Inglés Empresarial - Módulo Iii - 2023-2

Inglés Empresarial
Módulo III: Agenda Empresarial
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
Quinto semestre AGOSTO DE 2023

Marina del Pilar Ávila Olmeda
GOBERNADORA DEL ESTADO DE BAJA CALIFORNIA
Gerardo Arturo Solís Benavides
SECRETARIO DE EDUCACIÓN DEL ESTADO DE BAJA CALIFORNIA
Olga Minerva Castro Luque
ENCARGADA DE DESPACHO DE LA SUBSECRETARÍA DE EDUCACIÓN MEDIA SUPERIOR, SUPERIOR E INVESTIGACIÓN
Juan Eugenio Carpio Ascencio
DIRECTOR GENERAL DEL CBBC
Omar Mayoral Sarmiento
DIRECTOR DE PLANEACIÓN ACADÉMICA DEL CBBC
BUSINESS ENGLISH (RIEMS)

Module III: Business Agenda
Edición, agosto 2014
Traducción: María Cristina Alvarado Bustamante
Diseño: Alba Rosario Marrón Canseco
Actualizado por: Miriam Guadalupe Rodríguez Garayzar
Fátima Mariela Quiñonez Álvarez
Aldo Salazar Medina
Edición, agosto 2019 (NME)
Actualizado por: Mónica Lorena León Denogean
Ayin Tzade Herrera
Ailil Salahaw Santillana Moga
Actualizado por: Eva Luz Villavicencio Gallardo
Ailil Salahaw Santillana Moga
Actualizado por: Mónica Lorena León Denogeán
José Ángel Gurrola Vargas
Apoyo en la selección de textos Ailil Salahaw Santillana Moga
para la producción audiovisual:
Heide Avilés Urías
J. Guadalupe Olmedo Vázquez
Reimpresión, agosto de 2023
En la revisión del presente material participaron:
ENCARGADO DE DESPACHO DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

Alfredo Sánchez Orozco
PROGRAMA DE DESARROLLO EDUCATIVO
Alma Rosalía López Valdez
Diana Castillo Ceceña
Angélica Huerta Sánchez
DEPARTAMENTO DE INFORMÁTICA
Carlos Manuel Chee Vázquez: producción audiovisual
La presente edición es propiedad del

Colegio de Bachilleres del Estado de Baja California.
Prohibida la reproducción total o parcial de esta obra.
Este material fue elaborado bajo la coordinación y supervisión de la

Dirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.
Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México
www.cobachbc.edu.mx
Índice
Presentación
Competencias Genéricas
Competencias Profesionales Básicas
Enfoque de la capacitación
Propósito del módulo
Ubicación de la capacitación
Mapa de la capacitación
SUBMODULE 1: MANAGING A BUSINESS AGENDA 11
SUBMODULE 2: PLANNING BUSINESS EVENTS 72
SUBMODULE 3: AGENDA SOLUTION 11 9
References 154
Presentación
Con la puesta en marcha del Modelo Educativo para la Educación Obligatoria (MEPEO) (SEP P,
2017), se realizó una reestructuración de los programas de estudio de primero a sexto semes-
tre por lo que fue necesario realizar una adecuación de los materiales didácticos de apoyo
para los estudiantes y docentes.
Es importante mencionar que el MEPEO no significa un cambio total de los manifiestos y

preceptos educativos que caracterizaron la Reforma Integral de la Educación Media Superior
(RIEMS); sino que significa: fortalecimiento, articulación, organización y cconcreción de aspec-
tos educativos y pedagógicos, tal como se manifiesta en los siguientes párrafos:
“El Modelo educativo 2016 reorganiza los principales componentes del sistema educativo
nacional para que los estudiantes logren los aprendizajes que el siglo XXI exige y puedan
formarse integralmente... En este sentido, el planteamiento pedagógico -es decir, la organiza-
ción y los procesos que tienen lugar en la escuela, las prácticas pedagógicas en el aula y el
currículum- constituyen el corazón del modelo.”
...“El cambio que se plantea está orientado a fortalecer el sentido y el significado de lo que se
aprende. Se propone ensanchar y hacer más sólidos el entendimiento y la comprensión de los
principios fundamentales, así como de las relaciones que los contenidos generan entre sí. La
memorización de hechos, conceptos o procedimientos es insuficiente y hoy ocupa demasiado
espacio en la enseñanza. El desarrollo de las capacidades de pensamiento crítico, análisis,
razonamiento lógico y argumentación son indispensables para un aprendizaje profundo que
permita trasladarlo a diversas situaciones para resolver nuevos problemas. Los aprendizajes
adquieren sentido cuando verdaderamente contribuyen al pleno desarrollo personal y de los
individuos.” (SEP, 2016: 15-18).
En este sentido, todas las Guías de Actividades del Alumno para el Desarrollo de Competen-
cias de las diferentes asignaturas de los Componentes de Formación Básica y Propedéutica,
así como de las Guías de Aprendizaje de los distintos módulos del Componente de Formación
para el Trabajo, fueron adecuadas a los lineamientos pedagógicos antes citados y a los nue-
vos programas de estudio emanados del MEPEO.
Conscientes de la dificultad para que el alumnado tenga acceso a una bibliografía adecuada
pertinente y eficaz con el entorno socioeconómico actual, el CBBC brinda la oportunidad a los
estudiantes de contar con materiales didácticos para el óptimo desarrollo de los programas
de estudio de las asignaturas que comprende el Plan de Estudios Vigente. Cabe subrayar
que, dichos materiales, son producto de la participación de docentes de la Institución, en los
cuales han manifestado su experiencia, conocimientos y compromiso en pro de la formación
de los jóvenes bachilleres.
Es necesario hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo
un trabajo de consulta e investigación en otras fuentes bibliográficas impresas y electrónicas,
material audiovisual, páginas Web, bases de dato s, entre otros recursos didácticos que apo-
y en su formación y aprendizaje.
COMPETENCIAS GENÉRICAS
SE AUTODETERMINA Y CUIDA DE SÍ
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
CG1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
CG1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante
una situación que lo rebase.
CG1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
CG1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 Asume las consecuencias de sus comportamientos y decisiones.
CG1.6 Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.
CG2.1 Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
CG2.2 Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
ras en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.
CG2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
CG3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
de riesgo.
CG3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.
SE EXPRESA Y COMUNICA
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios,
códigos y herramientas apropiados.
CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

