UNIVERSITATEA BABEŞ-BOLYAI, CLUJ-NAPOCA · PDF fileSUPORT DE CURS ANUL II Cluj – Napoca...

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SUPORT DE CURS ANUL II Cluj – Napoca 2008 UNIVERSITATEA BABEŞ-BOLYAI, CLUJ-NAPOCA Centrul de Formare Continuă şi Învăţământ la Distanţă Facultatea de Ştiinţe Economice şi Gestiunea Afacerilor Specializarea: Toate sectiile Disciplina: curs practic de limba engleză aplicată în domeniul afacerilor

Transcript of UNIVERSITATEA BABEŞ-BOLYAI, CLUJ-NAPOCA · PDF fileSUPORT DE CURS ANUL II Cluj – Napoca...

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SUPORT DE CURS

ANUL II

Cluj – Napoca2008

UNIVERSITATEA BABEŞ-BOLYAI, CLUJ-NAPOCA

Centrul de Formare Continuă şi Învăţământ la Distanţă

Facultatea de Ştiinţe Economice şi Gestiunea Afacerilor

Specializarea: Toate sectiile

Disciplina: curs practic de limba engleză aplicată în domeniul afacerilor

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I. Informaţii generale

• Date de identificare a cursului Date de contact ale titularului de curs:

Nume: DIANA ZAGAN ZELTER şi KOVÁCS RÉKA

Birou: Campus, 113, etaj I

Telefon: 418 655

Fax:

E-mail: [email protected]

[email protected]

Consultaţii: luni, joi, 17.30-19

Date de identificare curs şi contact tutori:

Numele cursului: Limba modernǎ în afaceri - limba engleză

Codul cursului: EBL 3006 şi EBL 4006

Anul, Semestrul: anul II sem. 1,2

Tipul cursului: obligatoriu

Pagina web a cursului: -

Tutor:

Adresa e-mail:

• Condiţionări şi cunoştinţe prealabileÎnscrierea şi frecventarea acestui curs presupune parcurgerea şi promovarea programei de studiu din anul I de la FSEGA la disciplina limba engleză sau un nivel de limba engleză cel puţin B2 conform Portofoliului lingvistic european.

• Descrierea cursuluiCursul se adresează studenţilor de anul II de la Facultatea de Ştiinţe Economice.

Organizarea temelor în cadrul cursuluiOrganizarea temelor din cadrul cursului precum şi bibliografia care trebuie consultată sunt prezentate în detaliu în paginile introductive ale syllabus-ului.

• Formatul şi tipul activităţilor implicate de cursStudentul are libertatea de a-şi gestiona singur, fără constrângeri, modalitatea şi timpul de parcurgere a cursului. În cadrul cursului vor fi abordate următoarele tipuri de activităţi: proiecte de grup, proiecte individuale, studiu individual, activităţi tutoriale.

• Materiale bibliografice obligatoriiSursele bibliografice obligatorii pentru acest curs se regăsesc în syllabus-ul aferent cursului. Dintre acestea, enumerăm:

1. Adam, J.H. – Dictionary of Business English, Longman York Press, 1988

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2. Brookes, Michael – Business English, Teora, 2002

3. Budai László: Gramatica engleză. Teorie şi exerciţii, Teora, 2002

4. Hollinger, Alexander – Test Your Business English Vocabulary, Teora, 2002

5. Jones, Leo – New International Business English, Cambridge Publishing House, 1996

6. MacKenzie, Ian – English for Business Studies, Cambridge University Press, 1997

7. Mascull, Bill: Business Vocabulary in Use, Cambridge University Press, 2004

8. Tullis, Graham – New Insights Into Business English, Longman, 2000

9. Topală, Dragoş Vlad – Dicţionar economic englez-român, Editura Economică, 1999

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Calendar al cursului

Săptămâna

tema termen

predare

1 Marketing noiembrie

2 Finance and Accounting

3 Import - Export decembrie

4 Starting a Business/The Business Plan martie

5 Bank, Stocks and Shares

6 Insurance

7 Corporate Alliances and Acquisitions mai

• Politica de evaluare şi notare- tipurile de evaluare ce vor fi utilizate: test de testare a competenţei lingvistice (listening, reading, vocabulary, English in use, writing)

- criteriile de notare: evaluarea studenţilor se va realiza conform rezultatelor primite la testul de testare a competenţei lingvistice

- studenţii trebuie să păstreze toate sarcinile realizate pe parcursul cursului până la primirea notei finale

- forma sub care studenţii vor primi feed-back la sarcinile realizate: prin e-mail, prin comunicare directă pentru cei ce solicită acest feed-back

• Elemente de deontologie academicăCodul de deontologie academică reglementează următoarele:

Frauda se referă la:

a. copiat (utilizarea de materiale sau informaţii neautorizate), falsificări, şi orice alte activităţi care pot afecta o corectă evaluare a performanţelor studenţilor

b. ajutorul acordat altora în aceste privinţe

c. încercarea de a se angaja în astfel de fapte

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• Studenţi cu dizabilităţiExistă disponibilitatea de a lua legătura cu studenţii afectaţi de dizabilităţi motorii sau intelectuale pentru a identifica eventuale soluţii în vederea oferirii de şanse egale acestora. Calea de comunicare prin care putem fi contactaţi pentru acest gen de situaţii: e-mail sau prin comunicare directă pentru cei ce solicită acest feed-back.

• Strategii de studiu recomandateNumărul de ore estimativ pentru parcurgerea cursului (suport de curs, activităţi, discuţii, sarcini etc.) este de 100.

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CONTENTS

Module 1 MARKETING 6

Module 2 FINANCE AND ACCOUNTING 19

Module 3 IMPORT - EXPORT 31

Module 4 STARTING A BUSINESS/THE BUSINESS PLAN 40

Module 5 BANKS, STOCKS AND SHARES 46

Module 6 INSURANCE 57

Module 7 CORPORATE ALLIANCES AND ACQUISITIONS 62

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MODULE 1

MARKETING

Basic Concepts:

Marketing, the marketing mix, product, promotion, advertising

General objectives :

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business terms

Specific objectives:

a. to provide information and explanations about notions related to marketing; b. to improve vocabulary related to the field of marketing

c. to revise grammar knowledge about conditionals

Recommendations:

a. read the texts carefully and try to address the corresponding tasks

b. use the dictionary to improve your vocabulary

c. focus on content and on language use

d. improve your control of grammar and build your vocabulary by practicing

different types of exercises

Expected results:

a. improve students’ command of Englishb. build up speaking and writing skills

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c. practice writing for specific purposesd. encourage the independent study and self-instruction

GROUP DISCUSSION:

Choose one of the definitions above and explain why you consider it the most suitable for the field of

marketing.

The 'marketing mix' is probably the most famous phrase in marketing. The elements are the marketing

'tactics'. Also known as the 'four Ps', the marketing mix elements are price, place , product, and

promotion.

Some commentators will increase the mix to the 'five Ps', to include people. Others will increase the

mix to 'Seven Ps', to include physical evidence (such as uniforms, facilities, or livery) and process

(i.e. the whole customer experience e.g. a visit to the Disney World). The term was coined by Neil H.

Borden in his article 'The Concept of the Marketing Mix' in 1965.

The concept is simple. Think about another common mix - a cake mix. All cakes contain eggs, milk,

flour, and sugar. However, you can alter the final cake by altering the amounts of mix elements

contained in it. So for a sweet cake add more sugar! It is the same with the marketing mix. The offer

you make to you customer can be altered by varying the mix elements. So for a high profile brand

increase the focus on promotion and desensitize the weight given to price.

Promotion

Another one of the 4P's is 'promotion'. This includes all of the tools available to the marketer for

'marketing communication'. As with Neil H. Borden’s marketing mix, marketing communications has

its own 'promotions mix.' Think of it like a cake mix, the basic ingredients are always the same.

However, if you vary the amounts of one of the ingredients, the final outcome is different. It is the same

with promotions. You can 'integrate' different aspects of the promotions mix to deliver a unique

campaign. The elements of the promotions mix are:

1. Personal Selling

2. Sales Promotion

3. Public Relations

4. Direct Mail

5. Trade Fairs and Exhibitions

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6. Advertising

7. Sponsorship

The elements of the promotions mix are integrated to form a coherent campaign. As with all forms of

communication, the message from the marketer follows the 'communications process' as illustrated

above. For example, a radio advert is made for a car manufacturer. The car manufacturer (sender) pays

for a specific advert which contains a message specific to a target audience (encoding). It is transmitted

during a set of commercials from a radio station (Message / media). The message is decoded by a car

radio (decoding) and the target consumer interprets the message (receiver). He or she might visit a

dealership or seek further information from a web site (Response). The consumer might buy a car or

express an interest or dislike (feedback). This information will inform future elements of an integrated

promotional campaign. Perhaps a direct mail campaign would push the consumer to the point of

purchase. Noise represents the thousand of marketing communications that a consumer is exposed to

everyday, all competing for attention.

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GROUP DISCUSSION:

Which element of the promotions mix do you consider as being the most important? Justify your

answer.

