Star Wars last night?

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 Verb in here also bare infinitive because there is auxiliary did. Subject and auxiliary
did swap position in the interrogative.

SPECIAL NOTE:
In the simple past tense, you should understand that there are two types of verb 2. This is
the hardest thing to do to understand about this tense. What you should do is try to
explore by yourself about regular and irregular verb. In this special note we will show you
some of the example about them.

1. What are Regular Verbs?

Regular verbs in English create the past simple and past participle by adding -
ed to the base form.
Example:

If the verb ends in a consonant and -y, we change the -y to -i and added -ed.
Example:

If a verb ends in -e we simply add -d,

Example:

2. What are irregular verbs?

Irregular verbs form their past and past participle forms in different ways.
Example:

Once again, if you want to understand about this, you should explore by yourself.

EXERCISE
1. I (work) in a bank for ten years.
2. Where (you / live) when you were young?
3. She (not / study) French at university.
4. He (travel) through the Middle East last year.

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5. (they / visit) the Louvre in Paris?
6. She (not / watch) TV yesterday.
7. We (buy) a new car last weekend.
8. Where (you / teach) before you came here?
9. He (not / think) that he was right.
10. I (cook) steak last night.

Storytelling Secrets for Public Speaking

What is storytelling?
Storytelling is the art of sharing stories, whether through spoken or written language,
performance, visual media, or other forms of expression. At its core, storytelling is about
conveying a message or idea through a narrative structure that engages the audience and
creates a sense of connection and understanding.

Effective storytelling requires a combination of skills, including the ability to craft a

compelling narrative, use descriptive language and sensory details, create memorable
characters, and capture the audience's attention and imagination. Whether used in
personal, professional, or artistic contexts, storytelling is a valuable tool for connecting
with others, conveying ideas and messages, and shaping our understanding of the world
around us.

In addition to its cultural and artistic significance, storytelling is also used in a variety of
professional contexts, including marketing, advertising, public speaking, and leadership
development. By mastering the art of storytelling, individuals can improve their
communication skills, build stronger connections with others, and convey complex ideas
in a clear and compelling way.

Why story telling is so important to improve public speaking skill?

Storytelling is an important skill for improving public speaking because it allows the
speaker to connect with the audience on a more personal and emotional level. Rather than

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simply presenting facts or ideas, storytelling enables the speaker to frame their message
in a way that is relatable, memorable, and engaging.

When telling a story, a speaker can use a narrative structure to guide the audience through
a journey that builds suspense, creates tension, and ultimately leads to a satisfying
conclusion. By using descriptive language and sensory details, a speaker can create a vivid
and immersive experience that captures the audience's attention and imagination.

Storytelling also allows the speaker to convey important messages and ideas in a way that
is more memorable and impactful than simply presenting them as facts or bullet points.
By framing their message in the context of a story, the speaker can create an emotional
connection with the audience and help them to better understand and remember the key
points.

In addition to these benefits, storytelling can also help to build the speaker's confidence
and comfort level when speaking in public. By developing the skills necessary to tell a
good story, the speaker can become more comfortable with improvisation, thinking on
their feet, and engaging with the audience.

Overall, storytelling is an important skill for public speaking because it allows the speaker
to connect with the audience on a deeper level, convey important messages and ideas, and
build their confidence and comfort level when speaking in public.

Storytelling secrets to consider when writing about past experience

1. Choose a specific experience: Instead of trying to cover too much ground, focus on
one particular experience that you want to share. This will allow you to go into
greater depth and detail, and make the story more engaging and memorable.
2. Create a narrative arc: Every good story has a beginning, middle, and end. Create a
narrative arc that takes the reader on a journey from the beginning of the
experience to the end, and make sure that the story builds to a satisfying
conclusion.
3. Show, don't tell: Use descriptive language and specific examples to show the reader
what happened, rather than simply telling them. This will make the story more
vivid and engaging.
4. Use dialogue: If possible, include dialogue in your story to make it more dynamic
and interactive. This will help to bring the characters to life and make the
experience more relatable to the reader.
5. Use sensory details: Use sensory details to make the story more engaging and
immersive. Include descriptions of what you saw, heard, smelled, tasted, and felt,
to create a more vivid picture of the experience.
6. Be authentic: Share your genuine emotions and reactions to the experience, even
if they are not always positive. This will make the story more relatable and help
the reader to connect with you on a deeper level.
7. Reflect on the experience: After you have shared the experience, take some time to
reflect on what you learned or how it changed you. This will help to give the story
a deeper meaning and make it more impactful for the reader.
8. Edit and revise: Once you have written your story, take the time to edit and revise
it carefully. Look for areas where you can add more detail, improve the pacing or
structure, or clarify your message.

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Remember, the key to effective storytelling about past experiences is to create a narrative
that is engaging, meaningful, and memorable. By using these secrets, you can craft a
compelling story that will resonate with your readers and leave a lasting impression.

Storytelling about past experience secret for public speaking

Sharing a personal story or past experience can be a powerful tool for public speaking.
When we share our own experiences, we create a sense of authenticity and vulnerability
that can help us connect with our audience on a deeper level.
To craft an effective storytelling speech, start by thinking about a personal experience or
story that relates to the topic of your speech. Think about the emotions you felt during
that experience, and how it relates to the message you want to convey.
Once you have your story, focus on creating a compelling narrative that captures the
listener's attention and keeps them engaged. Use descriptive language to paint a vivid
picture of the scene, and include sensory details that help the listener feel like they are
there with you.
Incorporate dialogue and characters that help bring your story to life, and use pacing and
tone to create tension and release. Consider ending your story with a clear takeaway or
message that relates back to your overall theme.
Remember that storytelling is a skill that takes practice to develop, so don't be afraid to
practice in front of a mirror, record yourself speaking, or get feedback from friends or
colleagues. With time and effort, you can become a confident and effective storyteller,
using the power of personal experience to connect with your audience and inspire action.

EXERCISE
Tell your own past experience in front of your friends. Try to use the method above to
help you act better.

THE IMPORTANCE OF WORK CULTURE

Imagine that you have been hired to write an article for a business magazine about the
importance of work culture. In your article, you should address the following points:
1. What is work culture, and why is it important for businesses to have a positive
work culture?
2. Describe some of the key elements of a positive work culture, such as
communication, collaboration, and trust.

9
 3. Discuss some of the challenges that businesses may face in creating and
maintaining a positive work culture.
4. Provide some examples of businesses that have successfully created a positive
work culture, and explain how they achieved it.
5. Conclude your article by discussing the benefits of a positive work culture, both for
employees and for the business as a whole.
Your article should be well-organized, clearly written, and informative. You may want to
do some research to find examples of businesses with strong work cultures, and
incorporate quotes or statistics to support your arguments.

PART 1: COMPREHENSION

BUSINESS AND ETHICS

Audio 1 Business and Ethics

Directions
Do the preparation task first.

Preparation
Put the words and phrases that you would expect to hear in a lecture about Business
Ethics in the 'yes' column. Put the other words and phrases in the 'no' column.

Inclusive Maximise Equal Responsibility Economic crisis

Consumption opportunities

Bonuses Fair price Sweat shops Lower Corporate

turnover greed

Yes

No

TASK 1
Listen to this extract from a lecture on business and ethics, and put the topics in the order
they are first mentioned.

How a business cares for the environment

The responsibility a company has towards society

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 How a manufacturing business chooses suppliers
How a company can help the local community
How a company treats its employees

TASK 2
Listen to the lecture again and complete the student's notes. Type one word in each gap.
1. Relate to how company conducts its business to make a ___
2. Corporate social __ programmes help create prosperous inclusive __ _ _
3. Employees should be treated __ _____ and with respect.
4. Recruitment on a basis of __ ______ opportunity.
5. __ businesses should choose suppliers carefully.
6. Companies should pay suppliers on
7. Companies should minimize _ _ consumption and waste products.
8. Can give ___ _ to community projects

TASK 3
Match the words and expressions from the text with the definitions.

Equal opportunities Ethics Corporate giving

Corporate social Welfare Fair trade

responsibility

1. Recognizing duties and obligations towards society

2. Principles or rules of conduct accepted by society
3. Physical and mental health and happiness
4. Helping small-scale producers by paying a fair price for commodities
5. Treating people equally regardless of gender, age, marital status, sexual orientation,
disability, race or religion
6. Donations from companies to local communities

PART 2: PHOTOGRAPH
In each question, you will look at a photograph and then listen to 4 sentences. Choose the
sentence that best describes the photograph.

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1. Answer: ___ _ _

2. Answer: ___ _ _

3. Answer: ___ _ _

4. Answer: ___ _ _

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5. Answer: ___ _

13
 Source: https://www.toppr.com/guides/essays/essay-on-career/

UNIT 2
CAREER
Learning Objectives
Students are able to understand and explain about career which is realized in the
four language-skills: reading, speaking, writing, and listening.
Warm-up Activities
Brainstorming
Start by asking the group to brainstorm a list of different careers or job titles. You can set a time
limit, such as 5-10 minutes, and encourage everyone to write down as many jobs as they can
think of. Once time is up, have each person share one or two jobs from their list, and see how
many unique careers the group came up with.