CG4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
CG4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
CG4.4 Se comunica en una segunda lengua en situaciones cotidianas.
CG4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
PIENSA CRÍTICA Y REFLEXIVAMENTE
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
CG5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo cómo cada uno de sus pasos con-
tribuye al alcance de un objetivo.
CG5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
CG5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
CG5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
CG5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
preguntas.
CG5.6 Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista
de manera crítica y reflexiva.
CG6.1 Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuer-
do a su relevancia y confiabilidad.
CG6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
CG6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra nuevos
conocimientos y perspectivas al acervo con el que cuenta.
CG6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
APRENDE DE FORMA AUTÓNOMA
7. Aprende por iniciativa e interés propio a lo largo de la vida.
CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

CG7.2 Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus
reacciones frente a retos y obstáculos.
CG7.3 Articula saberes de diversos campos y establece relaciones entre ellos y su vida cotidiana.
TRABAJA EN FORMA COLABORATIVA
8. Participa y colabora de manera efectiva en equipos diversos.
CG8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de ac-
ción con pasos específicos.
CG8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
CG8.3 Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de
distintos equipos de trabajo.
PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD
9. Participa con una conciencia cívica y Ética en la vida de su comunidad, región, México y el mundo.
CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

CG9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.
CG9.3 Conoce sus derechos y obligaciones como mexicano y miembro de distintas comunidades e instituciones, y
reconoce el valor de la participación como herramienta para ejercerlos.
CG9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.
CG9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.
CG9.6 Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e internacional ocurren dentro
de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prác-
ticas sociales.
CG10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de
todas las personas, y rechaza toda forma de discriminación.
CG10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación
de sus propias circunstancias en un contexto más amplio.
CG10.3 Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local,
nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
CG11.1 Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e interna-
cional.
CG11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en un
contexto global interdependiente.
CG11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.
COMPETENCIAS PROFESIONALES
BÁSICAS
Interactúa de manera auditiva-oral en inglés en situaciones empresariales, al

CPBI1 conocer y relacionarse con personas de diferentes culturas, ya sea en persona o
vía telefónica de una manera formal, fluida, cortes, flexible, atenta y servicial.
Identifica, comprende y redacta diversos documentos y mensajes empresariales en
CPBI2 inglés, cuidando la precisión. La ortografía y la ética.
Escucha y presenta compañías de manera oral en idioma inglés en diversos

CPBI3 contextos, usando un amplio vocabulario relativo a los diferentes departamentos y
sus actividades internas, la historia y evolución de diferentes productos, sus
reglamentos internos cuidando el respeto, la creatividad y el liderazgo.
Entabla conversaciones para atender quejas y sugerencias de clientes, además
CPBI4 comprende y redacta reportes de diferente índole relativos a la empresa mostrando
paciencia, flexibilidad, adaptabilidad, capacidad negociadora y conciliadora.
Comprende y expresa oralmente el manejo de una agenda empresarial, mediante
CPBI5 vocabulario en inglés, realiza reservaciones, cambia y cancela citas. Organiza
diversos eventos e improvisa soluciones cuando surjan problemas imprevistos,
adaptando el trabajo en equipo, la visualización y el liderazgo.
Investiga, comprende y redacta información confiable en inglés de diferentes
CPBI6 fuentes, para presentar propuestas viables para la realización de eventos
empresariales, con una visión globalizadora y cuidando las formas del lenguaje y
respetando las fuentes consultadas.
Indaga, analiza, interpreta y presenta información estadística de manera oral y
CPBI7 escrita en inglés, mediante el uso de las TICs de manera ética y creativa
Redacta su currículum en inglés de manera precisa, ética y concisa, cuidando las