VOCABULARY PRACTICE

For each definition choose the correct word or phrase (ex. 1-c):

1. Providing money to cultural or sporting activities in exchange for advertising rights

a) promotion b) grant aid c) sponsorship

2. A business which specializes in giving advice and support to companies about marketing and

markets

a) marketing consultancy b) counselling service c) company analysts

3. An economy which allows open and reasonably free exchange between private companies

a) command economy b) conservative economy c) free market economy

4. A market in which there are too many suppliers producing similar products

a) saturated market b) buyers’ market c) heavy market

5. A market in which there are few suppliers producing goods that a lot of people want to buy

a) weak market b) sellers’ market c) light market

6. A person who uses their specialist knowledge of a specific market to try to explain what has

happened and predict what will happen

a) market analyst b) forecaster c) market broker

7. A specific promotional activity over a limited period of time

a) campaign b) season c) trend

8. The activity of moving goods from the producer to the consumer

a) selling b) distribution c) orientation

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9. The proportion of the total market which one company controls

a) dominion b) market place c) market share

10. What a company or organization says it intends to do for its customers and the community

a) corporate mission b) strategic plan c) corporate image

TYPES OF PROMOTION

1. Choose the correct alternative for each sentence. In one case, both/all of the alternatives are possible.

1. direct mailing / mail order / postal advertising

Sending product or service information by post to specific individuals or companies is called direct

mailing.

2. personal selling / direct selling

A selling technique based on making a personal call to an individual or company is called …

3. an in-store promotion / a special offer

A promotion based on advertising in the actual shop is …

4. point-of-sale advertising / on-pack promotion

A promotion method that involves the packaging of a product, such as including a free sample or

coupon is called …

5. sponsorship / perimeter advertising

Advertising around the playing area at sports grounds is called …

6. bargain selling / BOGOF

A promotion method for fast moving consumer goods which involves buying one and getting one free

is called …

7. online advertising / advertising on the web / Internet advertising

Promoting your activities or your company and its products or services on the internet is called …

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8. cold calling / door-to-door selling

Telephoning direct to homes or businesses to try to interest people in your services or your products is

called …

SPEAKING

1. Discuss the following with a partner:

Negotiate a list including what you consider to be the DOs and DON’Ts of promotional sales.

2. Discuss on the following topics, agreeing or disagreeing on the truth value of each statement:

-Advertising does not present a real image of the product, exaggerating its characteristics.

-Advertising raises prices and brings few benefits.

-Advertising sometimes persuades customers to buy products they do not need.

3. Read the following text about direct mail and express your personal opinions about the issues

presented there:

Direct Mail's Deadly Sins

From Apryl Duncan,

Your Guide to Advertising.

How much junk mail do you receive each day? Do you read it? Toss it?

Now put yourself in the shoes of your direct mail recipients. Avoid direct mail deadly mistakes or your

materials will end up in the trash too.

Before you even begin to put your direct mail campaign together, you've got to know who your target

market is. Are they women? Parents? Young? Old? Understand what motivates them. What are their

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likes and dislikes?

Write as if you're talking to them. And even use terms these types of people would use.

But all the fancy graphics and the most beautifully created sentences in the world won't do you a bit of

good if you don't carefully select the people on your mailing list. If you're selling adult diapers, you

want to target senior citizens...not 23-year-olds.

Tighten your mailing list as much as possible to be sure it's tailored to your needs. It's tough to make

people believe they need your product and even harder to convince them they need it now. But if

you've researched your list, you have a higher chance of hitting potential customers instead of the trash

can.

You've made your list and checked it twice, so-to-speak. It's the perfect list. Now it's time to write.

Define your objectives before you start writing. Stay focused and hit the points of your objective. If

you get off track, your reader is going to stop reading.

Spend a lot of time on your headline. Just remember how you feel when reading mail that comes to

you. After you read that headline, do you keep reading? The headline can make or break your direct

mail campaign.

Does price really matter? Not unless you know what you're getting for that price. Hook your reader

with all of the product benefits. By the time they get to the end, they should be saying, "I can't live

without that!"

And then you let them in on the price. Even if the price is extremely low, you have to tell potential

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customers about the product first.

Disclosing this price shouldn't put people into shock. Is your product priced according to the market? If

you're selling a new teddy bear, it should be priced within reason. Not many people will pay $90 for a

tiny teddy bear, right? Truth is, a lot of direct mail goes unanswered because the products are

unreasonably priced.

Success! Your potential customer read all the way through your mailing. Now what?

Did you tell the reader what you want them to do? You can't sell if you don't tell.

Your readers need a call to action. Tell them to send in the card, call you, etc. Then tell them again.

Once your direct mail is ready to go, test several smaller mailings before sending out a huge chunk.

Test each of these mailings by changing a few items when you send them out.

Have two or more sales letters you test against each other. By testing, you will find out which of those

mailings are bringing in more responses and - hopefully - more orders.

Stick with the clear winners. Remember the saying, "If it ain't broke, don't fix it."

Direct mail is a waste of money for a lot of people. But it doesn't have to be for you. Understanding

direct mail deadly mistakes -- and avoiding them -- will lead you to sales success!

4. Read the following example of a direct mail and try to define the basic features of such a letter:

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I S L A N D

LONG DISTANCE

September 8, 200x

Julie Smythe

President

Alternative Retailing 777 Easy Way Los Angeles, CA

YOU CAN CUT YOUR COMPANY'S LONG DISTANCE

PHONE EXPENSES BY 30%!

Dear Ms. Smythe:

It's true! Island Long Distance saves direct mail retailers just like you as much as

30% off their monthly long distance phone bills.

We offer the same fiber optic telephone lines that your current service now offers,

except we charge a lot less for our high quality service. And, with Island Long

Distance, you never have to worry about lost sales due to a power or systems failure.

In the event of an emergency, our computer will automatically reroute the calls from

your 800 system to another location of your choosing.

Maybe you're wondering why you've never heard of us. That's because unlike AT&T

and MCI, we don't spend millions of dollars on expensive advertising campaigns. We

choose to pass this savings on to you. In fact, most of our new business is generated

the old fashioned way: our customers recommend us to their colleagues.

But that's not all. Island Long Distance offers:

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Delayed payment options during your off-peak months. As a clothing

retailer, we understand your business has peaks and valleys, and we're

prepared to help you through the valleys. Simply choose one of our

convenient payment options that's best for your needs.

Guaranteed rates for two years. AT&T, MCI, and Sprint raise their rates

20% every four months (those clever television commercials sure cost a lot of

money). We don't, and we'll put it in writing.

Guaranteed satisfaction. If after using our long distance for 90 days you're

not completely satisfied for any reason, we'll switch you back to your old

service free.

A FREE month of long distance to new customers.

But please don't just take Island's word on it. Here's what some of customers think

about us:

"Island Long Distance has cut our long distance phone bills by 30%!"

— Ellen Walker, President, Peacock Fashions

"I'll never forget the hurricane that downed our phone lines for one week. And I'll

never forget how quickly Island Long Distance rerouted our calls to our New York

branch. They saved us during our busiest sales season!"

— Alan Fisher, Sales Director, Candy-By-Mail

I've enclosed a brochure that further details our state-of-the-art rerouting system and

delayed payment options. Please be advised the free month of long distance is

available only to new customers who sign with us by July 1. You must act quickly

to take advantage of this exceptional savings opportunity.

I'd like to meet with you to discuss how Island Long Distance can immediately begin

saving you up to 30% on your monthly long distance expense. I'll be contacting you

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next week to schedule an appointment. I look forward to meeting with you soon.

Sincerely,

Samuel Johnson

President

P.S. Don't forget, you must sign with Island Long Distance by July 1, 200x for your

free month of long distance service!

2. Write a similar letter promoting a product or service at our choice.

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GRAMMAR

Conditionals

First, Second and Third Conditionals

There are three main types of conditionals sentences.

a. First conditional (or Type 1 conditional):

If I see Andrew at the meeting, I’ll give him your message.

Present Simple Future Simple

b. Second conditional (or Type 2 conditional):

If my parents were alive, they would be very proud of me

now. Past Simple would + Inf.

c. Third conditional (or Type 3 conditional):

If she had worked harder, she would have passed the exams.

Exercises

I. The following sentences are first, second or third conditional. Put the verbs in brackets into the

appropriate form:

1. We wanted to go out yesterday but the weather was terrible. If it (be) a nice day, we (go) for a picnic.

2. Why don’t you explain everything to him? If you (not tell) him the truth, I’m sure you (regret) it one

day.

3. Jennifer was here not long ago. If you (come round) earlier, you (see) her.

4. Apparently, the ferry company are planning to close the port in this town. If that (happen), the town

(lose) a great deal of money.

5. I (help) you with it if I (have) more time, but I’m afraid I haven’t got any spare time at all at the

moment.

6. The government is expecting to win the next election, but if it (lose), the Prime Minister (resign)

from politics.

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7. I am so glad that you took me to your friend’s party. If we (not go) there, I (never meet) Adrian.

8. It’s ridiculous that trains are so expensive. If fares (be) cheaper, I’m sure more people (use) the train

and leave their cars at home.

9. If she (get) that job she applied for, she (be) delighted. And I think she’s got a good chance of getting

it.

10. Fortunately the explosion took place at night when the streets were empty. It (be) a disaster if it

(happen) in the middle of the day.

11. The talks between the two leaders keep breaking down. If they (break down) again, it is possible

that there (be) a war between the two countries.

12. If Alison (know) anything about car mechanics, I’m sure she (help) us fix the car, but I think she

knows even less than we do.

13. They’ve been married for twenty years now but I don’t think she (marry) him if she (know) what a

selfish man he was.

14. Children spend too much time watching television and playing computer games. I’m sure they (be)

happier if they (spend) more time playing outside.

15. Jamie has everything he wants but he’s always moaning. I’m sure that if I (have) so much money, I

(not moan) all the time.