The World of Careers

The world of careers is vast and diverse, with countless opportunities for
individuals to pursue their passions and build fulfilling, rewarding careers. Whether
you're interested in business, technology, healthcare, education, engineering, creative
fields, hospitality, or science, there are a multitude of job options to explore.
One of the first steps in navigating the world of careers is to identify your interests
and strengths, as well as your values and goals. This can help you determine which fields
and jobs are likely to be a good fit for you, and can guide your decision-making as you
explore different career paths.
Once you've identified some potential career options, it's important to research
each field and job in depth. This might involve talking to professionals who work in the
field, reading industry publications and blogs, attending career fairs and networking
events, or even shadowing someone on the job. By getting a firsthand look at what it's like
to work in a particular field, you can gain a better understanding of the skills, experience,
and education required for the job, as well as the potential career paths and advancement
opportunities available.
Another key aspect of the world of careers is the importance of skills and
experience. In addition to formal education and training, employers often look for
candidates who have hands-on experience in their field, as well as transferable skills like
communication, teamwork, problem-solving, and leadership. Building your skills and
experience might involve taking courses, volunteering, participating in internships, or
joining professional organizations.
In today's job market, it's also important to be adaptable and flexible, as the world
of careers is constantly evolving. This might mean learning new skills, exploring new
industries or job functions, or even starting your own business or freelance career.
Ultimately, the world of careers offers endless opportunities for growth, learning,
and fulfillment. By taking a proactive approach to career exploration, building your skills
and experience, and staying informed about industry trends and developments, you can
find a career path that aligns with your interests and values, and helps you achieve your
goals.

TASK:
1. Ask each person to share one of their career goals and what steps they are taking to achieve
it. This can help participants reflect on their own career aspirations and learn from each
other's experiences and strategies.

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 The World of Work
Job Interview – Interview a classmate

Part I. Read the questionnaire carefully and answer the questions about yourself.
1. Tell me about yourself. Describe your personality.
2. What are your strengths? Best skills?
3. What is your major weakness?
4. What are your career goals? Future plans?
5. What things are most important to you in a work situation?
6. What would be your dream job? Why?
7. What do you think, is the worst job in the world?
8. Would you describe yourself as a workaholic?
9. Where do you see yourself being in five years? Ten years?
10. When you were a child, what job did you want to have when you were older? Why?
11. What jobs in your country are considered to be good jobs? Why?
12. If you had a choice, would you prefer to work alone or as part of a team? Why?
13. What are your hobbies?
14. What salary are you expecting?

Part II. After you have answered the questions about you, interview a partner. When you
have finished the oral practice, write a short paragraph about his/her answers on the
interview.

Example:
I interviewed Leslie Adkins. She is 21 years old and lives in Toronto. She defines
herself as a responsible and hard-working woman. She said she always studies hard and
does her homework. She is good at computers and knows how to use Microsoft Excel. Her
weakness is that she is talkative and likes to gossip. Furthermore, In the future she wants
to study for a Masters degree. She plans to start her own business selling clothes. On the
other hand, she wants a job near her home. And she wants to work with friendly people.
In addition, she likes to work alone because she works harder alone. Her hobby is
cheerleading. Finally, she expects a salary between $1.200 and $1500 per month.

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 Writing an Application Letter
The following application letter template lists the information you need to
include in the letter you submit with your resume when applying for a job. Use the
application template as a guideline to create customized letters to send to employers
with your resume.

17
 Applying for a job: Letter format example

George Gilhooley
XYZ Company
87 Delaware Road
Hatfield, CA 08065

Dear Mr. Gilhooley,

I am writing to apply for the programmer position advertised in the Times Union. As
requested, I am enclosing a completed job application, my certification, my resume and
three references.
The opportunity presented in this listing is very interesting, and I believe that my strong
technical experience and education will make me a very competitive candidate for this
position. The key strengths that I possess for success in this position include:
1. I have successfully designed, developed, and supported live use applications
2. I strive for continued excellence
3. I provide exceptional contributions to customer service for all customers

With a BS degree in Computer Programming, I have a full understanding of the full life
cycle of a software development project. I also have experience in learning and excelling
at new technologies as needed.
Please see my resume for additional information on my experience.
I can be reached anytime via email at john.donaldson@gmail.com or my cell phone, 909-
555-5555.
Thank you for your time and consideration. I look forward to speaking with you about
this employment opportunity.

Sincerely,

John Donaldson

18
 Past Continuous Tense

The past continuous tense, also known as the

past progressive tense, refers to a continuing
action or state that was happening at some
point in the past. In other words, it expresses
an unfinished or incomplete action in the
past.

Function of past continuous tense can be seen for:

1. To show that someone is in the middle of an action.
Example: I was calling him when he came home.
2. Is used to describe an action taking place when another occurred.
Example: While they were painting the door, I was painting the windows.
3. For an action that was taking place in the past when an interrupted action happened.
Example: While he was working on his laptop, he fell asleep.

Forming past continuous tense

The past continuous tense is formed by combining the past tense of to be (i.e., was/were)
with the verb’s present participle (-ing word).

Subject + be(was/were) +present participle (-ing)

1. Affirmative
Example: He was sleeping.

Subject + be(was/were) + not + present participle (-ing)

2. Negative
Example: He was not sleeping.

be(was/were) + subject + present participle (-ing) ?

3. Interrogative (question)
Example: Was he sleeping?

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EXERCISE
1. (they / take the exam?)
__ _ _ _ _
2. (when / he / work there?)
__ _ _ _ _
3. (you / make dinner?)
__ _ _ _ _
4. (they / drink coffee when you arrived?)
__ _ _ ___ _
5. (when / we / sleep?)
__ _ _ _ _
6. (they / study last night)
__ _ _ _ _
7. (we / talk when the accident happened)
__ _ _ _ _
8. (he / not / exercise enough)
__ _ _ _ _
9. (I / talk too much?)
__ _ _ _ _
10. (it / not / snow)
__ _ _ _ _
11. (how / they / feel?)
__ _ _ _ _
12. (they / not / talk)
__ _ _ _ _
13. (where / I / stay?)
__ _ _ _ _
14. (why / he / study on a Saturday night?)
__ _ _ _ _
15. (I / go to school when you saw me)
__ _ _ _ _
16. (you / sleep at 6am)
__ _ _ _ _
17. (she / work when I called)
__ _ _ _ ___
18. (we / not / leave when you called)
__ _ _ _ _
19. (I / not / stay in a hotel)
__ _ _ _ _
20. (we / make too much noise?)
__ _ _ _ _

SPECIAL NOTE:
Past continuous and past simple sometimes are using together. When we use these two
tenses together, it shows us that the past simple action happened in the middle of the past
continuous action, while it was in progress.
Example: While I was studying, I suddenly felt sleepy.

20
 We often use these tenses to show an action interrupting another action.
Example: We were watching television when the power went off.

Can you see a difference in the meaning of these two sentences?

Example: When the guests arrived, Jane was cooking dinner.
When the guests arrived, Jane cooked dinner.

In the first one, Jane started cooking dinner before the guests arrived. We know that
because it uses the past continuous. In the second sentence, the guests arrived first and
then Jane started cooking.

You can see the exercise in the unit 7 – Review.

PART A: COMPREHENSION
A Job Interview

Directions: Do the preparation task first. Then listen to the audio and do the exercises.

A. Preparation Task
Match the abbreviations (1–4) with the definitions (a–d).
Abbreviation Definition
1. …… B2B a. Learning and development
2. …… B2C b. Human resources
3. …… L&D c. Business to business
4. …… HR d. Business to customer

B. TASK
Task 1
Circle the best answer.
1. Four years ago, Maria worked for a small HR services provider ...
a. in the B2B sector.
b. in the B2C sector.
c. in both B2B and B2C sectors.
2. Maria has been in her current job ...
a. For four years
b. For three years
c. For one year.
3. Maria’s current role is focused …
a. Only on learning and development
b. On a number of HR Topics.
c. Only on payroll and she wants to do L&D

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4. Maria ….
a. did a diploma in L&D two years ago.
b. is doing a diploma in psychology at the moment.
c. Both options are true.

5. Maria will need to ...

a. identify and devise an L&D strategy.
b. devise and implement an L&D strategy.
c. implement an L&D strategy that has already been devised.
6. Maria …
a. will hear back from them next week.
b. has been invited to a second interview next week.
c. needs to call them next week to find out the next steps.

Task 2
Complete the sentences with words from the box.
Personal Good fit Aligned Replicated
Stability Measured Responsible Report

1. Maria feels her skills and experience are a ..................................... for the company.
2. Maria changed jobs because she was looking for more ……………………………….
3. She was .................................... for learning and development.
4. She feels ..................................... with the company’s brand and values.
5. She’s used to taking a ..................................... approach to L&D.
6. Her ideas can be ..................................... on a larger scale
7. She would .................................... to the HR manager.
8. Performance will be ..................................... in different ways.

PART B: PHOTOGRAPHS
In each question, you will look at a photograph and then listen to 4 sentences. Choose the
sentence that best describes the photograph.

1. Answer: __ _______________

22
2. Answer: ___ _ _

3. Answer: ___ _ _

4. Answer: ___ _ _

23
5. Answer: ___ _ _

24
 Source: http://customerthink.com/the-pentagon-of-customer-service/

UNIT 3
CUSTOMER SERVICE
Learning Objectives
Students are able to understand and explain about customer service which is realized in
the four language-skills: reading, speaking, writing, and listening.
WARM-UP ACTIVITIES
Ask students to discuss their own experiences as customers, either positive or negative,
and what made those experiences memorable. This can help them understand the
importance of good customer service and the impact it can have on customer
satisfaction and loyalty.