CPBI8 formalidades requeridas, al tiempo que puede presentar una entrevista de trabajo
oral de manera fluida, cuidando la formalidad de la vestimenta, según las
costumbres sociales requeridas.
ENFOQUE DE LA CAPACITACIÓN
La capacitación para el trabajo de Inglés Empresarial se encuentra centrada

en el campo disciplinar de comunicación, el cual está referido a la capacidad de
los estudiantes de desarrollar las habilidades comunicativas para expresarse
a través de diversos diálogos, orales y escritos en inglés formal, cuidando la
pronunciación, fluidez y entonación, así también, aplicando la gramática y orto-
grafía. Por otro lado, también se integran asignaturas que le permitirán abordar
aspectos particulares de distintas disciplinas, tales como: Informática, ya que
es una herramienta para permitir la comunicación de manera más rápida y efi-
ciente. Ética, puesto que ayuda a crear la conciencia de los valores sociales,
así también tenemos Estructura Socioeconómica de México, Ciencias Sociales,
Historia de México y Metodología de la Investigación, todas ellas forman las ba-
ses para valorar el campo laboral donde se desempeñe y desarrolle sus poten-
ciales comunicativos, cuidando las formas científicas aceptadas por la sociedad
que lo rodea. Además, de Taller de Lectura y Redacción, también Matemáticas
y Ecología y Medio Ambiente, que le brindan las bases para una correcta co-
municación, facilidad para interpretar la información estadística empresarial y el
cuidado del medio ambiente dentro de la empresa, con la intención de adquirir
los elementos necesarios para incorporarse a la vida laboral, favoreciendo un
análisis con visión emprendedora sobre los factores y elementos fundamenta-
les que intervienen en la productividad y competitividad de una organización y
su relación con el entorno socioeconómico o bien, ingresar al sistema de edu-
cación superior.
Aunado a lo anterior, la capacitación tiene como propósito: desarrollar las com-

petencias y habilidades prácticas que permitan de forma ética y responsable
aplicar el uso del idioma inglés en distintas situaciones empresariales, dando
uso a las situaciones simuladas, las cuales deben ser confiables y oportunas
para la toma de decisiones en beneficio de la entidad y el sector laboral en el
que se desarrolle.
En este sentido, el estudiantado al cursar esta capacitación desarrolla las des-

trezas comunicativas orales y escritas en inglés para entablar conversaciones
formales dentro del ámbito empresarial al presentarse y atender a visitantes
de diferentes partes del mundo. Es capaz de entablar conversaciones vía te-
lefónica en diferentes situaciones comunicativas en un entorno de atención y
cortesía, así como atender quejas de clientes. Esta capacitación, además, le
permite al estudiantado presentar en inglés su empresa, el organigrama y ac-
tividades que realiza cada departamento, dar una visita guiada por la misma,
exponer sus marcas y la evolución de las mismas, así como identificar posibles
oportunidades de mejora o creación de nuevos productos con una actitud em-
prendedora.
Por otro lado, es capaz de manejar una agenda empresarial al hacer y modificar
citas de reuniones, cambios de horarios, invitaciones a eventos sociales para
concretar negocios, entre otros, realiza exposiciones orales sobre diferentes
estadísticas empresariales. Está preparado para realizar entrevistas laborales
de forma oral en inglés, de manera fluida y con el tono adecuado, cuidando las
formas de vestir según las costumbres sociales.
PROPÓSITO DEL MÓDULO

Organiza reuniones y eventos de una empresa, estableciendo fechas, lugares y hora-
rios en una agenda de trabajo, que le permitan realizar modificaciones en caso de ser
necesarias; así mismo es capaz de redactar minutas para llevar el seguimiento de los
acuerdos tomados, desarrollando un espíritu responsable y organizado.
UBICACIÓN DE LA CAPACITACIÓN
1er. Semestre 2do. Semestre 3er. Semestre 4to. Semestre 5to. Semestre 6to. Semestre
Matemáticas I Matemáticas II Matemáticas III Matemáticas IV Matemáticas V Filosofía
Ecología y Medio
Química I Química II Biología I Biología II Geografía
Ambiente
Estructura
Historia Universal
Ética I Ética II Física I Física II Socioeconómica de
Contemporánea
México
Metodología de la Introducción a las Historia de Historia de Todas las Todas las
Investigación Ciencias Sociales México I México II asignaturas que asignaturas que
Taller de Lectura y Taller de Lectura y se imparten en se imparten en
Literatura I Literatura II
Redacción I Redacción II cada plantel de 5to. cada plantel de 6to.
semestre de los semestre de los
Componentes de Componentes de
Inglés I Inglés II Inglés III Inglés IV
Formación Básica y Formación Básica y
Propedéutica Propedéutica
Informática I Informática II CAPACITACIÓN PARA EL TRABAJO EN INGLÉS EMPRESARIAL
TUTORÍAS
MAPA DE LA CAPACITACIÓN
Módulo I Módulo II Módulo III Módulo IV

Introducción a Intercambio de Agenda Introducción al
Situaciones Información Empresarial Mundo Laboral
Empresariales Empresarial
Submódulo 1 Submódulo 1
Submódulo 1
Submódulo 1 Manejo de una Análisis de
Establece
Presentación de agenda estadísticas
relaciones
la compañía empresarial empresariales
empresariales 35 horas
35 horas 42 horas 42 horas
Submódulo 2
Submódulo 2 Submódulo 2 Planeación de
Submódulo 2
Atención Historia de la eventos
Entorno laboral
telefónica empresa empresariales
35 horas
35 horas 35 horas 42 horas
Submódulo 3 Submódulo 3 Submódulo 3