II. Put the verbs in brackets into the appropriate form:

1. Oh dear, I think we’re a bit late. If the concert’s already started, we (not be allowed) to go in.

2. He wouldn’t be coming here if he (not want) to.

3. If you were planning to leave your husband, I (advise) you against it.

4. He could be earning lots of money now if he really (want) to, but I don’t think that’s what he wants.

5. You can stay here tonight if you (not have) anywhere else to stay.

6. If I could have phoned you, I (tell) you what was happening.

7. If you (have) any problems, give me a ring.

8. If you (get) here at about 8 o’clock, I’ll be waiting for you

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9. We could have got there in time if you (phone) us earlier.

10. If this should happen again, (come) and (tell) me about it immediately.

11. You can’t expect kindness and support from your family if you (not give) the same to them.

12. If she’s been working all day, she (be) very tired when she gets in.

13. If the management were to reinstate the strike leader, the strike (be called off).

14. If I (keep) working on this essay, I’ll have finished it by tonight.

15. If I could borrow some money, I (definitely come) on the holiday with you, but I think it’s unlikely.

16. I might have been able to help you if you (explain) the problem to me.

17. If I could live wherever I wanted to, I think I (choose) to live on a Scottish island.

18. If they had been listening more carefully, they (might understand) what I was saying.

19. If I (be) a year older, I could join the army.

20. If I (get) a pay rise, I’m going to buy a new car.

Bibliography

1. Cullen, V. & Lehniger, D. (2000) B for Business. München: Max Hueber Verlag

2. Dubicka, I. & O’Keeffe, M. (2006) Market Leader Advanced. Edinburgh: Pearson Longman

3. Hollinger, A. (2002) Test Your Business English Vocabulary. Bucuresti: Teora4. Longman Business English Dictionary (2006), Pearson Longman

5. Vince, M. (2005) Advanced Language Practice. McMillan

6. Topala, V.(2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

7. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura Economică

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MODULE II

FINANCE AND ACCOUNTING

Basic Concepts:

Accounting, accountant, assets, liabilities, auditing, balance sheet, invoice

General objectives:

a. improve students’ command of English

b. help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. increase students’ knowledge of business terms

Specific objectives

a. to provide information and explanations about notions related to accounting; b. to improve vocabulary related to the field of finance and accounting

c. to revise grammar knowledge about indirect speech

Recommendations:

a. read the texts carefully and try to address the corresponding tasksb. use the dictionary to improve your vocabularyc. focus on content and on language used. improve your control of grammar and build your vocabulary by practicing different types of exercises

Expected results:

a. improve students’ command of English

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b. build up speaking and writing skillsc. practice writing for specific purposesd. encourage the independent study and self-instructionBEFORE YOU READ

1. You decide to set up your own business. What are the main requirements for such a venture?

2. What type of business organization are you going to set up? What may your options be?

3. As a small business owner do you need to hire professional accounting services or can you manage by yourself?

4. Is it enough to have a professional accountant or do you have to know something about financial operations yourself?

5. In your opinion what particular skills do accountants need?

READING

Read the article about Company Formation. Choose the best sentences from the list below (A-H) to fill

each gap (1-5). There is one sentence that you do not need. There is an example at the beginning (0-D)

A. The big advantage of forming a public limited company is that advertisements may be paced in

financial newspaper inviting the public to apply for shares: a prospectus, as this advertisement is called,

gives details of the company’s past trading record and estimates of future earnings, together with other

information required by law.

B. On the other hand, bookkeepers are responsible for obtaining the financial data that the accounting

system processes. An accounting system cannot operate without good, accurate bookkeeping, but a

bookkeeper can generally be trained in a year or two.

C. As a consequence, owners in a corporation have limited liability. With limited liability, the owners

are responsible for the debts of the business only to the extent of the amount they have invested.

D. Perhaps you want to become a part-owner of a corporation by buying shares on it. You may want to

invest in a partnership by becoming a sleeping partner or you may want to look into franchise.

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E. Most probably you will have to employ a skilled person to keep the exact records of your business

and possibly to give you some professional advice as well.

F. There are more sole proprietorships than any other types of business in the United States economic

system, but it is the giant corporation, especially the multinational one, that has become to many the

symbol of the private American enterprise system.

G. Their personal savings and possessions cannot be taken to pay the corporation’s debts.

H. Usually, all the partners have personal unlimited liability for debts to creditors. A partner who

invests money in a partnership but who does not run the business is called a sleeping partner.

Company Formation

A person starting a new business must decide which type of organization is best. To some extent the

answer depends on the person, the type of business, the money needed, and the kind of product or

service to be provided. If you are going in a restaurant business, you may decide on a sole

proprietorship or a partnership. (……0……-D)

(……1……)

The money needed to start a business is called capital. If you do not have enough capital you may

borrow some from the bank in the form of a loan or an overdraft. Before the bank will give a loan you

must put up some security (such as your own house) in case you cannot pay back the money.

If the business owned by yourself (sole proprietor) runs into trouble, you are liable to pay all the debts

to your creditor, even if you have to sell your private possessions. A sole proprietor is personally liable

to his/her creditors.

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Sometimes two or more people own and run a business. This is called a partnership. People who invest

money in a business are called investors or backers. The backers in a partnership are all partners and

owners. (……2……) Sometimes a sleeping partner can have limited liability; his/her liability is limited

to the amount of money he/she invests.

A company or a corporation is a business that is legally regarded as a separate entity, as “something

that exists independently”. That means that, as far as law is concerned, the corporation has a separate

existence from the people who own it. It has a life of its own. (……3……) Even if the business fails,

the owners cannot lose more than they have invested. (……4……) Limited liability companies are

economically very efficient. Although only about 6 percent of all businesses in the United States are

corporations they earn about 79 percent of the country’s income.

Investment in a limited company is in the form of shares. Everyone who buys shares in the company is

a shareholder. The liability of each share is limited to the amount of one’s investment. If you have

shares in a company, you have stake or holding in the company. If you hold 20% of the shares, you

have a 20% stakes. If a shareholder has more than 50% holding, that person is a majority shareholder

and has a majority or controlling interest in the company.

A public limited company is normally the largest form of business unit in the private sector; its shares

are often quoted on the stock exchange. Most present day public companies were once private, having

at one stage gone public with the help of a bank. (……5……)

One of the main reasons for small business failure is not managerial incompetence, but inadequate

financial planning. Therefore, in order to ensure your success you have to learn something about the

market you want to enter, the goods and services already existing and you have to understand some

basic business and accounting principles. (……6……) This means writing down credits and debits, and

adding up columns and figures – usually bookkeeper’s duty, but also recording cash flow and the value

of assets and liabilities, calculate losses and profits etc. – which is what an accountant does. You will

have to know and understand the meaning of some basic accounting jargon such as cash receipts,

journal, check register, double entry, FIFO, trial balance. You need all this, as well as financial

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statements, budgets, cash-flow projections, both to measure the success of your company and to help

you make decisions about allocating your resources for future projects.

(Adapted from Ready for Business)

COMPREHENSION QUESTIONS

1. What do you understand by sole proprietorship?

2. What do you understand by partnership?

3. Why are limited liability companies economically efficient?

4. What are the main reasons for small business failure?

ENGLISH IN USE

1. Questions 1-10For each blank (1-10), think of the word that best fits in the context. Use only one word in each space.

Accounting is at least the second oldest profession in the world. But while earlier professionals rapidly

got to grips ……(1) basic techniques and even introduced refinements, it is remarkable that generations

of tax collectors staggered ……(2) for thousands of years ……(3) finding a satisfactory general

method of keeping a ……(4) of their affairs. This should serve ……(5) a warning. The problem is

common sense but the answer is not. It is highly contrived and ……(6) some respects still imperfect.

A business may be pictured as a box. The box has contents and ……(7) virtue of owning the box, the

owner has a claim ……(8) the value of the contents. As the business buys and sells goods and services,

so the value of the contents of the box will increase or ……(9), depending on whether the business

makes a ……(10) or a loss.

2. Questions 11-20For each blank (11-20), decide which of the options A, B, C or D is best. Only one answer is correct

and there is always one correct answer.

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When the independent auditor begins an audit ……(11), he ……(12) that the internal control system of

the ……(13) is appropriate and ……(14); that the generally accepted accounting principles have been

applied in all accounting processes ……(15) the financial statements; that these generally accepted

accounting principles utilized have been applied ……(16) between the current and the prior periods;

and that there is an adequate amount of informative financial ……(17) in the financial statements and

footnotes. Evidence gathering and its evaluation enable the auditors to ……(18) or confirm these

assumptions. Thus the auditor’s work involves the analytical process of gathering sufficient evidential

matter on a test or ……(19) basis to enable a competent professional to express an opinion as to

whether a given set of financial statements meets ……(20) standards of financial reporting.

11. A assortment B task C assignment D responsibility

12. A pretends B assumes C assures D insures

13. A entertainment B estate C enterprise D firm

14. A effective B proficient C affective D productive

15. A undertaking B basing on C undergoing D underlying

16. A consequently B considerably C consistently D consecutively

17. A discontent B display C discrepancy D disclosure

18. A deny B release C reject D direct

19. A sampling B dating C stamping D modelling

20. A stated B founded C foundling D established

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Questions 21-25

In each of the following groups of sentences (21-25), there four underlined parts, A, B, C and D. For

each sentence, find the underlined part, A, B, C or D, that makes the sentence incorrect. There is always

one possible answer.