The Importance of Customer Service in Business

In today's competitive business environment, providing good customer service is

essential for any organization that wants to succeed. Customers have a wide range of
choices when it comes to purchasing goods and services, and they expect a high level of
service from the companies they do business with. Good customer service can help to
differentiate a business from its competitors, build customer loyalty, and improve overall
profitability.
One of the most important aspects of good customer service is responsiveness.
Customers expect their questions and concerns to be addressed in a timely and effective
manner, and they want to feel like they are being heard and understood. This means that
businesses need to be proactive in anticipating and addressing customer needs, and they
need to be quick to respond when issues do arise.
Another key element of good customer service is communication. Businesses need
to communicate clearly and effectively with their customers, both in terms of the
products and services they offer and the policies and procedures they have in place. This
can include providing clear and concise information about pricing, warranties, and other
relevant details, as well as explaining any steps that need to be taken to address customer
concerns or complaints.
In addition to responsiveness and communication, good customer service also
requires a customer-focused mindset. This means putting the customer's needs and
interests first, and being willing to go above and beyond to ensure their satisfaction. This
might include offering additional assistance or support, providing personalized
recommendations or solutions, or simply being friendly and courteous throughout the
entire customer interaction.
Finally, good customer service requires a commitment to continuous
improvement. Businesses need to regularly assess and evaluate their customer service
practices, looking for ways to enhance the customer experience and build stronger
relationships with their customers. This might involve implementing new technologies
or systems, offering additional training to customer service representatives, or simply
being open to feedback and suggestions from customers themselves.
In conclusion, providing good customer service is essential for any business that
wants to succeed in today's competitive marketplace. By being responsive,
communicative, customer-focused, and committed to continuous improvement,
25
businesses can build strong relationships with their customers, enhance customer
loyalty, and ultimately improve their bottom line.

Discussion Activity
Divide the class into small groups of 3-4 students and then ask the groups to discuss the
following questions:
1. What are some of the key elements of good customer service, as mentioned in the
text?
2. Why is good customer service important for businesses, according to the text?
3. Have you had any personal experiences with good or bad customer service? How
did it make you feel and what impact did it have on your decision to continue doing
business with that company?
4. What are some ways that businesses can improve their customer service
practices, as suggested in the text?
5. How important do you think customer service is in different types of businesses,
such as retail, hospitality, or online services?

VOCABULARY

Adjectives
With a partner, decide whether these adjectives are most likely to be used to
describe customers, helpline operators or both. Write C (customers), H (helpline
operators) or B (both) next to each word.

Annoyed Cheerful Difficult Frustrated Grateful Helpful Knowledgeable

Patient Persuasive Pleasant Reassuring Satisfied Sympathetic upset

Describing problems
Decide which device each of the sentences can refer to and tick (√) the appropriate
columns

Car Photocopier PC Mobile

Phone
1. When I switch it on, nothing √ √ √
happens.
2. It broke down on the way to work.
3. It keeps crashing.
4. There’s something stuck inside.
5. I can’t switch.
6. It’s not working properly.
7. It won’t start.
8. It’s out of order.

26
9. I think it’s a complete write-off.
10. The battery’s dead.

Collocations
Choose the best verb from the box to complete each collocation. Use each verb
once only.

Arrange Diagnose Escalate Exchange Give Identity Sort out Talk

1. the symptoms.
2. the fault.
3. a problem.
4. the customer through the process.
5. the problem to a supervisor.
6. a visit from our technician.
7. the product.
8. a full refund.

Antonyms
Match each verb with its opposite.
1. Connect a) disconnect
2. Insert b) fasten
3. Lift out c) push in (to)
4. Release d) remove
5. Replace e) remove
6. Screw in f) switch off
7. Turn on g) unscrew

Complete the instructions for upgrading a PC memory module using 12 of the verbs
from exercise above (antonym)
First, (1) the PC. Do not (2) the power cable, so that the PC remains
earthed. Then (3) and (4) the side-panel. Next, (5) _ the retaining clips at
each end of the old memory module. (6) the old memory module. Carefully (7)
_ the new memory module and (8) it firmly _ _ the slot. (9) the
clips at each end. (10) and (11) the side panel. Finally, (12) the PC
and check that the new memory is recognized.

Phrasal Verb
Match each verb with the correct definition.
1. Hang up a) Renew call 5. Hold on e) make a note
2. Speak up b) Connect 6. get through f) stay on line
3. Call back c) Talk louder 7. Get back to g) make contact
4. Put through d) Terminate a call 8. Take down h) return a call

27
Complete the sentences with the phrasal verbs from exercise above
1. I can’t hear you very well. Could you , please?
2. I’m going to to my supervisor.
3. I’ll just _ __ _ your name and address.
4. We tried to contact you yesterday, but we couldn’t _ .
5. We’ll ________ you as soon as we solve the problem.
6. All our lines are currently engaged. Please later.
7. Could you _________ a moment, please?
8. It’s a terrible line. Could you , and try again?

Past Perfect Tense

The past perfect tense in a sentence or conversation
describes an event that happened in the past before
another event in the simple past tense was
completed in the past.
It does not matter which event is mentioned first - the
tense makes it clear which one happened first.

The situations where a past perfect tense is used are to:

1. Indicate an event that has occurred and been completed in the past.
Example: Johan had borrowed money from the bank to buy his new car.
2. Describe an event or action which happened before a definite time in the past.
Example: We had cleaned up the terrace before the watchman arrived.
3. Describe an action that happened in the past before another action took place.
Example: We had reached their house after the dinner was over.
4. Describe a state.
Example: Their wives had become good friends at the wedding.

Forming the past perfect tense.

The Past Perfect tense in English is composed of two parts: the past tense of the verb to
have (had) + the past participle of the main verb.
1. Affirmative
Subject + had + past participle (V3)

Example: My brother had slept.

2. Negative

Subject + had + not + past participle (V3)

Example: My brother had not slept.

28
3. Interrogative (questions)

had + Subject + past participle (V3)?

Example: Had my brother slept?

SPECIAL NOTE:
There will be a situation when you meet past perfect + just. 'Just' is used with the past
perfect to refer to an event that was only a short time earlier than before now, e.g.
Example:
1. The train had just left when I arrived at the station.
2. She had just left the room when the police arrived.

EXERCISE
Make the past perfect:
1. When I arrived at the cinema, the film (start).
2. She _ (live) in China before she went to Thailand.
3. After they _ (eat) the shellfish, they began to feel sick.
4. If you (listen) to me, you would have got the job.
5. Julie didn’t arrive until after I _ (leave).
6. When we _ (finish) dinner, we went out.
7. The garden was dead because it (be) dry all summer.
8. He _ (meet) her before somewhere.
9. We were late for the plane because we (forgot)our passports.
10. She told me that she _ (study) a lot before the exam.

Past Perfect Continuous Tense

This tense is used to describe actions that were going on in
the past up until another action in the past happened. Unlike
the present perfect continuous, which indicates an action
that began in the past and continued up to the present, the
past perfect continuous is a verb tense that indicates
something that began in the past, continued in the past, and
also ended at a defined point in the past.

Example: He had been drinking milk out the carton when Mom walked into the kitchen.

When, for, since, and before are words that you may see used alongside the past perfect
continuous tense.

29
Example:

1. Martha had been walking three miles a day before she broke her leg.
2. The program that was terminated had been working well since 1945.
3. Cathy had been playing the piano for 35 years when she was finally asked to do a
solo with the local orchestra.
Forming the past perfect continuous tense

Subject + had + been + present participle (-ing)

1. Affirmative
Example: Lia had been walking.

Subject + had + not + been + present participle (-ing)

2. Negative
Example: Lia had not been walking.

had + Subject + been + present participle (-ing)?

3. Interrogative (questions)
Example: Had Lia been walking?

EXERCISE
Make the past perfect continuous positive:
1. I (work) all day, so I didn’t want to go out.
2. She (sleep) for ten hours when I woke her.
3. They (live) in Beijing for three years when he lost his job.
4. When we met, you _ _ (work) at that company for six
months.
5. We (eat) all day, so we felt a bit ill.
Make the past perfect continuous negative:
6. I _ (not / work) there long when she quit.
7. She (not / work) but she was tired anyway.
8. It (not / rain) long when I got home.
9. He was in trouble with the teacher because he _ (not / go) to
classes.
10. We _ (not / live) in London for three years when we got
married! It was more like five years.

30
 What if you are a Customer Service Representative?
1. Divide the class into pairs or small groups of 3-4 students.
2. Provide each group with a scenario related to customer service, for example:
a) A customer has received a defective product and wants a refund.
b) A customer is upset because their flight has been delayed and they will
miss an important meeting.
c) A customer is having trouble with an online order and needs assistance.
d) A customer is confused about their cell phone bill and wants to speak to a
representative.
e) A customer has had a bad experience at a restaurant and wants to speak to
the manager.

Imagination as Customer Representative

1. Imagine that you are a customer service representative for a business of your choice.
2. Answer these questions to provide your imagination as a customer service:
a) What are some key skills that a customer service representative should have?
b) What are some common customer complaints that you might encounter and
how would you handle them?
c) Describe a time when you provided exceptional customer service to a
customer. What did you do and what was the outcome?
d) Why is it important for businesses to provide good customer service?
e) How do you handle a customer who is angry or upset?

Part A: Comprehension

A Phone Call from a Customer

Audio A Phone Call from a Customer

Listen to the phone call from a customer to practice and improve your listening skills.

31
Before Listening
Do the preparation task first. Then listen to the audio and do the exercise.

Preparation Task
Match the definitions (a–h) with the vocabulary (1–8).

Vocabulary Definition
1. An exception a. Proof that a delivery has been made.
2. Payment terms b. The conditions of when a customer
should make payment.
3. An Invoice c. When more time is allowed for
something.
4. An extension d. An official or organizational rule.
5. Delivery confirmation e. A document which shows how much a
customer has to pay, for what and by
when.
6. Cash flow f. When something doesn’t follow the
usual rule.
7. A regulation g. To show someone you are grateful for
something they have done.
8. To appreciate h. The timing and amount of money
coming in and going out of a company.

TASK 1
Are the sentences true or false?
True False
1. The delivery hasn’t arrived yet.
2. Andrea is having cash flow issues and needs a payment extension.
3. Andrea usually asks for an extension of the payment terms.
4. Andrea has a new order to place, even bigger than the last one.
5. Junko can extend the payment terms on the last order to 60 days.
6. Junko will send Andrea an email confirmation.