Submódulo 3
Documentos Solución de Entrevista de
Atención al
empresariales problemas de trabajo
cliente
42 horas
35 horas agenda 35 horas
35 horas
En diferentes apartados de la guía de Inglés Empresarial,

encontrarás códigos QR, que podrás escanear con tu
celular y escuchar una serie de audios, los cuales te
ayudarán a mejorar tu pronunciación y comprensión
del idioma inglés.
Submodule 1
MANAGING A BUSINESS AGENDA
GENERIC BASIC PROFESSIONAL
4. The student interprets and produces suitable messages in

a variety of contexts through the use of appropriate means, CPBI5. The student understands and ex-
linguistic codes and other tools.
presses orally the management of a busi-
CG4.4 Uses information and communication technology ness agenda through vocabulary in English;
to find information and express ideas/opinions. he/she makes reservations, changes and
cancels appointments. He/she organizes
5. Develops innovations and proposes solutions to problems various events and improvises solutions
of established methods. when unforeseen problems happen, he/she
adapts to be in team work, visualizing and
CG5.6 Utilizes Information and communication technolo-
gies to process and interpret information.
showing leadership.
8. The student participates and collaborates effectively in

groups.
CPBI6. The student researches, unders-
CG8.3 Takes a positive attitude towards his own knowle- tands and writes reliable information in
dge and abilities while working in different teams. English from different point of view, to pre-
sent adequate proposals to organize busi-
10. Maintains a respectful attitude towards multiculturalism ness events, with a global vision taking care
and diversity of beliefs, values, ideas, and social practices, of the ways of language and respecting the
when his or her classmates describe activities. sort information.
CG10.2 The student is able to express his or her points
of view and is able to learn from a different one and di-
fferent cultural traditions than his or her and doing it, he
or she will appreciate his or her own circumstances in a
specific context.
Submodule 1
MANAGING A BUSINESS AGENDA
SUBMODULE PURPOSE
The student learns the concept of Agenda and its application in the different scena-
rios of the business environment. The proposed activities present the opportunity
for students to learn the elements of an agenda, as a calendar or appointment book,
and its complimentary parts such as telling the time and dates; furthermore, they
will have a chance to craft or create their own Personal Agenda Book so they can
have hands on training regarding arranging and rearranging appointments, making
or refusing an invitation, making reservation or booking for a hotel room, creating an
itinerary, and, most important, to effectively manage a business meeting or organi-
ze events by following the protocol of the Agenda of a Business Meeting, in written
and oral format. The cultural cues depicted in the activities are intended to sensibi-
lize the students with common social practices when making businesses in other
countries.
INTERDISCIPLINARIEDAD TR ANSVERS ALID AD
● Geografía ● Emprendimiento
● Estructura Socioeconómica de México ● Vinculación laboral
● Tecnologías de la Información y ● Iniciar, continuar y concluir sus
Comunicación estudios de nivel superior
EXPECTED LEARNING
● Capable of scheduling company events in oral and written manner in a work environment.
● Explain company future plans using a business agenda.
● Make oral invitations in different company levels by including place, date, hour and guests.
● Take part in dialogues to recommend different business alternatives, ask for opinions about pla-
ces, schedules and dates to have business meetings.
INGLÉS EMPRESARIAL Módulo III: Agenda Empresarial

BASIC K NOW LE DG E SKILLS ATTITUDES
• Vocabulary to schedule appointments and business ● It comprises the parts ● It contributes

meetings including days of the week, months of the of an agenda, as well as ideas in the solu-
year, years, telling time and “Wh-word” expressions, oral and written expres-
tion of problems
sions used in dialogues
such as: "when, where, what time". to handle all the events of promoting its
• Prepositions of time and place to establish business the same type. creativity.
meeting dates. ● Communicates orally to
schedule, book, explains
• Use of different expressions to invite, ask and, sche- ● Shows flexibility
schedules, and changes
dule appointments and, rescheduling. "Would you…?" different types of appoint- and openness to
“How about?” “I'm afraid I can't make it” ments. different points of
• Invitations to social events with business contacts. ● Student makes oral and view.
written invitations to diffe-
• Make use of phrases to ask and give suggestions to rent events of the com-
compare different places and dates. Make and request pany, accepts and / or
special offers; ask for different opinions. And, express apologizes for not being
likes and preferences to accept or decline invitations. able to attend them.
• “It would be best, if…”, “May I remind you…,”, "Your ● Proposes and accepts
appointment is at”, “I would like better…”, "I think, it suggestions to select the
best places to hold work
would be … instead of…" meetings, highlighting the
infrastructure and servi-
ces offered to carry out
events of various kinds.
CoBachBC Colegio de Bachilleres del Estado de Baja California 13

Submodule 1 MANAGING A BUSINESS AGENDA
OPENING ACTIVITIES
DIAGNOSTIC ACTIVITY
1. At a personal level, what communication skills (speaking, reading, writing or listening)
would you like to improve by the end of the semester?
2. Write a list of items you need to work in an office.
3. Write a list of 5 departments in a company.
4. Mention 3 appropriate phrases to use when receiving customer complaints.
5. Write a list of 10 verbs in past tense that you use when writing the history of any
company.
Warm up activity
Instructions:
a) Get together in teams of 2 or 3.
b) Take turns choosing from the ideas below.
c) Start a conversation, not lasting more than 2 minutes.
Traveling
● You are on a plane and you want to read another passenger’s magazine. Ask
politely.
14 INGLÉS EMPRESARIAL Módulo III: Agenda Empresarial