21. Auditing is (A) an analytical process applied to everyday business situations. (B) While it is closely

related to existing business practices. Without (C) first hand knowledge of the nature of these practices

and their setting, the auditor would rely exclusively (D) on available financial data.

22. This would jeopardize (A) the two audit efficiency and effectiveness. Therefore (B) a getting-

acquainted phase (which usually includes a visit to a client’s facilities and certain analytical preliminary

tests and inquiries) (C) initiates the typical audit process. Such “getting-acquainted” preliminaries to

the conduct of an audit are (D) standard procedures today.

23. The auditor’s evaluation of the control systems (A) operating within the enterprise has a direct

influence on (B) the scope of the examination (C) he undergoes and the nature of the tests he conducts.

(D) However, we must remember that eventually both the system and the data it produces are covered

by the audit process.

24. Evidential matter supporting financial statements consists of the underlying accounting data and all

(A) collaborating information available to the auditor. The auditor tests (B) underlying accounting data

(C) by analysis and review, retracing some of the procedural steps followed in the original accounting

process and (D) reconciling the events with the information reported.

25. The auditor’s evidential material is the result of tests, selected observations, and statistical sampling

where large (A) compilations of data are involved. The auditor must always (B) balance up the natural

desire for more evidential matter to support an opinion against (C) the costliness and social usefulness

of completely reconstructing the (D) underlying data and processes that produced the financial

statements.

3. Questions 26-30

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Use the word given in CAPITALS at the end of each gapped line (26-30) to derive a word that fits a

space.

But what (26) …… is accounting? It is very difficult to find a pithy SPECIFIC

definition that is all-(27) …… but we can say that accounting is INCLUDE

concerned with the (28) …… of information in PROVIDE

(29) …… terms that will help in decisions concerning resource FINANCE

(30) ……, and the preparation of reports describing the effects ALLOCATE

of past decisions.

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GRAMMAR

Indirect Speech

In direct speech we give the exact words of the speaker, while in indirect speech we report using our

own words what somebody has said.

We change the pronouns, names according to the meaning of the reported sentence.

-Requests and commands are reported with the infinitive.

“Open the door!” He ordered me to open the door.

“Don’t feed the cat! He told me not to feed the cat.

Reported Statements

When the main clause contains a verb in the present tense the verb of the subordinate (object clause)

remains in the same tense as it was in the Direct Speech.

“I broke the vase yesterday”. He tells me (that) he broke the vase yesterday.

When the verb in the main clause is in the past tense all the tenses in the subordinate clause move back into the past. (backshift)

Present Simple – Past Simple

Present Continuous - Past Continuous

Present Perfect - Past Perfect

Present Perfect Continuous - Past Perfect Continuous

Past Simple - Past Perfect

Past Continuous - Past Perfect Continuous

Past Perfect - Past Perfect

Past Perfect Continuous - Past Perfect Continuous

Future Simple - Future in the Past

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Future Continuous - Future Continuous in the Past

“I don’t like soft rock.” – He said (that) he didn’t like soft rock.

“Peter is reading a book.”- He told me (that) Peter was reading a book.

“I have changed my mind.” – She explained (that) she had changed her mind.

-Modal verbs change too.

may - might

can - could

must - had to / was, were to

have to - had to

will - would

shall - should

“I may help you.” - He said (that) he might help me.

-Adverbs and pronouns change too.

here - there

now - then

today - that day

yesterday - the day before/the previous day

last week - the week before/the previous week

tomorrow - the next day/the following day

next week - the next week/the following week

this - that

these - those

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“I am here.” - He said (that) he was there.

“It is raining now.” - He related (that) it was raining then.

“We should have gone on a trip, if the weather had been fine.” - My friend told me (that) we should

have gone on a trip if the weather had been fine.

Reported Questions

When we report questions the word order of the subordinate clause follows the topic of the declarative

sentence.

“Where do you live?” - He asks me where I live.

“When are you both leaving?” – He wanted to know when we both were leaving.

“Are you coming?” - He asked me if I was coming.

“Do you eat soup or not?” - He inquired whether I ate soup or not.

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Exercises

I. Report the following using the past simple of the verb in brackets.

a) “Put your bags in the car!” he said to me. (tell)

b) “Don’t wait for me!” she said to him. (tell)

c) “Please don’t tell my parents!” she said to us. (ask)

d) “Can you look at my essay?” he said to her. (want)

e) “Could you move up a bit?” she said to them. (ask)

f) “Please don’t play my CDs without asking!” she said to him. (want)

II. Change the statements into reported speech.

a) “I am a policeman.” He said…

b) “We’re not staying in a hostel.” They said…

c) “The boys went home at ten o’clock.” They said…

d) “I’m a vegetarian and I don’t eat meat.” She said …

e) “I’ve lost my purse.” Nicola said…

f) “I can’t read the writing on the board.” The boy said…

g) “We’ll phone on Saturday.” They said…

h) “The eggs are delivered fresh in the morning.” She said…

i) “I didn’t work the early shift on Sunday.” Tom said…

III. Change the direct questions into reported questions.

a) “What’s your name?” She asked me…

b) “Did you see the film on TV last night?” He wanted to know …

c) “Where do you come from?” They asked us …

d) “When are you both leaving?” He wanted to know …

e) “Do you like Cornwall?” The reporter asked Jake …

f) “Did you go to London first?” She asked me …

g) “How old are you?” The reporter asked me …

h) “Can you teach me to surf?” Nicola asked him …

i) “Will you ever visit Cornwall again?” She asked Jake …

(Snapshot Pre-Intermediate)

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Bibliography

1. Alexander, L.G. (1988) Longman English Grammar. Edinburgh: Pearson Longman

2. Frendo, E. & Mahoney, S. (2005) English for Accounting. Berlin: Cornelsen

3. Longman Business English Dictionary (2006), Pearson Longman

4. Vince, M. (2005) Advanced Language Practice. McMillan

5. Topala, V. (2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

6. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura

Economică

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MODULE IIIIMPORT – EXPORT

Basic Concepts:

Import, export, trade, tariff, quota, autarky, dumping

Objectives:

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business terms

Specific objectives

a. to provide information and explanations about notions related to international trade; b. to improve vocabulary related to the field of import and export

c. to revise grammar knowledge about the subjunctive mood

Recommendations:

a. read the texts carefully and try to address the corresponding tasksb. use the dictionary to improve your vocabularyc. focus on content and on language used. improve your control of grammar and build your vocabulary by practicing different types of exercises

Expected results:

a. improve students’ command of Englishb. build up speaking and writing skillsc. practice writing for specific purposesd. encourage the independent study and self-instruction

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BEFORE YOU READ

1. What is commerce?

2. What commercial services do you know?

3. Why is the distribution of goods as important as their production?

READING

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What Commerce is about

As a human activity commerce is concerned with the study of trade - i.e. the moving of the goods

from the seller to the buyer – and the aids to trade, of the business units which provide goods and

services.

The goods are almost always produced far away from the place of consumption and their way

from the producer is long and very complicated. Therefore, it is the function of commerce to offer

a link between the stages of this process and the necessary instruments to make it work.

The main functions performed by commerce are as follows:

Trade is the basic commercial activity. It is essentially the exchange of goods and services

between producers and consumers. Trade consists of home/ domestic trade including wholesale

trade and retail trade, and foreign/ overseas trade dealing with import and export trade.

But commerce includes more other functions in addition to trade. Distribution involves getting

goods from the manufacturer to the consumer. Without sophisticated systems for storing goods

and selling them to the consumers, it would be impossible for firms to find customers for their

goods.

Banking and financial services offered by bank and other institutions assist commerce by

providing loans and other services which allow business to function and invest in future

production, and enable consumers to purchase goods and services.

Communication, in both written and electronic form, allows firms to order and sell their goods

efficiently and cheaply. No transaction is possible without communication.

Transport is concerned with the moving of goods by land, sea or air as well as the means

necessary to do it.

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Insurance allows risks to be taken without fear of loss. It gives security and stability to commerce

as it enables the business people to survive losses by damage, shipwreck, fire, burglary etc.

Without adequate insurance many enterprises would be too risky to undertake.

Advertising also pays an important part as it enables firms to let prospective customers know

their offer. It includes a wide range of forms from hand-distributed leaflets to highly

sophisticated television commercials.

(Ready for Business)

COMPREHENSION QUESTIONS

1. What is the usual definition of commerce?

2. How would you define trade?

3. What is meant by commercial services?

4. What ways of distribution can you enumerate?

5. Who is a wholesaler and a retailer?

6. What does import trade deal with?

7. What does export trade deal with?

VOCABULARY PRACTICE

1. Give synonyms for: commerce, commercial, foreign trade, home trade, to provide, to enable, aid, to assist, prospective, customer, link, goods.2. Match the following word with their corresponding definitions.