TASK 2
Write the sentences in the correct group.

Let me see what I can do I promise this won’t become the norm.
I’m happy to help you. I’m not sure if I can do that.
You’ll really be helping us. I appreciate your help.
I need a favour. I think we can make an exception this
time.

32
 The customer says: The supplier says:

PART B: PHOTOGRAPHS
In each question, you will look at a photograph and then listen to 4 sentences. Choose
the sentence that best describes the photograph.

1. Answer:

2. Answer:

33
3. Answer:

4. Answer:

5. Answer:

34
 UNIT 4
PRODUCT AND PACKAGING
Learning Objectives
Students are able to understand and explain about product and packaging which
is realized in the four language-skills: reading, speaking, writing, and listening.
WARM-UP ACTIVITIES
Product Brainstorming
Ask students to brainstorm a list of products they use on a daily basis. Then, have them
analyze the packaging of each product and discuss why they think the packaging was
chosen and how it helps to sell the product.

Amazon.com cuts down on packaging

At last a company has come up with a sensible solution to its packaging.

Amazon.com has taken a great leap forward and decided to cut back on the packing
materials it uses in its boxes and parcels. Soon, you’ll no longer have to spend half-an-
hour trying to free the books or CDs you ordered from the box. Amazon calls its new idea
the "Frustration-Free Packaging Initiative." It aims to stop the “wrap rage” we all
experience when we try to set free our goods from the cardboard, plastic and foam
packing materials. This will help the environment and also mean we need one less garbage
bag to throw the packaging away. The Seattle-based company is working with other
retailers to find solutions to using less packaging, and so save customers money.

The initiative will initially be for only 19 items. Amazon.com executives say they
will expand this to more and more products. The company website says it is “a multi- year
[plan] designed to [reduce] ‘wrap rage’.” The site says it will use “recyclable boxes that are
easy to open and free of excess materials such as hard plastic clamshell cases, plastic
bindings, and wire ties”. It is interesting the company recognizes that we all experience
frustration and rage when opening parcels. The new initiative may also help cut down on
the tens of thousands of injuries caused by packaging each year. To highlight the problem
of excess packaging, Amazon has put a “Gallery of Wrap Rage” page on its site. It invites
visitors to post photos and videos of frustrating packaging.

TRUE/FALSE: Look at the article’s headline and guess whether these sentences are
true (T) or false (F):
a. Amazon.com has decided not to use packaging when it sends T/F
parcels.
b. Amazon hopes people will no longer be angry trying to open T/F
parcels.
c. The new packaging initiative from Amazon is environmentally T/F
friendly.
d. Amazon.com is in talks with other stores on how to cut costs. T/F
e. Nineteen of Amazon’s products will use the new, reduced T/F
packaging.
f. There will be free wire ties in the frustration-free packaging. T/F
g. Tens of thousands of people a year get injured opening packages. T/F
h. Amazon.com has asked its customers to video poor packaging. T/F

SYNONYM MATCH: Match the following synonyms from the article:

1. at last a. at first
2 come up with b. rubbish

36
 3. cut back on c. calls for
4. Initiative d. reduce
5. Garbage e. finally
6. Initially f. unnecessary
7. Expand g. is aware of
8. Excess h. increase
9. Recognizes i. created
10. Invites j. plan

PHRASE MATCH: Match the following phrases from the article (sometimes more
than one. combination is possible):
1. a company has come up with a sensible a. frustration
2 Amazon.com has taken a great leap b. retailers
3. free the books or CDs you ordered from the c. items
4. It aims to stop the “wrap rage” we all d. forward
5. The Seattle-based company is working with other e. injuries
6. The initiative will initially be for only 19 f. experience
7. recyclable boxes that are easy to g. packaging
8. the company recognizes that we all experience h. solution
9. cut down on the tens of thousands of i. box
10. post photos and videos of frustrating j. open

PRESENT TENSE

The present tense is used to talk about the present and to talk about the future. It also has
meaning, to talk about something that is going on now or that is true now and any time.
There are four present tenses in English.
1. Simple present
2. Present continuous
3. Present perfect
4. Present perfect continuous

37
Simple Present Tense
The simple present (also called present simple or present indefinite) is a verb tense
which is used to show repetition, habit or generalization. Also, it is used to describe
habits, unchanging situations, general truths, and fixed arrangements.

1. To express habits, general truths, repeated actions or unchanging situations,

emotions and wishes:
Example: I pray five times. (habit); I work in Sinar Mas. (unchanging
situation); Jakarta is a large city (general truth).
2. To give instructions or directions:
Example: You walk for two hundred meters, then you turn left.
3. To express fixed arrangements, present or future:
Example: Your exam starts at 09.00
4. To express future time, after some conjunctions: after, when, before, as soon as,
until:
He'll give it to you when you come next Saturday.

SPECIAL NOTE
Be careful! The simple present is not used to express actions happening now.

Forming the simple present tense

How to make simple present tense is pretty easy. Its only Subject and Verb. The special
case about this is the verb, especially for singular (which ends in -s).
1. In the third person singular the verb always ends in -s:
he wants, she needs, he gives, she thinks.
2. Verbs ending in -y : the third person changes the -y to -ies:
fly --> flies, cry --> cries
Exception: if there is a vowel before the -y:
play --> plays, pray --> prays
3. Add -es to verbs ending in:-ss, -x, -sh, -ch:
he passes, she catches, he fixes, it pushes

Simple present negative

The formula for making a simple present verb negative is do/does + not + [root form
of verb]. You can also use the contraction don’t or doesn’t instead of do not or does
not.
Example:
Affirmative sentence: She cries.
Negative sentences: She does not cry.

Simple present interrogative

The formula for asking a question in the simple present is do/does + [subject] + [root
form of verb].
Example:
Affirmative sentence: She cries.
Negative sentence: She does not cry.
Interrogative sentence: Does she cry?

38
EXERCISE
Make the present simple (choose positive, negative or question):
1. (He / drive to work every day)

2. (I / not / think you're right)

3. (We / have enough time?)

4. (I / eat cereal in the morning)

5. (They / write e-mails every day?)

6. (You / watch a lot of TV)

7. (he / not / read the newspaper)

8. (She / dance often?)

9. (where / I / come on Mondays?)

10. (What / you / do at the weekend?)

PREPOSITIONS

A preposition is a word used to link nouns, pronouns, or phrases to other words

within a sentence. A preposition is usually a short word placed before a substantive (or
a pronoun) and indicating the relation of that substantive to other parts of the sentence
(mostly verbs). A nice way to think about prepositions is as the words that help glue a
sentence together. They do this by expressing position and movement, possession, time
and how an action is completed.
Example: I was reading a book in the living-room.

39
The preposition “in” specifies, where exactly “I was reading a book”. It is placed directly
before the noun “living-room” (not counting a sometimes-optional article like “the”).

Categories
Prepositions, as a class of words, can be divided in five categories.
1. Preposition of time (temporal), basic examples of time prepositions include: at, on,
in, before and after. They are used to help indicate when something happened,
happens or will happen. It can get a little confusing though, as many different
prepositions can be used.

SPECIAL NOTE:
There are some sentences that does not need any prepositions.
1. next week, year, month etc
2. last night, year etc
3. this morning, month etc

40
4. every day, night, years etc
5. today, tomorrow, yesterday

2. Preposition of place (spatial), To confuse matters a bit, the most common

prepositions to indicate time – on, at, in – are also the most common prepositions
to indicate position. However, the rules are a little clearer as place prepositions are
a more rigid concept than time prepositions.

3. Preposition for direction (or movement), Prepositions of movement are quite

easy to understand as they are less abstract than prepositions of place and time.
Essentially, they describe how something or someone moves from one place to
another. The most commonly used preposition of movement is to, which usually
serves to highlight that there is movement towards a specific destination.

41
4. Preposition for device, instrument or machines, A preposition for agent or
instrument is used for a thing which is cause of another thing in the sentence.
Different prepositions are used by different devices, instruments or machines.

42
SPECIAL NOTE:
Short overview of the 3 prepositions in & on & at and their use from more general to
more specific descriptions of Time & Place can be seen on the picture below.

EXERCISE
Prepositions of time
Put in the correct preposition (at, in, on, or no preposition):
1. Lucy is arriving February the 13th 8 o'clock the morning.
2. The weather is often terrible in London January.
3. It’s better to get a taxi if you are out alone night.
4. She got married September.
5. They usually go to the south of France the summer.
6. Columbus sailed to the Americas the 16th century.
7. The Beatles were popular the 1960s.
8. I graduated from university 2001.
9. His birthday is June.
10. I usually go to my parents’ house Christmas. We eat turkey together
Christmas Day.

Prepositions of Place
1. He’s swimming the river.
2. Where’s Julie? She’s school.
3. The plant is the table.
4. There is a spider the bath.

5. Please put those apples the bowl.

6. Frank is holiday for three weeks.
7. There are two pockets _ this bag.
8. I read the story _ the newspaper.
9. The cat is sitting the chair.
10. Lucy was standing the bus stop.

43
 PRODUCT DESCRIPTION

A product description is the marketing copy used to describe a product’s value

proposition to potential customers. A compelling product description provides customers
with details around features, problems it solves and other benefits to help generate a sale.

Whether your products have a specific function, like a camera, or a personal

purpose, like fashion, all products exist to enhance or improve the purchaser’s quality of
life in one way or another. As the shopper browses, they instinctively imagine having each
product in hand, using it and enjoying it.

The more powerful the customer’s fantasy of owning the product, the more likely
they are to buy it. Therefore, I like to think of product descriptions as storytelling and
psychology, incorporating the elements of both prose writing and journalism. A “good”
product description will not do. Competition is getting too fierce. It must be great!