● You are on a train. You are hungry. Ask another passenger how to get to the
restaurant car.
● Suppose you are arriving to a new city, ask another passenger to recommend
a hotel.
Meetings
● Say that you agree with a colleague.
● You are thirsty. Ask another person for some water.
● You are in a meeting. Everyone is bored. Suggest a break for coffee.
Telephoning
● Ask a caller to speak more clearly.
● Offer to take a message for a colleague.
● Thank someone for giving you some help or assistance.
ACTIVITY 2: DEVELOPING ACTIVITIES
Backgrund reference. This activity will be integrated to your Portfolio of Evidence
At this point, due to the significance in achieving an effective management of information, it is pertinent
to learn the definition of the word Agenda, its multiples meanings and the different applications it has, at
a personal level and in the world of business.
It’s easy to get confused with the concept of Agenda depending on the context; therefore, we are going
to look up some synonyms and definitions to be able to tell that an Agenda is a sort of calendar or book
to register information; the definition will help to differentiate a personal business agenda from the
agenda of a business meeting, which is different from a agenda as an ideology. Once we gather the
information, it would be a lot easier to set the terminology straight and tell them apart.
For practical purpose of our class, let’s expand our notion of the word Agenda by providing a definition
according to the context (there is more to tell about an Agenda).
ACTIVITY 2A . Instructions: Write down the full definition of the four different notions of Agenda shown
in the chart below:
Agenda DEFINITION
as a calendar or schedule (general definition)
Synonyms (at least 9):
Agenda
as personal business agenda
Agenda
of a business meeting
Agenda
as an ideology
Created and designed by Angel Gurrola (2021)

nd
Suggested dictionary: https://www.merriam-webster.com/ 2 suggested dictionary: https://www.wordreference.com/

Learning situation: What parts does an agenda have? Why is it important that you
identify the parts of a business agenda? Have you ever filled out a business agenda?
What is the purpose of a business agenda? What type of activities can you manage with
an agenda?
ACTIVITY 2B
Instructions: Read the proposed text below about the Essential Elements for
an Effective Agenda, and create a concept map.
FIVE ESSENTIAL ELEMENTS FOR AN EFFECTIVE AGENDA
Essential element 1: the agenda header.
The main purpose of the header is to quickly identify the following:

• The entity, organization or committee that is calling the meeting.
• The name of the convening body; is a Board, Advisory Group, Committee.
• What is the date and time the meeting is scheduled to both begin and end.
SCAN ME!  • The location of the meeting.
Essential element 2: the objective of the meeting.
The “objective of the meeting” is the answer to the questions, “Why are we meeting? What do we
hope to accomplish?”
State at the very beginning of the agenda the purpose that this meeting is being called. Answering
the “why are we meeting? What do we hope to accomplish?” at the beginning of the agenda helps
to get and keep the group focused especially if things start to get out of hand. If the meeting is a
regularly scheduled monthly meeting, write that on the agenda, if you are meeting to discuss an
event, or issue, or topic – list those specifics. And, finally, if your organization has a mission sta-
tement be sure to list the mission statement in this place on the agenda so that you stay focused.
Essential element 3: the body of the agenda – The meeting work plan.
Helpful tip for running successful meetings – you do not need to resolve every problem on the
agenda, simply begin the discussion and when you are a few minutes away from the allotted time,
suggest that the areas which remain unresolved, or in contention, be revisited at the next meeting
and that people do research or think about strategies and options for moving through the issue.
This will only work if you intentionally place the issue in the parking lot and then place it as a priority
at the next meeting and actually revisit the topic.
Essential element 4: allocate time, keep time and call the question.
Allocating and keeping time, including beginning and ending on time is a simple respect issue.
Meetings that are timely demonstrate that the participants’ time is valuable. Allocate the maximum
amount of time for each and every agenda item and stick with it. While some people may not feel
comfortable with “calling the question”, this is one of the most critical elements of a productive
meeting.
Essential element 5: responding to urgent and critical issues that arise
Inevitably, a critical emergency will arise during a meeting, and planning for that in the agenda is ex-
tremely important to achieving an effective and productive meeting. Or someone who is an “expert”
wants to testify about their knowledge, or make a passionate appeal about something off topic, or
over time. A flexible facilitator will use the “Parking Lot” in which to “park” a controversial, emotional
or complex issue. All of the agendas I create have a “Parking Lot” feature included.