1. goods2. services3. profit4. turnover5. stock6. producer goods/industrial goods7. consumer goods8. commodity9. consumer outlet10. trade

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a) the moving of goods from the seller to the buyerb) the amount of money that is made by a business, e.g. when it sells something for more than it costsc) articles of trade or commerce; wares, merchandise; products as opposed to servicesd) the work provided for others as an occupation or a businesse) items such as food or clothing produced for the final consumerf) items meant to be used in producing other productsg) the rate at which goods are sold and restockedh) any specific market where consumers buy goods, such as a shop, a store, a merchant, an agency, an open-air stalli) an accumulated supply of goods; to keep a supply of goodsj) a) raw material such as grain, cocoa, coffee, wool, cotton, rubberb) goods regarded in economics as the basis of production and exchange

3. Fill in the blank choosing from these words: cash-and-carry, chain, discount, demand, middleman, overheads, security, stock-control, turnover, wholesalera) The amount of money taken (without any deduction) or the amount of goods sold is the ……b) Deciding how many items should be ordered when is a matter of ……c) A number of shops belonging to one company is a ……d) Shops possess safes for ……e) A wholesaler offers his goods at a …… to enable the retailer to produce a profit.f) A retailer buys his stock from a ……g) The costs of running a business caused by lighting, heating, rent, wages etc. are its ……h) The wholesaler is the …… between the manufacturer and the retailer.i) The everyday name for a warehouse from which the retailer collects the goods himself is ……j) There are industries where goods have to be made several months in advance of the main buying for seasonal ……

(Ready for Business)

SPEAKING

1. Give arguments pro/against free trade and protectionism.

Take into consideration as guiding lines the following questions:

Why do most economists oppose protectionism?

Which are the main protectionist methods?

Why do governments impose import restrictions (tariffs, quotas)?

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GRAMMAR

Subjunctive and Unreal Past

Present Subjunctive:Present Subjunctive is used mainly in certain fixed phrases and in formal, impersonal English. In more

informal language we commonly use the Present Simple or “should”

We use the Present Subjunctive:

- in “that”- clauses , after report verbs, adjectives or nouns to express plans, urgency, intentions or suggestions: The police insisted the car (should) be moved immediately. The police insist the car is / be moved immediately.

Words often followed by a Present Subjunctive are:

Verbs: insist, suggest, request, order, recommend, propose, think.

Adjectives: advisable, essential, desirable, preferable.

Nouns: decision, insistence, demand, requirement, condition.

- after “if”: If he (should) be found / is found guilty, he’ll be jailed for ten years.

- after “whether”: Whether she (should) agree / agrees or not, we’re going to have to go ahead.

- after “whatever”: Whatever his reasons be / are, they are insufficient to excuse him.

- the Present Subjunctive is common in particular phrases: Far be it from me…; So be it…; Be that as it may…; Suffice is to say…; Come what may…; Heaven forbid!; Long live the Queen.

Past Subjunctive:We use the Past Subjunctive (“were” in all persons) in formal English. Its meaning is similar to Unreal

Past:

If the minister were here, he would no doubt refute the allegations. (= formal)

- however, it’s more common to use “was” and “were” in their usual ways: I wish he wasn’t such a bighead. (= informal)

- “were” is common only in the phrase “if I were you” and in the formal conditional pattern “were” + subject + infinitive: I wouldn’t argue with her if I were you. / Were the vote go against me, I’d resign.

Unreal Past:We use Unreal Past or Past Subjunctive to discuss imaginary situations, to express impossible wishes,

and to make proposals and polite requests:

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- after “if” when we think it is unlikely or impossible that the condition will be fulfilled: If she were to eat / ate more often, she might get to like it.- to replace an “if”-clause when we imagine past, present or future events being different: Had he agreed, he’d have become the team captain. / Were he to agree, he’d probably become the next coach.- after “if only” to express regrets and frustration: If only he were / was more adventurous. / If only I hadn’t drunk so much coffee! (= but I did)- after “wish” when we are wishing for the virtually impossible. For more reasonable wishes, we commonly use “would” or “could”: I wish I weren’t / wasn’t having the injection tomorrow (= but I am) / I wish I’d listened to you. (= but I didn’t). “Would” is used when the speaker wants somebody or something else to change: I wish he would change his mind and marry Jane. / I wish it would stop raining. The use with “would” is often used to describe an annoying habit: I wish you wouldn’t make such a mess.

- after “would rather” and “ would sooner” to express preferences: Do you mean you’d sooner I weren’t / wasn’t here? ; I’d rather you hadn’t spoken so rudely to him.

- after “as if” and “as though” we use Present and Present Perfect forms to suggest something is likely to be true. Unreal Past suggests it is unlikely or untrue: The man speaks as if he was / had never heard of the place. He acts as though he owns / owned the place.

- after imperative “suppose” and “imagine” (Present Tense is also possible): Imagine he were to tell you / told you / tells you his most personal secrets.; Suppose she were to have followed / had followed your advice. (= but she didn’t)- after “it’s time…”: It’s time I wasn’t here.; It’s time we left. / It’s time to leave.

Exercises

I. Put each verb in brackets into an appropriate form:

a. I’d rather you (not watch) television while I’m reading.

b. It’s high time you (start) working seriously.

c. I wish I (spend) more time swimming last summer.

d. Helen is bossy. She acts as if she (own) the place.

e. I wish you (not keep) coming late to class.

f. Suppose a complete stranger (leave) you a lot of money in their will!

g. I wish I (go) to your party after all.

h. The government demanded that the ambassador (be) recalled

i. You are lucky going to Italy. I wish I (go) with you.

II. Correct the error(s) in each sentence:

a. I wish I bought that old house.

b. I’d rather you don’t eat all the bread.

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c. It’s time I go.

d. I wish I own a motorbike.

e. I wish we are not leaving in the morning.

f. Sue would rather reading than watching television.

g. Come comes. I’ll be on your side.

h. I hope it would stop raining.

i. I’d prefer if you didn’t wait.

j. I wish I didn’t listen to you before.

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Bibliography

1. Alexander, L.G. (1988) Longman English Grammar. Edinburgh: Pearson Longman

2. Cullen, V. & Lehniger, D. (2000) B for Business. München: Max Hueber Verlag

3. Longman Business English Dictionary (2006), Pearson Longman

4. Vince, M. (2005) Advanced Language Practice. McMillan

5 Topala, V. (2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

6. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura Economică

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MODULE IV

STARTING A BUSINESS/THE BUSINESS PLAN

Basic Concepts:

Business, entrepreneurship, sole trader, partnership, private limited company, business plan

Objectives:

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business terms

Specific objectives

a. to provide information and explanations about types of companies b. to improve vocabulary related to types of companies and the business plan

c. to acquire knowledge about how to draw up a business plan

Recommendations:

e. read the texts carefully and try to address the corresponding tasksf. use the dictionary to improve your vocabularyg. focus on content and on language useh. improve your control of grammar and build your vocabulary by practicing different types of exercises

Expected results:

e. improve students’ command of Englishf. build up speaking and writing skillsg. practice writing for specific purposesh. encourage the independent study and self-instruction

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BEFORE READING

1. If you had a large sum of money, would you start your own business? Why? If yes, describe it.

2. How would you describe an entrepreneur? What skills would he/ she require?

3. What should a business plan include? Make a list of the main aspects you would consider in writing one.

READING

Looking at the Project

Are you up to it?

Before carrying out any detailed work on your proposed business you should consider:

-your personal ambitions and the role of the business venture in their fulfillment

-the aspirations of your colleagues and whether you form a well-balanced team

-the market of your product

-a realistic strategy to exploit that market

You and your management team

In the early stages of business, you and possibly a small number of colleagues will be responsible for

all aspects of the business, whether it be concluding a major sales contract or ensuring an adequate

supply of stationery.

Financiers such as bankers or venture capitalists will not support a business which has inadequate

management. Thus, your business should comprise a committed team with complementary skills. In

addition, a significant financial commitment from entrepreneurs is required by most investors.

The market

The first thing to be considered is the market in which you are going to operate and it is essential that

you should have the four Ps of marketing fixed in your mind.

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Your business strategy

You should set realistic objectives for your business and develop appropriate strategies to achieve them.

These objectives must be compatible with your personal ambitions and values. Most successful

strategies tend to be simple and concentrate on the business’s strengths while building an adequate

defence against its weaknesses.

Preparing a business plan

A business plan is primarily a management tool. It helps you to focus, in a logical and organised way,

on the future growth of your company. The business plan acts as a control device against which

management can measure achievement.

An introduction to the business

The two-page summary is the most important part of the document, it should be a concise overview of

the business and its products and services, including the background of the business, that is, when it

was started and the highlights of its progress, as well as an outline of the key roles of the management

personnel, previous financing arrangements where applicable and the current ownership of the

business.

The business’s objectives and related strategy

These targets would include the level of sales, profitability and how much you will take out of the

business by way of remuneration. You should describe how and where you plan to sell and distribute

your product or service.

You must explain why customers will buy from you and demonstrate to prospective investors that you

understand how your market should be segmented, and that you have the ability to sell and deliver your

product or service effectively to the correct targets.

The pricing strategy and policy for your product or service should be explained, and compared to your

competition. Show how your pricing approach will enable you to: penetrate the market, maintain and

increase market share in a competitive environment and make a profit.

The principal activities, products and history

Before lending you money, a potential source of finance will want to know all about your product or

service and the history of your business.

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The markets, customers and competition

The financier should be convinced that there is a demand in the market for the particular goods or

services of your business, that you know your products and the niche that it fills in the market place and

that you have confidence in the product and service.

You should also provide an analysis of existing and potential customers, the market size and trend, and

any competition.

Research and development

You should describe the stage of development of the product, costs incurred to date, and the extent to

which further finance is required to complete development, test and establish the product in the market-

place.

The management

You should explain how your business’s management team is organised and describe each member’s

primary role, demonstrating how the managers’ role complements each other. Investors are looking for

a team with a balance of marketing, financial management and production skills, as well as experience

of the product or service you are developing.

Major resource requirements

You should go into greater detail on the finance required, the reasons for it and the time-scale over

which the funding is required.