1. Think about the who, what, where, when, why and how or 5W+1H before writing.
2. Determine the best format to describe your products.
3. Make your product description copy short and sweet.
4. Use storytelling to your advantage.
5. Don’t be afraid to boast.
6. When needed get technical to win trust.
7. Know when to show and not tell.
8. Know when to show, tell and describe
9. Don’t be afraid to be unique.

44
For more information you can check this website which is a resource for this text at
https://www.bigcommerce.com/blog/perfect-product-description-formula/#writing-a-
product-description-to-grow-sales

EXERCISE
Make your own product description. The product can be exist in the real world or you can
make it on your own.

PRODUCT AND PACKAGING

Discussion
1. Look at the pictures above. Think what do you see? Do you think that their packaging
are good? Discuss with your friends.
2. With a partner, think of three examples of products which are packaged well or
badly, and say why. Think about protection, identification, transport, storage, display
and security.

45
New Product Design Discussion
You have invented a new children’s toy – KidBot, a robot
which dances, talks and plays children’s favourite songs. In
small groups, discuss how you will package it. Think about
questions below.
1. What different materials could you use? What are
their advantages and disadvantages?
2. What design elements will you incorporate? Think
about shape, colour, photos, logos, and text.
3. How will your packaging make your product look
different from other electronic toys?

PART A: COMPREHENSION

A DESIGN PRESENTATION

Audio 3 A Design Presentation

Directions
Do the preparation task first. Then listen to the audio and do the exercises.

Preparation
Match the definitions (a–h) with the vocabulary (1–8).

Vocabulary Definitions
1. To unveil a. Interesting or attractive
2. Appealing b. a small and useful machine or tool
that does something specific
3. a phase c. to show people something or tell them
about it for the first time
4. target market d. something that is designed to look like
something else
5. a Gantt chart e. to bring a new product or service to
the market
6. to launch f. a stage within a process or project
7. an imitation g. a table which shows the different
stages of a project
8. a gadget h. the group of consumers that a product
is aimed at

46
TASK 1
Are the sentences true or false?
True False
1. They have redesigned an old product.
2. The product is aimed at men and women aged 18–40.
3. The new design means you don’t need two hands to use it.
4. There’s only one size now. Another one will follow in a few
months.
5. They will make a Gantt chart for the project next month.
6. He finished the presentation with enough time to take some
questions.

TASK 2
Write the useful phrases next to the tips.

I’d like to talk you through the following Firstly, … / Next, …

(three) points

Finally, I’m going to talk to you about … As you can see …, / You’ll notice that …

As you can see …, / You’ll notice that … As you know, …

Do you have any questions? In summary, …

1. Refer to the audience’s knowledge

2. Refer to what image you are showing
3. Tell them the structure of your presentation
4. Use signal words to help them follow you
5. Tell them when you’re moving on
6. Show them when you’re near the end
7. Tell them the main points one last time
8. Open up the discussion

PART B: QUESTIONS & RESPONSE

In each question, you will listen to a question and then listen to 3 possible responses.
Choose the correct response.
1. What did the supervisor have for dinner?
a. _
b. _
c. _
2. Aren't you supposed to be at the staff meeting?
a. _
b. _
c. _

47
3. Zeus Inc. has announced it's buying Mercury Tech.
a. _
b. _
c. _
4. Did you know about our money back guarantee?
a. _
b. _
c. _
5. Why did Mr. Walters move his desk?
a. _
b. _
c. _
6. Are you the new accountant from the head office?
a. _
b. _
c. _

48
 https://www.forbes.com/sites/alejandrocremades/2018/07/24/how-to-create-a-business-
plan/#329f7377391c

UNIT 5
WRITING FOR BUSINESS
COMMUNICATION
Learning Objectives
Students are able to understand and explain about writing for business
communication which is realized in the four language-skills: reading, speaking,
writing, and listening.
WARM-UP ACTIVITIES
Scavenger Hunt
Work in pairs or small groups to find examples of these documents online. here's an
example list of common business documents that you could use for a scavenger hunt
activity:
1. Memo: A short document used to communicate important information within an
organization.
2. Email: A written message sent electronically, typically within a professional
setting.
3. Report: A document that presents information in a structured format, typically
used to communicate research findings or business performance.
4. Proposal: A written document that outlines a plan or idea and persuades the
intended audience to support it.
5. Business Plan: A comprehensive document that outlines the goals, strategies, and
financial projections for a new or existing business.
6. Agenda: A list of items to be discussed or addressed during a meeting.
7. Minutes: A written record of what was discussed and decided during a meeting.
8. Press Release: A written statement issued to the media to announce news or
updates about a company or organization.

Writing for Business Communication

Effective communication is key to success in the business world, and writing is a

critical aspect of professional communication. Whether you are writing an email, memo,
report, or proposal, it is important to communicate your message clearly and effectively.

When writing for business communication, it is important to keep your purpose,

audience, and tone in mind. Your purpose will guide the content and structure of your
message, while your audience will influence your tone and language. You should strive
to be professional and approachable, while avoiding jargon or complex language that your
audience may not understand.

In addition to considering your purpose, audience, and tone, you should also pay
attention to the structure and format of your writing. Business communication should
follow a specific structure, including an introduction, main body, and conclusion. Use clear
and concise sentences and paragraphs, and organize your information logically.

Finally, it is essential to proofread your writing for errors in spelling, grammar, and
punctuation. Mistakes can make you appear unprofessional and can detract from

50
your message. Take the time to review your writing carefully and make any necessary
corrections.

By following these tips, you can write clear, effective business communication that
will help you succeed in the professional world. Remember to keep your purpose,
audience, and tone in mind, pay attention to structure and format, and proofread your
writing carefully.

DISCUSSION ACTIVITY
1. Divide the class into small groups of 3-4 students.
2. Ask each group to discuss the following questions:
1. Why is effective communication important in the business world?
2. What are some key considerations when writing for business communication,
such as purpose, audience, and tone?
3. What are some common structures and formats for business communication,
and why are they important?
4. How can proofreading help you write clear and effective business
communication?

Present Continuous Tense

The present continuous tense or the present continuous verb tense indicates that an
action or condition is happening now, frequently, and may continue into the future.

Forming Present Continuous Tense

Affirmative

Subject + to be + verb + ing

She Is talking.

Negative

Subject + to be + not + verb + ing

She is not (isn't) Talking

Interrogative

to be + subject + verb + ing

Is she talking?

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Function of the Present Continuous Tense
1. Use the present continuous with normal verbs to express the idea that something is
happening now, at this very moment. It can also be used to show that something is not
happening now.
a. You are learning English now.
b. You are not swimming now.
c. Are you sleeping?
d. I am sitting.
e. I am not standing.

2. In English, "now" can mean: this second, today, this month, this year, this century, and
so on. Sometimes, we use the present continuous to say that we are in the process of
doing a longer action which is in progress; however, we might not be doing it at this
exact second.
a. I am studying to become a doctor.
b. I am not studying to become a dentist.
c. I am reading the book Tom Sawyer.

3. Sometimes, speakers use the present continuous to indicate that something will or
will not happen in the near future.
a. I am meeting some friends after work.
b. I am not going to the party tonight.
c. Is he visiting his parents next weekend?
d. Isn't he coming with us tonight?

4. to describe a temporary event or situation.

a. He usually plays the drums, but he's playing bass guitar tonight.
b. The weather forecast was good, but it's raining at the moment.

5. The present continuous with words such as "always" or "constantly" expresses the
idea that something irritating or shocking often happens. Notice that the meaning is
like simple present, but with negative emotion. Remember to put the words "always"
or "constantly" between "be" and "verb+ing."
a. She is always coming to class late.
b. He is constantly talking. I wish he would shut up.
c. I don't like them because they are always complaining.

SPECIAL NOTE
BE CAREFUL! Some verbs are not usually used in the continuous form.
The verbs in the list below are normally used in the simple form because they refer to
states, rather than actions or processes.

SENSES / PERCEPTION OPINION f. to find (= to

a. to feel* a. to assume consider)
b. to hear b. to believe g. to suppose
c. to see* c. to consider h. to think*
d. to smell d. to doubt
e. to taste e. to feel (= to think)

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MENTAL STATES
a. to forget
b. to imagine
c. to know
d. to mean
e. to notice
f. to recognize
g. to remember
h. to understand

EMOTIONS / DESIRES
a. to envy
b. to fear
c. to dislike
d. to hate
e. to hope
f. to like
g. to love
h. to mind
i. to prefer
j. to regret
k. to want
l. to wish

MEASUREMENT
a. to contain
b. to cost
c. to hold
d. to measure
e. to weigh

OTHERS
a. to look (=resemble)
b. to seem
c. to be (in most cases)
d. to have (when it means "to possess”) *

EXCEPTIONS
Perception verbs (see, hear, feel, taste, smell) are often used with can: I can see... These
verbs may be used in the continuous form but with a different meaning
a. This coat feels nice and warm. (your perception of the coat's qualities)
b. John's feeling much better now (his health is improving)
c. She has three dogs and a cat. (possession)
d. She's having supper. (She's eating)
e. I can see Anthony in the garden (perception)
f. I'm seeing Anthony later (We are planning to meet)

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EXERCISE
Make the present continuous:
1. (she / go home now)
__ _ _ _ _
2. (I / read a great book)
__ _ _ _ _
3. (she / not / wash her hair)
__ _ _ _ _
4. (The cat / chase mice?)
__ _ _ __ _ _
5. (she / cry?)
__ _ _ _ _
6. (he / not / study Latin)
__ _ _ _ _
7. (we / drive to London?)
__ _ __ _ _ _
8. (they / watch TV?)
__ _ _ _ _
9. (where / she / go now?)
__ _ _ _ _
10. (I / not / leave now)
__ _ _ _ _

Choose the present simple or present continuous:

1. (You / come) _ tonight?
2. (He / eat) ___ _____________________________ rice every day?
3. I (work) __________________________________ at the moment.
4. (He / come) __________________ to London often?
5. He (play) _ __________________ tennis now.
6. (You / come) ____________________ to the cinema later?
7. They (not / come) _________________________________ to the party tomorrow.
8. He (not / play) ___________________________ golf now.
9. (You / play) _________________________________ tennis this Sunday?
10. They (go) _________________________________ to a restaurant every Saturday.