Tips to have a successful meeting:
• Time-limited discussion, reporting, and action on business that did not get resolved at
previous meetings.
• Be certain you as the facilitator of the meeting know everything that is going to be addres-
sed during this time and whether or not it is going to be information, or action (a vote or
decision is necessary). SCAN ME! 
• Be willing to place the issue back in the parking lot if after the allotted time, it is apparent
that the group is not yet ready to act.
• As a rule of thumb, once an issue has gone into the parking lot for more than 4 meetings,
and/or there is significant emotion or energy around the issue, or it is significantly complex
– I schedule a meeting to begin working through just that issue.
• If the community is responding to an urgent issue that has some of the previously mentio-
ned components, then a special, dedicated meeting will be useful.
• Each agenda item under new business should be allocated no more than 10 minutes.
• Parking Lot (3 minutes) This area of the agenda is where issues that need further discer-
nment, resources or information go until they appear at the next meeting as Old Business.
ACTIVITY 2C
Instructions: after reading Five essential elements for an effective agenda create a
concept map.
1. Create a concept map about the most relevant explanation of each element for aneffective
agenda.
2. Use the Check list (look for it in evaluation instruments) to go over all the aspectsthat this
concept map needs.
3. Create the map in white sheet of paper, Power Point presentation or in your note-book. It will
depend on your teacher.
Figure 1 Figure 2 Figure 3

Learning situation: what type of business agenda formats do exist? Are there standard
formats or each company has their own?
ACTIVITY 3. CREATING YOUR OWN BUSINESS AGENDA
Instructions:
1. Pay attention to the different types of meeting agenda formats.
2. Choose a format for your business meeting and, personalize it with the name of
your company and logo.
3. Create your own agenda using any type of material.
4. Follow the Check list to elaborate your own business agenda.

EXAMPLES OF AN AGENDA FORMATS
Example 1
MEETING AGENDA (name your meeting)

Meeting Information
Objective:
(purpose of the meeting)

Date and time:
Note taker / Recorder of minutes: (name)
Attendees:
(list names)
Location:
Call-In number: (how many people were invited)
Called by: _ (name of the person organizing the meeting)
Agenda Items:
Item / Presenter / Time allotted
1.
2.
3.
Other notes or information:

Example 2
MEETING AGENDA – [MEETING TITLE]
NAME OF THE COMPANY: LOGO
MEETING INFORMATION
Objective:
Date: [01/01/2000] Location: [Enter room]

Time: [6:00 AM] Meeting type: [Type of meeting]
Call-In number: [List number] (Optional) Call-In code: [Enter code] (Optional)
Called by: [Name] (Optional) Facilitator: [Name] (Optional)
Timekeeper: [Name] Note taker: [Name]
Attendees: [List Names]
PREPARATION FOR MEETING
Please read:
Please bring:
ACTION ITEMS FROM PREVIOUS MEETING (IF YOU HAD A PREVIOUS MEETING)
Item / Responsible / Due date
1. [Item description] / [Responsible] / [Due date]
2.
AGENDA ITEMS
Item / Presenter / Time allotted
1. [Agenda item] / [Presenter Name]/ [Time allotted]
2.
3.
NEW ACTION ITEMS

Item/ Responsible/ Due date
1. [New item] / [Responsible] / [Due date]
2.
OTHER NOTES OR INFORMATION

Example 3
B us i ne s s A ge n d a
INFORMATION
Objective:
Date: Location:
Time: Meeting type:
Call in number: Call in code:
Called by: Facilitator:
Time keeper: Note taker:
PREPARATION
Please read:
Please bring:
Action, Items from previous agenda
List of action items Responsible Due date
Agenda Items
List of agenda items Presenter Time allotted
New Action Items
List of action items Responsible Due date

Learning situation: Do you use an agenda as a routine? Do you know what a Personal
Business Agenda looks like? Do you know what the purpose of an agenda is? What
elements does a business agenda have? Why is important to know all the parts of a
business agenda?
ACTIVITY 4
Instructions:
1. You are going to form teams of 4 or 5 students, observing the principles of inclusion and gender
equality, and prepare a presentation about the content and required elements of a Persona
Agenda Book (Business Agenda) such as numbers, the date format, recording the time, days o
the week, months of the year, the seasons, and, US and Mexican federal holidays. This activity
will be integrated to your Portfolio of Evidence
2. One topic will be randomly assigned to each team. The team will make the
presentation in class and explain why that element is important to the agenda.
(Topics presented below).
3. The presentation will be delivered before the class (in front of the class) in oral format, and you
can use props.
4. You could use the information of this submodule or you can do additional research.
5. Use the oral presentation rubric that is in the evaluation instruments section.
EXPO DAYS, MONTHS, SEASONS, DATES AND HOLIDAYS
Figure 4
Team 1: Ordinal numbers .

Instructions:
1. Create a presentation of the ordinal numbers 1 to the 31.
2. Explain the usage of these numbers.
3. Present your topic by saying out loud the numbers.
4. Suggestion: you could organize a repetition drill with your classmates.
Ordinal Numbers
Ordinal numbers refer to a position in a series. Common ordinals include:
0th zero or naught 10th tenth 20th twentieth

1st first 11th eleventh 30th thirtieth
2nd second 12th twelfth (note "f", not "v") 40th fortietht
3rd third 13th thirteenth 50th fiftieth
4th fourth 14th fourteenth 60th sixtieth
5th fifth 15th fifteenth 70th seventieth
SCAN ME! 
6th sixth 16th sixteenth 80th eightieth
7th seventh 17th seventeenth 90th ninetieth
8th eighth (only one "t") 18th eighteenth
9th ninth (no "e") 19th nineteenth
https://www.englishclub.com/vocabulary/time-months-of-year.htm
Team 2: Months of the year
Figure 5
SCAN ME! 
Instructions:
1. Create a presentation about the months of the year.
2. Explain some important holidays for each month, USA or Mexican holiday.
3. Suggestion: you could ask your classmates (randomly) to say the months by memory.
Months of the Year January July
February August
March September
April October
May November
June December
Team 3: How to say and write dates
Figure 6