Financial information

The business plan should include the following financial information: projected profit and loss

statement, cash flow forecasts, projected balance sheets, break-even analysis (where the income from

your sales is equal to your expenditure on purchases and other overheads).

Principal risks

The business plan should go on to describe the inherent risks to which your business is vulnerable and

how you intend to monitor and control them. Your financial projections should include the sensitivity

analyses mentioned above, highlighting how your profit and cash flow forecasts will be affected by for

example: deviations from forecast sales, any change in the cost of sales, any possible changes in the

pricing policy, fluctuations in interest rates etc.

The long-term plans of the business

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This is an opportunity to set objectives for your business in the medium to long term, based on your

forecasts and projections in the short term.

Detailed information

Finally you will need to include in appendices all the detailed information on your business plan for

example: the detailed budgeting schedules, assumptions, details of management, product literature etc.

Setting up the business

These are the various matters which will need consideration before your trading entity can make the

first product, sell the first item or supply the first service: bank accounts must be opened, trading

premises must be found, trading terms must be set, relevant authorities must be informed, employees

recruited (if necessary), applications for VAT registration must be made, letterheads, invoices and

stationery must be printed, nameplates obtained, insurance cover must be obtained.

(Adapted from Getting Started)

SPEAKING

1. Discuss about the advantages and disadvantages of being a sole trader, about the advantages and

disadvantages of the partnership and about the differences between partnership and joint stock

companies.

2. Work in pairs and decide what sort of business you would like to start. Give details concerning: the

type of company, the product or service, the market, personnel, marketing strategies, premises,

machinery, etc.

WRITING

Draft the plan of your business.

Bibliography

1. Alexander, L.G. (1988) Longman English Grammar. Edinburgh: Pearson Longman

2. Cullen, V. & Lehniger, D. (2000) B for Business. München: Max Hueber Verlag

3. Longman Business English Dictionary (2006), Pearson Longman

4. Vince, M. (2005) Advanced Language Practice. McMillan

5 Topala, V. (2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

6. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti:

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Editura Economică

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MODULE V

BANKS, STOCKS AND SHARES

Basic Concepts:

Banks, stocks, shares, credit, stock market, dealer

General objectives:

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business terms

Specific objectives

a. to provide information and explanations about banks and the stock exchange b. to improve vocabulary related to banking

c. to revise grammar knowledge about relative clauses

Recommendations:

i. read the texts carefully and try to address the corresponding tasksj. use the dictionary to improve your vocabularyk. focus on content and on language usel. improve your control of grammar and build your vocabulary by practicing different types of exercises

Expected results:

i. improve students’ command of Englishj. build up speaking and writing skillsk. practice writing for specific purposesl. encourage the independent study and self-instruction

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BEFORE YOU READ

1. Which are the most representative banks in Romania?

2. What kind of services do they offer?

3. What kind of banking facilities do you use?

4. What changes have there been in personal banking recently?

5. Has the introduction of electronic banking had a significant impact on banking activities? If

yes, why?

6. What further changes do you foresee in the future?

READING

BRD Romania – A Bank for the Future

BRD (The Romanian Bank for Development) is the second largest bank on the Romanian market. Its

history goes back to 1923 when the National Society for Industrial Credit was founded. The objective

of this public institution was to finance the Romanian industry.

According to the nationalization law from June 1947 it became The Credit Bank for Investment. In

1957 The Credit Bank changed its name into The Bank for Investment and it had at the time a

monopoly position in the field of medium and long term financing in the industrial sector.

The birth of BRD as a commercial bank occurred in 1990. The basis of its activity was provided by the

taking over of the assets and liabilities of The Bank for Investment, but it also started opening agencies

and subsidiaries all over the country which stimulated the orientation towards attracting deposits from

companies and individuals but also towards granting investment credits for trading firms.

BRD was chosen by the Romanian government to become the first private commercial bank. The

acquisition of the majority stock by the group Societe Generale was finalized in March 1999. Very

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soon, BRD became a leader on the market of new products such as bank cards and consumer credits.

Miss S.N. has been working for BRD for 10 years in the credit department. She says: “Practically, I’ve

been growing up with the bank. At the beginning, when I got hired there, the bank provided credits

especially for small, medium-size and state-owned companies. In time, retail banking has developed

with credits for farmers, for building houses and purchasing cars. Lately, we have also offered

consumer credits, which means that a borrower can get the credit for any personal needs and he is not

required to attach any justification documents. Our bank also has other forms of financing such as

factoring, forfeiting, leasing and overdraft.

My job at the bank is to analyze credit files and to decide whether the company is worth crediting or

not. Such a file contains documents about the company, a financial analysis of the balance sheet and the

last trial sheet, as well as a commercial analysis of the market and competition. The bank may also ask

for information about the assets of the company, the evolution of its shares on the stock market or the

situation of other loans that the company might have to return meanwhile. If everything is O.K. then

the company gets the credit.

Besides credits for companies and individuals, BRD offers a large range of banking services such as:

opening accounts, making deposits and other saving instruments, giving loans, transferring funds,

external payment, electronic banking. BRD has a well-developed ATM network all over the country

and it issues both credit cards and debit cards. The bank is also involved in trainings and seminars for

students and graduates in economics. “

COMPREHENSION QUESTIONS

1. What position does BRD hold on the Romanian market?

2. What kind of bank is BRD?

3. Who owns the majority stock of the bank?

4. What types of banking services does BRD offer?

5. What sorts of documents does a credit file contain?

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6. What is a consumer credit?

7. If you had a large sum of money and wanted to deposit it in a bank, would you choose BRD?

Why yes/ not?

VOCABULARY PRACTICE

1. Match the following words with the corresponding definitions below:

a) corporate banking 1.type of loan security used for buildings

and

land

b) retail banking 2. arrangement between a bank and a supplier

by

which the bank buys the right to collect the debts from

approved customers

c) credit card 3. banking products and services for

companies

d) debit card 4. the purchase by the bank of medium and

short-term bills of exchange accepted by the

drawee in international transactions

e) mortgage 5. type of card that allows the owner to be

debited by the bank with a certain sum

according to his income

f) factoring 6. a method of using an asset without

necessarily purchasing it

g) forfeiting 7 banking products and services for individuals

h) leasing 8. type of card that allows the owner to

withdraw only as much money as he/she has in

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the account

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SPEAKING

1. Discuss the following with a partner:

Do people usually buy or rent their houses in our country?

Where do most people get the money to buy their houses?

When people borrow money for a house or flat, what is the usual repayment period? Are interest rates

fixed or variable?

BEFORE YOU READ

1. If you had a large sum of money, would invest it in shares? Why yes / not?

2. If yes, would you use the services of a broker?

3. How would you select him / her?

4. Do you think you can use the Internet on this purpose?

READING

The DIY Approach

Putting your money where your mouth is pretty well sums up direct investment in stocks and shares.

You have to pick the right stocks. You have to track down possible avenues of research and vital

information affecting these shares. You have to decide on timing – whether this is for buying, holding

or selling shares.

Thanks to the Internet, direct dealing in stocks and shares is now much easier for the smaller investor.

Check out the websites of brokerages offering an interactive internet facility. This is particularly

important for investors living in different time zones. Some brokerage services include the scope for

clients to tap into personal portfolio valuations, access individual share prices and valuations and the

latest market research.

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Before rushing in to any deal ask yourself some essential questions. Is the source of research reliable?

What other areas of company research could substantiate what you have already? Have you factored in

everything that could affect the investment – economic trends, market issues, currency risk and so on?

When it comes to actually dealing, investors need to hire a stockbroker. Essentially, there are two levels

of service. For those that are not happy with confronting some of the questions listed in the first

paragraph of this article, a stockbroker’s advisory service will be of most interest. This option provides

the chance to talk through any direct investment before it is made.

Given that your decisions may well rest upon such advisory sessions, it is essential to check the

stockbroker’s credentials. Key questions will include: how long has the broker’s company been in

business? Who are the partners, and what is the company’s own financial position? How long has the

broker been with the company? What is the quality of research available to the broker?

Of equal importance is the fact that the relationship between broker and client is an intimate one. Do

you feel comfortable with the broker? Does he talk sense? Does his view of the world of investments

dovetail with your own? Find out exactly what the fees are per hour before signing up, and check out

how much you’ll pay per transaction.

The other option is to hire a brokerage house on an execution-only basis. Broadly, this is a service

which carries out all the deals as instructed by the investor. And that is it - \no research, no tips, no pre-

dealing chat, and no advice. Shop around between stockbrokers for this service as the extent of services

and charges vary hugely.

When signing up with a broker, on whatever level of service, make sure he or she is aware of your

status and appropriate documentation is used so that tax is not deducted from dividends.

And before putting pen to the dotted line, it is vital that you check which regulatory body is supervising

the brokerage house. The cautious investor would run a double check and contact the regulatory

authorities to check the company is on the authorised list.

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Unfortunately, there is a large underworld of dodgy share sales people. How to spot such fraudsters is

not always easy. Beware of postal offers suggesting that you have been especially selected for a chance

to buy shares. Never ever respond to an invitation to part with money that begins with, or sounds “too

good to be true”. If it is, why would they be sharing it with you? Be vigilant on the internet as this is a

whole new playground for fraudsters.

The UK’s Securities & Investment Board offers advice and information to enquirers on the bona fides

of share dealing companies and although it may be a bore to log off and check, better that than a rip off.