54
Writing business letter
1. You receive the email below from a business partner confirming a meeting with you
at a trade fair in Munich. Unfortunately, you have to leave Munich after your
meeting,but you expect to be in London a week later. Write a replay suggesting a
different arrangement which you can confirm nearer the time.

FROM “John Callam” [jcallam2@interlink.com]

TO m.j.saans.accounts@saboc.co.au
SENT 15 March 20 – 10.38
Subject Munich Trade Fair

Dear Maria,
Following our telephone conversation, I confirm that we
will meet interlink stand at the Munich Trade Fair Thurs May
24 something during the morning.
I look forward to talking about our products and services.
I attach details of some new products that I think will interest
you. We can discuss these when we meet.
It would be nice to meet socially when in Munich. I wonder
if you would be free to join me and a colleague for the evening
of Thursday 24? We plan to meet at the Hilton Hotel,in the
lobby, at about 8.30. do let me know if you can join us and of
course we would be pleased if you would like to bring a
colleague or partner.

We look forward to meeting you soon.

Best wishes,

John Callam Attachment (file)

Product Development Product and service

55
2. Summarizing and looking ahead
The following letter is from Gibson Trust Ltd. To a property developer, Aptrans
Development Limited, summarizing the points agreed in the negotiation between them
and outlining the next steps. Complete the spaces in the letter with appropriate words
from the box.

Enclose developed specified examined excluded signed

Drawn up confirm included agreed

GIBSON TRUST LIMITED

Units 9-12 east slide monks cross industrial estate BRISTOL SS14 6TR
Telephone 01272547777 Fax 01272547701 www.gibsontl.com

Neil Finch
Aptrans Development Ltd.
I 40-144 Whitehall
London WCI 4 RF
May 2 20 ……
Dear Neil,
Re: Meeting in Bristol, April 30 – ‘Railway Land Scale’

I am writing to (a) …. points (b) ….. in the above meeting. Held to discuss the sale of former
railway land to Gibson Trust Limited. We would like to confirm through this letter and the (c)
…. drawings that the property (d) …. In the above sale consists of the land presently occupied
by the station building and also the former car parks to the east of the station, the offices to
the west and the warehouses alongside the tracks. The government- owned housing on the
north side of the railway lines is (e) …. .
We also agree that the station will be renovated by Aptrans Development Ltd. And that
Aptrans will be responsible for running an eventual museum and paying a rent of $ 100,000
per year to Gibson Trust. The remaining land will be (f) …. By Gibson Trust and later sold off
separately. The development is intended to be for commercial and residential use. The
eventual use of the land should be (g) …. In the contract.
Our next meeting will be on May 15 at 10 a.m, at which development plans will be (h) …..
. soon after this, contracts will be (i) ……. then we will need time to consider the contracts
but helpfully they will be (j) …. By the end of September.
Do contact us if you have any comments or alterations you would like to make to this
summary. Thank you once again for a very constructive meeting and we look forward to
seeing you again on May 15.

Your sincerely,

Jill Kearne
Chief Negotiator Encs. (I)

56
ROLEPLAY

Role A – Teacher
You think a teacher is the best job. Tell the others three reasons why. Tell them
things that are wrong with their jobs. Also, tell the others which is the worst of these
(and why): bank clerk, nurse or sales person.
Role B – Bank clerk
You think a bank clerk is the best job. Tell the others three reasons why. Tell them
things that are wrong with their jobs. Also, tell the others which is the worst of these
(and why): teacher, nurse or sales person.
Role C – Nurse
You think a nurse is the best job. Tell the others three reasons why. Tell them things
that are wrong with their jobs. Also, tell the others which is the worst of these (and
why): bank clerk, teacher or sales person.
Role D – Sales person
You think a sales person is the best job. Tell the others three reasons why. Tell them
things that are wrong with their jobs. Also, tell the others which is the worst of these
(and why): bank clerk, nurse or teacher.

PART A: COMPREHENSION

INTERVIEWING TECHNIQUES

Audio 4 Interviewing Techniques

Directions
Do the preparation task first.

Preparation
You are going to listen to a journalist giving advice on interviewing techniques. Before
you listen, here is some vocabulary you will hear. Match the words and expressions with
the definitions.

Subject Matter Rule of thumb

Colour Ground rules

Off the record Leading Questions

57
1. The ideas or information to be discussed
2. A question which tricks someone into giving the answer you want
3. Interesting or unusual details
4. A general guide based on experience
5. Basic rules that all parties agree to
6. Something the interviewee does not want repeated publicly

TASK 1
You are going to listen a journalist giving advice on interviewing techniques. Before you
listen, here is some vocabulary you will hear. Match the words and expressions with the
definitions.

Colour Off the record Opinion question Interviewee

Interviewer Press conference Leading question

Definitions
a. Question about what a person thinks or feels
b. Something which the speakers doesn’t want included in the story
c. Interesting or unusual details or qualities
d. Person who answers the questions
e. Question which tricks someone into giving the answer you want
f. Meeting where someone makes a public statement and reporters ask questions
g. Person who asks the questions

TASK 2
Listen to a journalist giving advice on interviewing techniques. Put the pieces of advice
into the correct category, Do or Don't.
1. Finish by reviewing what has been said.
2. Start the interviewing by saying who you are.
3. Prepare questions in advance
4. Listen carefully to what the interviewee says.
5. Ask opinion in questions first.
6. Interview people in an unfamiliar place.
7. Add to your notes soon after the interview.
8. Ask questions that have already been answered.
9. Imagine what will happen in the interview.
10. Ask leading questions.

Do

Don’t

58
TASK 3
Listen to the journalist again and find the missing word of these notes made by a
Journalism student.
1. Research person and _ _ matter of interview
2. Prepare questions in advance and decide on _ _
3. Ask questions about __ first – easier to answer.
4. Introduce yourself and state ___ _ for interview.
5. Don’t use list of questions as rigid _ _ .
6. Ask for __ to support claims made.
7. End by reviewing main areas – ask if interviewee wants to _ _______ anything else.
8. Ask if you can __ ______ them again if necessary.
9. Review your _________as soon as possible after the interview.

PART B: QUESTION AND RESPONSE

In each question, you will listen to a question and then listen to 3 possible responses.
Circle the best response.
1. Who is taking Ms. Pillette to city hall this week?
a. __ _
b. __ _
c. __ _
2. Housing prices have dropped again.
a. __ _
b. __ _
c. __ _
3. Would you rather wait on tables or wash dishes?
a. __ _
b. __ _
c. __ _ _
4. Could I borrow your cell phone for a local call?
a. __ _ _
b. __ _ _
c. __ _ _
5. Where are last week's invoices?
a. __ _ _
b. __ _ _
c. __ _ _
6. Do you like the way they reorganized the office?
a. __ _ _
b. __ _ _
c. __ _ _

59
 Source: https://www.123rf.com/photo_41445104_community-culture-society-
population-team-tradition-union-concept.html

UNIT 6
CULTURE AND SOCIAL ACTIVITY
Learning Objectives
Students are able to understand and explain about culture and social activity
which is realized in the four language-skills: reading, speaking, writing, and listening.
WARM-UP ACTIVITIES
1. Personal cultural experiences
Ask students to share a personal cultural experience they have had, such as
attending a cultural festival, trying a new type of food, or learning a new language.
This can be done in pairs or small groups and can help students understand and
appreciate different cultures.
2. Culture shock role play
Divide students into pairs and give each pair a scenario that involves a cultural
difference, for example a student from outside Semarang experiencing culture shock
when they stay in Semarang City or a student lives in Semarang experiencing culture
shock when they go to Surabaya.

Exploring the Intersection

Culture and social activity are two areas of human life that are closely intertwined.
Social activities provide opportunities for people to connect with each other, build
relationships, and explore different cultural perspectives. In turn, culture can shape how
social activities are organized, what is considered appropriate behavior, and how people
interact with each other.
One example of this intersection is the celebration of festivals and holidays. Many
cultures have specific festivals and holidays that are celebrated with social activities such
as parades, concerts, and feasts. These activities can help bring people together,
strengthen community ties, and provide a way to share cultural traditions and values.
Another example is the role of music in social activity. Music is a universal
language that can bring people together across cultural and language barriers. Social
activities such as concerts and festivals often feature live music, providing an opportunity
for people to enjoy different types of music and connect with others who share their
musical interests.
Social activity can also be a way to explore different cultural perspectives. For
example, attending a cultural festival or trying a new type of cuisine can help people learn
about the customs and traditions of a different culture. By participating in these activities,
people can gain a better understanding and appreciation of the diversity ofthe world
around them.
It's important to note that cultural differences can also impact social activity.
Different cultures may have different expectations for behavior, dress, and
communication, which can affect how people interact in social settings. Understanding
these cultural differences can help people navigate social situations in a respectful and
appropriate manner.
In conclusion, culture and social activity are two intertwined aspects of human life
that can provide opportunities for connection, exploration, and understanding. By

61
engaging in social activities that celebrate culture and diversity, people can build
stronger relationships and gain new perspectives on the world around them.