Instructions:
1. Create a presentation about the two different ways to say the date in US English
and British English.
2. Explain how to say the date in US English and British English.
3. Give examples.
Writing a date
There are several different ways to write the date in English. They vary from formal
to informal, and there are differences between British and American English. The
following table shows some typical formats.
Format British: day-month-year American: month-day-year
A The fourteenth of March, 2016 March the fourteenth, 2016
B 14th March 2016 March 14th, 2016
C 14 March 2016 March 14, 2016
D 14/3/2016 3/14/2016
SCAN ME! 
E 14/3/16 3/14/16
F 14/03/16 03/14/16
Which format to use is a question of formality, politeness and personal choice?

• Generally, the longer formats, such as B or C, are more polite (since they show more
respect for the reader).
• Shorter formats, such as D or E, are used in less formal situations, for example a
memo, a letter between friends or an impersonal business letter.
• Format F is rather official and is typically seen on an invoice or an official or technical
document. Format A is extremely formal and mainly used on printed items, for exam-
ple a wedding invitation.
• The numerical formats may use a full stop (.) or hyphen (-) instead of a slash (/), for
example: 14.3.2016 or 03-14-16. (Adapted from: English club, 2019)
Team 4: Telling time

Instructions:
1. Create a presentation of the clock with all the time parts.
2. Explain the clock parts: after, to, a quarter, half past, and o’clock. (Page 24)
3. Give examples of the different time expressions.
4. Suggestion: you could use prepositions of time to create the examples.

Figure 7
Examples of time expressions

The meeting is at 3 p.m. sharp.
It is fifteen minutes to four 3:45
It is three half past.
It is three and thirty minutes. SCAN ME! 
It is three forty-five.
It is a quarter to three.
Team 5: Seasons of the year

Instructions:
1. Create a presentation about the

seasons of the year.
2. Explain the length of time each

season. For example, spring dura-
tion is from April 21st to July 22nd.
Figure 8
SCAN ME! 
Team 6: Days of the week

Instructions:
1. Create a presentation of the days of the week.
2. Explain why the days have their names; for example, Saturday for Saturn.
3. Suggestion: you could ask your classmates (randomly) to say the days of the
week by memory.
Days of the year
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
SCAN ME!  Figure 9

Team 7: US Federal Holidays
Instructions:
1. Create a presentation of the most important US holidays, through all the year.
2. Explain the most important holidays including the date of celebration.
Figure 10
Team 8: Mexican Federal Holidays

Instructions:
1. Create a presentation of the most important Mexican holidays, through all the year.
2. Explain the most important holidays including the date of celebration.
Figure 11
Team 9: Prepositions of time
Instructions:
1. Create a presentation on how to use the prepositions of time to express: years,
parts of the day, months, parts of the week and, complete or incomplete dates.
2. Give examples of the use of the prepositions of time.
Figure 12

ACTIVITY 5A
PARTS OF AN AGENDA PRACTICE

Instructions: Work on these exercises so you can practice all about agenda parts.
I. Transform these dates in American style, use ordinal numbers.

a) 3 November:
b) 10 march:
c) 15 July:
d) 28 April:
e) 12 December:
f) 31 December:
g) 1 January:
h) 1 May:
i) 20 June:
j) 5 May:
II. Prepositions of time

Prepositions used for dates
“I was born in 1967”, use IN with the year.
“I was born in July”, use IN with the month.
“I was born on July 18th, 1967”, use ON in the complete date. SCAN ME! 
“The meeting is on Friday”, use ON with weekdays.
“Our holidays are in July”, for incomplete date must use IN.
“Our holidays start on July 18”, complete date must use ON.
III. Fill in the blanks with the correct prepositions of time: on, in, at.
a) What are you doing this weekend? - I don't know yet. Maybe I'll go swimming
Saturday.
b) That's interesting. I haven't been to the pool so many weeks.
a) We could go there together the afternoon.
b) That would be great. But I would prefer to go there the evening. I am
having a business lunch at noon.
a) That's okay. The pool is open until 10 o'clock.
b) I can pick you up half past seven. We can swim hours and then get to the sauna.

a) That's sounds nice. But I must hurry; I am eating with the Arabs at noon. I have
to be at the restaurant eleven o'clock.
TELLING TIME
To “tell the time” means to say what the time is, perhaps after somebody “asks the time”.
Asking the time
Here are some phrases you can use when you want to know the time:
• What's the time? • What time is it?
• Have you got the right time? • What time do you make it?
Telling the time: to tell someone what the time is, we can say
"The time is..." or, more usually, "It's...”. Here is a typical dialogue:
The next chart shows you two different ways to tell someone what
the time is.
Time more formal less formal
It's... It's...
3:00 three o'clock three
3:02 just gone three o'clock three oh two

3:03 three minutes past three three oh three

SCAN ME!
3:05 five past three three oh five

3:09 nine minutes past three three oh nine
3:10 ten past three three ten
Figure 13

TELLING TIME PRACTICE
ACTIVITY 5B
Instructions:
1. Practice in pairs to tell time.
2. Use the different time expressions.
3. Write on the line the 2 different ways to express the same time with number and
in written form, of the clocks below.
Example: 3:15, three fifteen or a quarter after three.
Figure 14

Learning situation: what is your eating schedule? Why do you think is important
to learn about other countries eating schedules? Do you consider important to know
about eating schedules, when using a business agenda?
ACTIVITY 6
Instructions: read about common eating habits and schedules in some coun-
tries and complete the chart of eating schedules depending on the previous
reading.
When do Americans eat breakfast, lunch and dinner?
Breakfast: 6:30 a.m. - 7:30 a.m.