(Hannah Beecham)

COMPREHENSION QUESTIONS

1. In which way does the internet make share-dealing transactions much easier for the smaller investor?

2. What kind of questions should an investor ask himself before making such a

deal?

3. Why is it necessary to check first the stockbroker’s credentials?

4. Why is so important the relationship between the client and the broker?

5. What is a brokerage house?

6. How can one spot possible fraudsters in the field?

VOCABULARY PRACTICE

1. Find words in the text that mean the following:

a) to detect (paragraph 1)

b) to verify (paragraph 2)

c) capaciousness (paragraph 2)

d) to undertake (paragraph 2)

e) to consider (paragraph 3)

f) to coincide (paragraph 6)

g) questionable (paragraph 10)

h) cheating (paragraph 11)

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GRAMMAR

Relative Clauses

“Broadly, this [the brokerage house] is a service which carries out all the deals as instructed by the

investor.” (1)

“BRD, which is the second largest bank on the Romanian market, became a commercial bank in

1990.” (2)

The clauses in italics have the function of describing the noun before; they perform, as to say, the

function of an adjective. Such clauses are called Relative Clauses because they “relate” to the noun by

means of a relative pronoun, in this case which. Relative Clauses, like adjectives, can describe persons,

things and events.

In sentence (1) the Relative Clause “which carries out all the deals as instructed by the

investor” provides essential information about the noun and the main clause doesn’t make proper sense

without it. Such a relative clause is called Defining (Restrictive) Relative clause.

In sentence (2) the relative clause “which is the second largest bank on the Romanian market”

provides additional information about the subject and thus it can be omitted. This is why it written

between commas. Such a Relative Clause is called: Non-Defining (Non-Restrictive) Relative Clause.

Relative Clauses are introduced through relative pronouns such as: who (for people), which (for

things), that (for both), whom, whose, where, when, why (accompanied or not by prepositions – for

relative clauses of place, time and reason) etc. “That” is never used in non-defining relative clauses.

Exercises

I. Rewrite the following as one sentence using relative clauses introduced by when, where or why:

1. The people I work with are the reason. This is why I would never change my job.

2. This is the right moment. You have to sell your shares.

3. Wall Street is the place. Most stock transactions are made here.

4. That day of May changed my life forever. I found out then that I had inherited $ 1 million dollars.

5. 1998 is the year. I took a loan from the bank and I guaranteed with my house.

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II. Choose the most suitable words underlined.

1. What was the name of the person that/ which bought your old car?

2. All the doors were open, that/ which seemed rather odd.

3. I will stay here till six, by that/which time Jane should have phoned.

4. Whatever/ Whichever you do, don’t press this red button.

5. This is the school which I used to go/ I used to go to.

6. Driving carelessly/ As he was driving carelessly, the police arrested David.

7. It seems odd that/ what you should be here on holiday too.

8. This is Sophia, who/ whom is taking over my job when I leave.

9. On the Sunday, that/ which was my birthday, we went out for a meal.

10. The success of a shared holiday depends on who/ whom you share it with.

III. Put one suitable word in each space.

1. Midway through the second half City scored their forth goal, at which point United gave up

completely.

2. There is one person to …… I owe more than I can say.

3. It was the kind of accident for …… nobody was really to blame.

4. …… leaves last should turn off the lights.

5. Mary was late yesterday, …… was unusual for her.

6. At 6.00, …… was an hour before the plane was due, thick fog descended.

7. I don’t know …… told you that, but they were wrong.

8. The first time I saw you was …… you answered the door.

9. Mrs Brown was the first owner …… dog won the first prizes in the same show.

10. I’ve just spoken to Sally, …… sends you her love.

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IV. Rewrite each sentence so that it contains the word in capitals and so that the meaning stays the

same.

1. I like Brenda, she’s my kind of person. THAT

Brenda is the kind of person that I like.

2. The whole summer was sunny and warm, for a change. WHICH

……

3. Jean was the first person I asked for advice. WHOSE

……

4. Not a single house in the street had escaped undamaged. WHICH

……

5. Then I realised that I had left my wallet at home. WHEN

……

6. I don’t really approve of his proposal. WHAT

……

7. It is an event I would rather forget. WHICH

……

8. The police never caught the culprit. WHO

……

9. I have read all her books but one. WHICH

……

10. The finder of treasure is entitled to part of its value. WHOEVER

(Michael Vince: Advanced Language Practice)

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Bibliography

1. Cullen, V. & Lehniger, D. (2000) B for Business. Munchen: Max Hueber Verlag

2. Dubicka, I. & O’Keeffe, M. (2006) Market Leader Advanced. Edinburgh: Pearson Longman

3. Hollinger, A. (2002) Test Your Business English Vocabulary. Bucuresti: Teora4. Longman Business English Dictionary (2006), Pearson Longman

5. Vince, M. (2005) Advanced Language Practice. McMillan

6. Topala, V.(2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

7. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura Economică

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MODULE VI

INSURANCE

Basic Concepts:

Insurance, premium, broker, life assurance

General objectives:

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business termsSpecific objectives

a. to provide information and explanations about insurance and types of insurance b. to improve vocabulary related to insurance

Recommendations:

m. read the texts carefully and try to address the corresponding tasksn. use the dictionary to improve your vocabularyo. focus on content and on language usep. improve your control of grammar and build your vocabulary by practicing different types of exercises

Expected results:

m. improve students’ command of Englishn. build up speaking and writing skillso. practice writing for specific purposesp. encourage the independent study and self-instruction

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BEFORE YOU READ

1. How many types of insurance do you know?

2. What does life insurance (assurance) mean?

3. Have you ever thought of making a life assurance for yourself/

READING

The Facts of Life

When it comes to life insurance, there is a question to answer first: does it make sense to mix what are

two different things – investment and insurance? If it is insurance you are after, go for term insurance.

It lasts for a specified term – for example, 10, 20 or 30 years. If you die during the term, there is a pre-

determined pay-out. If you survive, you get nothing back. There is no investment element.

This insurance is primarily for people who have dependants – spouse, children or anyone else such as

ageing parents who will be worse off as a result of your death. The level of cover you buy will depend

on what existing life insurance you already have (for instance through your job) and your dependant’s

needs.

Think of your spouse. Would he or she need a lump sum, perhaps to pay off a mortgage or an income?

If the latter, insure for the lump sum which would produce the right level of income on a reasonably

assumed investment yield. Consider, too, whether you want a policy that pays out before your death if

you suffer a critical death. Be wary of an adviser who fails to question you closely on all these matters.

If it is investment you really want, are there any tax advantages to investing through a UK-based life

policy as opposed to, say, unit trusts? Do get advice. Ask about supposed tax advantages. How do they

weigh against possible disadvantages? One is inflexibility in terms of varying a regular premium, the

timing of cashing in the investment and where you can actually invest your money. Another is the extra

costs of investing through life insurance, including the cost of life insurance you may not really need.

Grill your adviser on all these matters.

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Assess carefully the reality of other advantages. Life funds may offer cheap switching between

different funds. But in practice, are you likely to be an active investor transferring your money from

one market to another? Some policies allow you to increase the life cover and decrease the amount

invested as your circumstances change – you get married, have children. Make sure an adviser has

taken account of all your needs. Find out about the pros and cons of buying a cluster of small policies

rather than one big policy. You may want the flexibility to cash in some policies early while keeping the

others going. What are the investment track records of the different life companies?

What funds are available for investing your money? Answer to all these questions before getting your

life insurance.

(Adapted from Anthony Balley)

COMPREHENSION QUESTIONS

1. What kind of life insurance is the author of the article talking about?2. What elements do you have to take into account when choosing a type of life insurance?

3. What risks are there if you don’t take all necessary precautions?

VOCABULARY PRACTICE

1. Match the following collocations with the corresponding definition:1. accident insurance; 2. disablement insurance; 3. employer’s liability insurance; 4. fire insurance; 5. holiday and travel insurance; 6. household insurance; 7. loss-of-profit insurance; 8. motor insurance; 9. old-age insurance; 10.private health insurance; 11. property insurance; 12. public liability insurance; 13. sickness insurance; 14. third party insurance

a) covers risks during vacations, including loss of luggage, losses due to delays while travelling, theft or loss of money, traveller’s cheques, credit cards

b) covers the risks involved by compensation payable to employees for suffering injury or disease during their work

c) covers the insured party’s risks of suffering loss in consequence of being disabled

d) covers an owner’s risk of having to pay compensation to a member of the public who has been injured or has suffered loss while on the premises of his company

e) covers risks linked with the insured party’s liability to pay compensation to other parties to whom he / she has caused some injury or loss

f) covers expenses of the injured while being sick and therefore unable to earn a living

g) covers expenses of insured party due to accident

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h) covers risks linked with the destruction of property and loss caused to the insured due to flames, lightning

i) covers risks linked with structure of a house, sometimes with the things in the house

j) covers the risk of an owner of losing profit because of circumstances beyond his control

k) covers the risks of being unable to make a living on account of the advanced age

l) covers costs of damage to and due to the insured party’s motor vehicle

m) covers the insured party’s expenses for private medical treatment

n) covers all risks linked with the insured party’s property

Bibliography

1. Cullen, V. & Lehniger, D. (2000) B for Business. München: Max Hueber Verlag

2. Dubicka, I. & O’Keeffe, M. (2006) Market Leader Advanced. Edinburgh: Pearson Longman

3. Hollinger, A. (2002) Test Your Business English Vocabulary. Bucureşti: Teora4. Longman Business English Dictionary (2006), Pearson Longman

5. Topala, V.(2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

6. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura Economică

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MODULE VII

CORPORATE ALLIANCES AND ACQUISITIONS

Basic Concepts:

Joint venture, merger, takeover

General objectives:

a. to improve students’ command of English

b. to help students develop and practice basic skills to enable them to operate effectively in

real life situations

c. to increase students’ knowledge of business terms

Specific objectives

a. to provide information and explanations about types of alliances and acquisitions b. to improve vocabulary related to mergers and acquisitions

c. to acquire knowledge about writing a report

Recommendations:

q. read the texts carefully and try to address the corresponding tasksr. use the dictionary to improve your vocabularys. focus on content and on language uset. improve your control of grammar and build your vocabulary by practicing different types of exercisesExpected results:

q. improve students’ command of Englishr. build up speaking and writing skillss. practice writing for specific purposest. encourage the independent study and self-instruction

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BEFORE YOU READ

1. In groups, discuss the advantages and disadvantages of the combinations mentioned above for

both companies involved in the process.