Discussion Activity
Make a group and discuss these questions.
1. What are some examples of cultural festivals or holidays that you have attended or
celebrated? How did these events promote social activity and connection?
2. How does music play a role in social activity and cultural exploration? Can you think of a
time when music has brought people together across cultural or language barriers?
3. What are some ways that social activity can help you explore different cultural
perspectives? Have you ever tried a new type of cuisine or attended a cultural festival? How
did this experience change your perspective?
4. What are some potential cultural differences that could impact social activity and how
people interact in social settings? How can we navigate these differences in a respectful
and appropriate manner?
5. Why is it important to engage in social activities that celebrate culture and diversity? How
can this help us build stronger relationships and gain new perspectives on the world around
us?

PRESENT PERFECT TENSE

The present perfect tense or the present perfect is used to indicate a link between the
present and the past. The timeof the action is before now but not specified, and we are
often more interested in the result than in the action itself.

Forming the present perfect

The present perfect of any verb is composed of two elements: the appropriate form of the
auxiliary verb to have (present tense), plus the past participle or verb 3 of the main verb.
Affirmative

Subject to have past participle

She has visited.

Negative

Subject to have + not past participle

She has not (hasn't) visited.

62
 Interrogative

to have subject past participle

Has she visited?

Negative interrogative

to have + not subject past participle

Hasn't she visited?

The present perfect is used to describe:

1. You can use the present perfect to describe your experience. It is like saying, "I have
the experience of..." You can also use this tense to say that you have never had a certain
experience. The present perfect is NOT used to describe a specific event.
Example:
a. I have been to France.
This sentence means that you have had the experience of being in France. Maybe
you have been there once, or several times.
b. I have been to France three times.
You can add the number of times at the end of the sentence.
c. I have never been to France.
This sentence means that you have not had the experience of going to France.

2. We often use the present perfect to talk about change that has happened over a
period of time.
a. You have grown since the last time I saw you.
b. The government has become more interested in arts education.

3. We often use the present perfect to list the accomplishments of individuals and
humanity. You cannot mention a specific time.
a. Man has walked on the Moon.
b. Our son has learned how to read.
c. Doctors have cured many deadly diseases.
d. Scientists have split the atom.

4. We often use the present perfect to say that an action which we expected has not
happened. Using the present perfect suggests that we are still waiting for the action
to happen.
a. James has not finished his homework yet.
b. Susan hasn't mastered Japanese, but she can communicate.
c. Bill has still not arrived.
d. The rain hasn't stopped.

5. We also use the present perfect to talk about several different actions which have
occurred in the past at different times. Present perfect suggests the process is not
complete and more actions are possible.
a. The army has attacked that city five times.

63
 b. I have had four quizzes and five tests so far this semester.
c. We have had many major problems while working on this project.
d. She has talked to several specialists about her problem, but nobody knows why
she is sick.

SPECIAL NOTE
"Last year" and "in the last year" are very different in meaning. "Last year" means the year
before now, and it is considered a specific time which requires simple past. "In the last
year" means from 365 days ago until now. It is not considered a specific time, so it
requires present perfect.
Example:
a. I went to Mexico last year.
I went to Mexico in the calendar year before this one.

b. I have been to Mexico in the last year.

I have been to Mexico at least once at some point between 365 days ago and now.

We can do this with expressions such as: in the last week, in the last year, this week, this
month, so far, up to now, etc.

EXERCISE
Make the present perfect - choose positive, negative or question:
1. (I / go / to the library today)
__ _ _ _
2. (you / keep a pet for three years)
__ _ _ _
3. (you / eat Thai food before?)
__ _ _ _
4. (it / rain all day?)
__ _ _ _
5. (who / we / forget to invite?)
__ _ _ _ _
6. (we / not / hear that song already)
__ _ _ _
7. (he / not / forget his books)
__ _ _ _
8. (she / steal all the chocolate!)
__ _ _ _
9. (I / explain it well?)
__ _ _ _
10. (who / he / meet recently?)
__ _ _ __ _ _

Choose the past simple or the present perfect:

1. Last night I _ (lose) my keys – I had to call my flatmate to let me in.
2. I _ _________________ (lose) my keys – can you help me look for them?
3. I _ _________________ (visit) Paris three times.
4. Last year I __ ________________ (visit) Paris.

64
5. I __ _ _ (know) my great grandmother for a few years - she died when I
was eight.
6. I _ _________________ (know) Julie for three years – we still meet once a month.
7. I _ _________________ (play) hockey since I was a child – I’m pretty good!
8. She _ _ (play) hockey at school, but she __ ________________ (not / like) it.
9. Sorry, I _____________ (miss) the bus, so I’m going to be late.
10. I __ _ _ (miss) the bus, and then I __ ___ (miss) the aero plane as
well!

Inviting, and accepting or declining.

Warm-up activities

1. What kinds of social activities in your town could be appropriate

ways of entertaining visitors from other countries?
2. Work in pairs. Use the advertisements below to invite your partner to
something. He/she should respond. Then change roles so you both get to invite
and accept or reject in each situation.
a) Tomorrow night / a show or visit the town / or have a meal
b) This evening / a meal in restaurant / different colleagues.
c) When you come / what would you like to do?

Art House Cinema

City Museum & Art Gallery
20 -24 Copper Street
Drawing from the Italian Renaissance
The Stenwarld Collection of drawings by Screen one : The Enigma of Kaspar Houser
masters of the Renaissance including Director Werner Herzog starring Bruno S.,
Bernini, Leonardo da Vinci, Eva Mattes, Clemens Scheitz.
Michelangelo, Tiepolo, Titian, Vasari. Screen two: Once upon a time in the West
Director Sergio Leone starring Henry Fonda
April 3rd – July 24th Charless Bronson, Claudia Cardinale
Admission 10 a.m. – 9 p.m.
Museum Square Tel 0467987785 All this week: 9.00.
Booking 020 7857 8211

PAVILION MUSIC HOUSE

88 Lime St
Night Music & Light
The best in contemporary dance music
Plus top local live bands
House DJ Mixer Mo Admission includes two drinks
(see website for detail) www.pavilion.com

65
 Speaking practice
Work with a partner. Make a conversation. One of you giving invitation, for
example, a friend invites you to come to hang out. Make a response whether you
are accepting the invitation or you are declining it.

Social Activity Planning

Plan a social activity that celebrates a particular culture or tradition. This could be a
potluck dinner, a game night, or a cultural festival. Students should describe the activity
and explain how it will promote cultural understanding and social connection.
Here's an example of how you could structure the social activity planning writing activity:
1. Introduction: Provide some background information on the importance of
celebrating culture and tradition through social activities. Explain what will be
planning their own social activity that celebrates a particular culture or tradition.
2. Choosing a culture or tradition: Choose a culture or tradition that you would like
to celebrate. You should explain why you chose this culture or tradition, and what
you hope to learn or share through the social activity.
3. Planning the social activity: describe the social activity you will plan, including the
type of activity (potluck dinner, game night, cultural festival, etc.), the date and
time, the location, and any other relevant details. You should also explain how the
social activity will promote cultural understanding and social connection, and
describe any specific activities or traditions that will be included.
4. Involving the community: Explain how you will involve your community in the
social activity. This could include inviting friends and family, reaching out to local
organizations or cultural groups, or promoting the event on social media.
5. Conclusion: Reflect on what you have learned through this exercise. How has
planning a social activity that celebrates a particular culture or tradition helped
you better understand and appreciate the diversity of the world around you? What
do you hope to gain from attending or participating in social activities that
celebrate culture and tradition in the future?

66
PART A: COMPRHENSION

TALKING ABOUT RUMOURS

Audio 6 Talking about Rumours

Directions:
Do the preparation task first. The listen to the audio and do the exercises.

Preparation:
Match the definitions (a–f) with the vocabulary (1–6).

Vocabulary Definition
1. ……. To keep your mouth a. To be in a position where someone is pleased
shut. with you and nice to you.
2. ……. To be in someone’s b. In a powerful situation
good books.
3. ............To come to light c. To say nothing
4. ............ To take credit for d. To be excluded
5. ............To be out e. To be made public
6. ............High up f. to allow people to believe that you did something
that deserves praise or special attention

Task 1
Are the sentence true or false?
Answer
1. No one really knows the truth about the situation with John. True False
2. Kiera doesn’t immediately share everything she knows about True False
John.
3. Susanne wasn’t the original creator of the cars idea. True False
4. Susanne reported John to people higher up in the company. True False
5. Kiera disagrees with what Will has said about John’s aggressive True False
behaviour.
6. Kiera saw John stealing ideas from other people. True False
7. Kiera made an official complaint about John’s behaviour. True False
8. There was a culture of silence that meant John was not True False
investigated earlier.

Task 2
Complete the sentences with words from the box.

Credit Fire Award Investigation

Contact High Mouths books

67
 1. Will has heard that they might ........................ John.
2. John used to take ........................ for other people’s ideas.
3. One project won an ........................ , but only John got the recognition.
4. Kiera says it’s almost impossible to report people as ...................... up as John was.
5. He shouted and screamed at people and they learned to keep their ................... shut.
6. You could be in his good ................... and then suddenly you were out.
7. Kiera was lucky that she didn’t have much ...................... with him.
8. They’re doing a full …………….

PART B: QUESTION AND RESPONSE

In each question, you will listen to a question and then listen to 3 possible responses. Choose
the correct response.
1. How about getting a bite to eat?
a.
b.
c.
2. Where do I get more cups for the water cooler?
a.
b.
c.
3. I don't know how to fix this copier.
a.
b.
c.
4. When will the shipment arrive?
a.
b.
c.
5. I heard that Sally was laid off.
a.
b.
c.
6. Didn't you used to work for Mega Firm?
a.
b.
c.

68
“The more you read, the more things you will know.
The more that you learn, the more places you will go”
- Dr. Seuss -

69
Source: https://www.perforce.com/blog/qac/9-best-practices-for-code-review

UNIT 7
REVIEW
 REVIEW 1

a. Match the following form below for synonyms:

1. bad a. chance
2 poor b. thoughtful
3. risk c. conclusions
4. considerate d. advance
5. outlined e. ogre
6. improve f. no good
7. investment g. cut
8. reduce h. summarized
9. findings i. bad
10. monster j. outlay

b. Use the simple past tense appropriately for the sentences below:
1. I (plan) my summer holiday last week.
2. Tina (starts) her school last year.
3. We (get) to the house yesterday morning.
4. She (send) me message just a minute ago.
5. I (not sleep) when you got home late last night.
6. They (not / meet) yesterday.
7. (she / swim) in the sea in Greece?
8. We (not / play) tennis yesterday because it was raining.
9. He (try) to lift the box but he couldn’t.
10. What (you / eat) for lunch?

c. Read dialog below and answer the question

Taking a Message
Receptionist : Janson Wine Importers. Good morning. How can I help you?
Caller : Could I speak to Mr Adams, please?
Receptionist : Who's calling please?
Caller : This is Anna Beare.
Receptionist : Sorry, I didn't catch your name.
Caller : Anna Beare. That's B E A R E
Receptionist : Thank you. And where are you calling from?
Caller : Sun Soaked Vineyards
Receptionist: OK Ms Beare. I'll try and put you through. … I'm sorry but the line's busy.
Would you like to hold?
Caller: Oh, that's a shame. This concerns an upcoming shipment and it's rather urgent.
Receptionist : He should be free in half an hour. Would you like to call back?
Caller : I'm afraid I'll be in a meeting. Could I leave a message?
Receptionist : Certainly.

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Caller: Could you tell Mr Adams that our shipment will be postponed and that the 200 cases
ordered should arrive next Monday.
Receptionist : Shipment delayed … arriving next Monday.
Caller : Yes, and could you ask him to call me back when the shipment arrives?
Receptionist : Certainly. Could you give me your number please?
Caller : Yes, it's 503-589-9087
Receptionist : That's 503-589-9087
Caller : Yes, that's right. Thanks for your help. Goodbye
Receptionist : Goodbye.

Answer the questions based on the dialogue above!

1. Who would the caller like to speak to?
2. Which company does the caller represent?
3. Is the caller able to complete her task?
4. Which information does the caller wish to leave?
5. What other information does the receptionist ask for?

d. Complete the text using an appropriate word from the box into each gap;

Extra work investment the business customer companies

Effectiveness accredited teampolicy police manajer’s job

All too often, getting (1) is seen as being the compliance (2) or quality (3)
, or viewed as (4) that has nothing to do with day-to-day operations.
Furthermore, whilst many (5) have compliance and audit teams, they can be seen as
the (6) This can result in a disconnect with the actual business and a lack of
understanding as to what the return on (7) for compliance actually means.Getting the
right accreditations is a vital start but even more importantly, this needs to drive an overall
culture within (18) that the protection of (9) interests comes first. This is where
business (10) comes in, removing the stigma that comes with the need for
compliance and instead offering comprehensive solutions that will ultimately achieve the
same goal.

e. Making small talk

Match the phrases 1-5 to the correct responses a-e to make a conversation.

1. Did you have a good trip?

2. Was the flight on time?
3. That’s good. And how was the weather in London?
4. Really? Well it’s much better here.
5. Can I get you a drink or something?

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 a. Very wet and cold, I’m afraid.
b. yes, it was
c. Thank you. A coffe would be great.
d. Very good, thank you.
e. Yes, it’s very warm

f. Use past simple or past continuous as appropriate for sentences below:

1. What (you / do) when I (call) you last night?

2. I (sit) in a café when you (call).
3. When you (arrive) at the party, who (be) there?
4. Susie (watch) a film when she (hear) the noise.
5. Yesterday I (go) to the library, next I (have) a swim, later
I (meet) Julie for a coffee.
6. We (play) tennis when John (hurt) his ankle.
7. What (they / do) at 10pm last night? It (be) really noisy.
8. He (take) a shower when the telephone (ring).
9. He (be) in the shower when the telephone (ring).
10. When I (walk) into the room, everyone (work).

REVIEW 2

a. Phrasal Verb
Match each verb with the correct definition.

1. Hang up a) Renew call

2. Speak up b) connect
3. Call back c) Talk louder
4. Put through d) Terminate a call
5. Hold on e) make a note
6. through f) stay online
7. get back g) make contact
h) h) return a call
8. take down

b. Complete the sentences with the phrasal verbs from exercise above
1. I can’t hear you very well. Could you , please?
2. I’m going to to my supervisor.
3. I’ll just your name and address.
4. We tried to contact you yesterday, but we couldn’t .
5. We’ll you as soon as we solve the problem.
6. All our lines are currently engaged. Please later.
7. Could you a moment, please?
8. It’s a terrible line. Could you , and try again?

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c. Complete the text using an appropriate word from the box into each gap;
Customer support competent crashing technician

looking process refund service supervisor symptoms

I had terrible problems with a laptop I bought recently. It looked great but when I got it
home it wouldn’t start. I tried everything but had to call (1) ...... They were great and very
(2) ....They talked me through the whole (3) ..... of connecting all the cables and stuff but still
it didn’t work. They put me through to the (4) ...... and he arranged for a visit from their
(5) ..... and he fixed it. Then it kept (6).......... I couldn’t do anything on it. I called again and
described the (7) ..... and they called me back and in the end they gave me a full (8) ....... It
was excellent (9) but I still don’t have a computer and I’m still ......... (10) for one.

d. Make past perfect simple and past perfect continuous ‘yes / no’ or ‘wh’ questions:

1. (you / go) there before we went together?

2. (she / see) the film already?
3. Why (he / forgot) about the meeting?
4. (it / be) cold all week?
5. (I / read) the book before the class?
6. When you got sick, _ (you / eat) enough?
7. There was water everywhere, _ (what / the children / do)?
8. (it / rain) when you left the restaurant?
9. (how long / she / live) in London when she found that job?
10. (why / you / study) so hard?

e. Phrase Match

Match the following phrases from the article (sometimes more than one. combination is
possible):

1. A company has come up with a sensible a. frustration

2 Amazon.com has taken a great leap b. retailers
3. Free the books or CDs you ordered from the c. items
4. It aims to stop the “wrap rage” we all d. forward
5. The Seattle-based company is working with other e. injuries
6. The initiative will initially be for only 19 f. experience
7. Recyclable boxes that are easy to g. packaging
8. The company recognizes that we all experience h. solution
9. Cut down on the tens of thousands of i. box
10. Post photos and videos of frustrating j. open

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f. Make sentences using simple present below(positive, negative or question):

1. (you / not / drink much tea)

2. (how / he / travel to work?)

3. (they / not / like vegetables)

4. (she / catch a cold every winter)

5. (I / go out often?)

6. (you / speak English?)

7. (we / take the bus often)

8. (she / not / walk to school)

9. (what / you / buy in the supermarket?)

10. (how / he / carry such a heavy bag?)

g. Preposition

Choose the best preposition for each sentence below

1. The design stage typically lasts two months.

a. For
b. In
c. No preposition
2. We'll let you know about our decision tomorrow.
a. Until
b.by
c. in
3. I like working Bill. He's really laid-back.
a. On
b. With
c. along

4. The design process this product is fairly complicated.

a. for
b. in
c. along
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5. Please inform me your decision.
a. In
b. of
c. no preposition

6. This is an issue that came up the early stages of the project.

a. during
b.along
c.with

7. The demand for our product has risen by 50% _ the last two years.
a. Over
b. among
c. with

8. John will be in charge all the technical aspects.

a. to
b. for
c. of
9. Are you working the project that I assigned you to?
a. With
b.on
c. in

10. I work the center ( = central part) of the city.

a. in
b. on
c. at

h. Provide a suitable sentence in the spaces in the following dialogue.

Peter : have you been to Edinburgh before?
Janis : no, it’s my first visit.
Peter : (a) ....................................
Janis : I’m sure I will.
Peter : and ..... er, is the hotel all right?
Janis : yes, it’s very comfortable.
Peter : (b) ............. so, do you have much time here in Scotland? Are you staying
long?
Janis : no, I have to go back tomorrow afternoon.
Peter : (c) .................... , you’ll have to come back again!
Janis : (d) .............................
Peter : so what time’s your flight tomorrow?
Janis : early evening, 18.35.
Peter : well, I can book book you a taxi if you like, to get you there in good time.
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 Janis : (e) .................
Peter : no problem at all. Was it a good flight today?
Janis : no, it wasn’t actually.
Peter : (f) ............................... . (g). ............................?
Janis : it was raining –quite hard. There was a lot of turbulence.
Peter : (h) ........................

i. Welcoming visitors
Complete the dialogue with word from the box.

A : Hello, (a) .............. to meet you.

B : Thank you for (b) ............. me.
A : How long are you (c) .......... here?
B : just two days.
A : Oh, not long, then. Let me (d)...........you to my colleague Paul.
B : Paul, (e) ......... is Angelina Fox.

this staying nice introduce inviting

j. Asking for and giving help

Classify the sentences below into offering something (O), declining an offer (D0),
asking for help (H0), accepting an offer (A).

a) Can I get you anything?

b) No, I’m fine thanks.
c) Just a question, is there a chemit’s near here?
d) Would you like a drink, tea or coffee?
e) Yes, maybe .... a cold drink, if I may.
f) Can I use your phone?
g) I’d like to print something from this disk, if possible.
h) Would you like a lift to your hotel?

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BIBLIOGRAPHY
Aitken, Rosemary. 1992. Teaching Tenses: Ideas for Presenting and Practising Tenses in
English. Surrey: Thomas Nelson and Sons Ltd.
Herring, Peter. 2016. The Farlex Grammar Book: Complete English Grammar Rules. Farlex
International.
Swan, Michael. 2016. Practical English Usage. Oxford: Oxford University Press.

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