2. Do you know any particular case of merger, joint venture or takeover? If you do, give all the

details that you remember and try to discover the reasons which led to that alliance or

acquisition.

READING

All Fall Down

Angry words and bruised egos are all too common in business. Even so, they rarely cost $21 billion,

the value wiped from the shares in Glaxo Wellcome and SmithKline Beecham (SB) when the two

British drug firms cancelled their proposed merger on February 23rd, 1998. The cost of the collapse is

startling: it eclipses the total value of many other recent headline-grabbing bids. That the merger will

not go ahead is even more surprising. When it was announced, the deal seemed the acme of the mergers

that have swept through America and Europe in the past three years. This poses an awkward question

for a bull market that has in part been fuelled by such deals. If one of the most praised mergers

collapses, what does it say about the rest?

The plan that Glaxo and SB announced a month ago seemed like a dream come true. Just when SB had

been considering throwing in its lot with dull old American Home Products, the British firm suddenly

discovered that the local boy had fancied it all along. Analysts argued that Glaxo was a stronger match.

They also praised the way in which the two had apparently solved all most difficult questions, such as

which firm’s shareholders would own what percentage of the new company and who would be the

boss. Now SB is protesting that Glaxo tried to change the terms at the last minute. The larger firm did

not want to appoint only the chairman; it wanted Glaxo folk to dominate the board.

Glaxo and SB had seemed to typify recent deals in several ways. First, its very size of well over 100

billion pounds was emblematic. Next, the Glaxo-SmithKline deal was typical in that it linked firms

from the same industry. They thought that in combination their corporate headquarters would be leaner

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and their laboratories stronger.

Again, this deal was typical of mergers that unite firms at different points in the production chain. Drug

firms hate admitting that they do anything as unmedical as “market” their medicines, but SB liked

Glaxo partly because of its energetic sales force.

Glaxo-SmithKline is no less revealing in its undoing. For at first sight it seems to confirm the view that

mergers are inspired more by the egos of managers than a desire to create value. Report after report has

shown that mergers on average fail to benefit shareholders, especially shareholders in companies that

are buying rather than being bought. The reasons vary. But the most common problem, according to

economists who have studied mergers in America and Britain, has been that the aims of owners and

managers are misaligned. Managers want to build empires; shareholders, numerous and unorganised,

have often been powerless to stop them.

Intriguingly, even the apparently disastrous collapse of Glaxo-SmithKline hints that managers might be

behaving more like shareholders. Although the deal was feted by analysts, the record of drugs mergers

is no better than that of mergers in general. The new Glaxo-SmithKline depended for its success on the

collaboration of scientists and managers from both companies. At a dreadful cost to their reputations,

SB’s managers appear to have concluded that this is impossible. Moreover, they have done so today

rather than in a few years’ time, when the cost to shareholders might have been far higher. The biggest

mergers of the 1980s went wrong after they happened. The biggest corporate marriage of the 1990s has

fallen apart without even making it to the altar. That’s progress.

(Shortened and adapted from The Economist)

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COMPREHENSION QUESTIONS

1. Why did Glaxo Wellcome and SmithKline Beecham want to merge?

2. Why did their intention of merging fail?

3. What are the general causes for the failure of mergers in the opinion of analysts?

4. What is your personal opinion about it?

5. Why is the merger compared to a wedding in the last paragraph of the article?

VOCABULARY PRACTICE

1. Find words in the text that mean the following:

a) hurt, offended (paragraph 1)

b) amazing (paragraph 1)

c) climax, peak (paragraph 1)

d) offer (paragraph 1)

e) rising stock market (paragraph 1)

f) section (paragraph 2)

g) healthily thin (used figuratively) (paragraph 3)

h) to be celebrated, to be feasted (paragraph 6)

SKILLS FOCUS

WRITING

A Report

1. Read the following report written by a member of the Personnel Department for his boss concerning

a change to flexible working hours for office personnel and match the following headlines with the

parts of the report:

a) The “body” of the report

b) The date

c) The name of the person who writes the report

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d) The introduction

e) The subject of the report

f) The receiver of the report

g) The conclusion of the report and personal recommendations

h) Addressing formula

i) Ending formula

FROM: Ann Johnson, Head of Personnel Assistant (1)

TO: George Wilson, Head of Personnel (2)

SUBJECT: Reaction to the change to flexible working hours (3)

DATE: May 14th, 2003 (4)

Mr. Wilson, (5)

Here you have my preliminary report on the initial reactions of the staff regarding the

possibility of implementing flexible working hours for office personnel. (6)

Some of the staff agreed that a flexible schedule would have a positive effect on their activity,

such as the secretaries, the Accounts Department, the sales reps, and most of the members of the

General Administration Office. There is, however, a large part of the staff who voted against such a

procedure. The people from Data Processing have to work in team, so flexible hours would be a strong

impediment. The staff from the canteen and security complained about having to work longer hours.

The strongest negative reaction came from the Office Manager who emphasised the fact that flexible

working hours would certainly lead to cheating and abusing the system and would imply lack of

supervision and more expenses. (7)

My recommendation is that a three-month trial period should be implemented, during which an

information session will be held at least every two weeks in order to better monitor productivity and

progress. (8)

Ann Johnson (9)

The report resembles the memo a lot. It is also an internal informal company document, but it may be

longer than the memo and it usually contains more details. It is generally an informative document,

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presenting the results of a research, a project or a meeting depending on the situation. It should be clear,

concise and coherent; this is why it is advisable to write first a draft in which to state very clearly the

subject and the purpose of your report and to summarize your findings as well as your

recommendations. Don’t forget to use linking devices and to check the spelling, the punctuation and the

style at the end.

2. Imagine that you work in the Research and Development Department of the famous McDonald’s

company. Your boss, the Head of this department, asked you to make a research project concerning a

possible collaboration between your company and a Romanian construction company in order to open a

new McDonald’s subsidiary in your native town. You have to take into account the area, the

economical situation of the construction company as well as the costs of the investment and the

desirable profit.

Write a report to your boss presenting the results of your research.

Bibliography

1. Cullen, V. & Lehniger, D. (2000) B for Business. München: Max Hueber Verlag

2. Dubicka, I. & O’Keeffe, M. (2006) Market Leader Advanced. Edinburgh: Pearson Longman

3. Hollinger, A. (2002) Test Your Business English Vocabulary. Bucureşti: Teora4. Longman Business English Dictionary (2006), Pearson Longman

5. Topala, V.(2000) Dicţionar economic englez-român. Bucureşti: Editura Economică

6. Topala, V.& Patriciu, S. (1999) Dicţionar economic englez-român. Bucureşti: Editura Economică

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GLOSSSARY

MODULE 1

advertise verb

advertisement noun

auction verb

be in the market for something

bid noun, verb

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billboard noun

brand noun

buy noun, verb

cold calling noun

commercial noun

consumerism noun

customer noun

customize noun

discount noun

distributor noun

endorse verb

flier verb

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freebie noun

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label noun

leaflet noun

market noun

promote verb

public relations

publicity noun

shopping noun

wrap verb

MODULE 2

accountancy noun

accountant noun

account noun

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accounts payable plural noun

accounts receivable plural noun

asset noun

audit verb, noun

auditor noun

balance noun

balance sheet noun

bookkeeper noun

budget noun

capital noun

cash flow, cashflow noun

certified public accountant noun

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cost noun

creative accounting noun

credit noun

deficit noun

fee noun

finance verb

invoice noun

liabilities plural noun

purchasing power noun

subsidise verb

tax noun

turnover noun

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MODULE 3

barter noun

benchmark noun

bill of lading noun

cargo noun

Incoterm noun

letter of credit noun

trade noun

voucher noun

MODULE 4

articles of association noun

business plan noun

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partnership noun

private limited company noun

public limited company noun

sole trader noun

SWOT analysis

MODULE 5

amortisation noun

ATM noun

bank noun

bankruptcy noun

bond noun

borrow (RECEIVE) verb

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broker noun

checkbook noun

collateral noun

credit card noun

debit card noun

deposit noun

dividend noun

electronic banking noun

equity noun

exchange rate noun

flotation noun

internet banking noun

leveraged buyout noun

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mortgage noun

merchant bank noun

overdraft noun

stock exchange noun

venture capital noun

MODULE 6

actuary noun

annuity noun

assure verb

assurance noun

claim noun

cover note noun

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health insurance noun

indemnity noun

insure verb

insurance noun

life insurance noun

policy noun

premium noun

third-party insurance

underwriter noun