Breakfast is anywhere between 6:00am - 7:30am depending on when one
goes to school or work. Nowadays, some schools offer breakfast so; chil-
Figure 15
dren may not have breakfast before going to school. They eat breakfast at
school between 7:30am – 9:00am. Working individuals may not eat breakfast
at home. They may eat it “on the go” by stopping at fast food drive-through and
having coffee and/or some handheld sandwiches.
Lunch: 12:00 p.m. – 1:00 p.m.

Lunch is typically between 12:00 p.m. – 1:00 p.m. Of course, there are excep-
tions. Some schools schedule lunch starting anywhere from 10:00 a.m. – 1:00
p.m. If possible, office-goers leave their offices by 11:30 a.m. or 11:45 a.m. to
avoid long lines at 12:00 p.m. Some people may have lunch after 1:00 p.m.,
but that is rare. Rarer still is to see people have lunch after 1:30 p.m. Genera-
lly, those who have not eaten lunch by 1:30 p.m. will skip lunch. At work, some
may elect to eat at their desk while working. This is called a “working lunch”.
Coffee, tea, or snack time: 3 p.m. – 4 p.m.

If possible, working people may take a ten (10) minutes break for coffee or
some snacks. Many children return from school at this time, and generally are
greeted at home or day care with snacks (crackers, cheese, fruits, sandwi-
ches, and others) and drinks (milk, juice, soda, and others).
Happy Hour: 5:00 p.m. – 6:00 p.m.

Working people who do not take a break during their office hours may choose
to go to a bar or restaurant after office hours for “happy hour”. Although happy
hour is well-known for alcoholic drinks, it is not always so. Drinks (cocktails or

mocktails) along with salty snacks are had while socializing with colleagues or
friends before going home.
Note: it is not necessary to get drunk if one drinks. It's common to see a person have
the same drink in their hand for up to 30-45 minutes. This happens because, they
walk, sip, talk to people, walk, sip, talk. This is called “social drinking”.
Dinner: 6:00 p.m. – 7:00 p.m. (or until 8, depending on the family, small
town vs. city)
Dinner time used to fall at 5:00 p.m. or 5:30 p.m. but due to the chaotic traffic
and the change in office hours, dinner time has moved to a later time in the
evening. This being said, it’s rare to hear of Americans having dinner on a re-
gular basis after 8:00 p.m. or 9:00 p.m. If they have dinner after the “normal”
time, it’s considered an exception to the rule.
American breakfast, lunch and dinner typical food
Many American children drink orange juice and eat cereal with milk. Adults like
to drink coffee or tea in the morning. Another popular breakfast food is toast
with butter or jam. Other popular foods are oatmeal, fruit, yogurt, eggs, bacon,
sausages, French toast, waffles, and of course, pancakes. Pancakes are a
type of sweet bread cooked in a pan on the stove. They are
round and flat. Pancakes are especially delicious with butter
and maple syrup.
Lunch is eaten between 11 o’clock in the morning and 1
o’clock in the afternoon. Peanut butter and jelly sandwiches
are very common among children, but sandwiches with
cheese, sliced meat (such as turkey or ham), lettuce, ma-
yonnaise, and mustard, are also common. Most adults eat at
work or go out to a restaurant. Some adults bring leftovers
to work for lunch – extra food from dinner the night before.
Dinner is usually eaten between 5 o’clock and 8 o’clock in Figure 16
the evening. Many types of food from all around the world are popular in the
United States, such as Chinese food, Italian food, Japanese food, and Mexi-
can food. All of these foods are an important part of the American diet. When
the weather is warm, Americans like to grill hamburgers, hot dogs, and other
types of meat for a barbecue. Soups and stews are also popular in the winter.
(Adapted from: Breakfast, Lunch, & Dinner, 2014)

BRITISH MEAL TIME SCHEDULE
BREAKFAST
LUNCH

Eating customs in Mexico

Like in Spain, you can expect to eat your meals in Mexico on what seems like a delayed
schedule, possibly due to centuries of Spanish influence. To help you adjust, here’s a
quick run-down of what to eat and when to eat it!
El desayuno (Breakfast)
• Between 7:00 a.m. and 10:00 a.m.
• Breakfast in Mexico can range from a simple cup of coffee to a
huge spread featuring “huevos rancheros” (corn tortillas filled with
fried eggs and a sauce of chili, tomato & onion).
• Popular breakfast foods include sweet breads, tropical fruits, toast,
granola and yogurt.
La comida (Lunch)
• Between 1:30 p.m. and 4:00 p.m.
• In Mexico, lunch is the main meal of the day- expects to eat a lot!
• La comida typically consists of an appetizer, a soup or salad and the main course:
seafood, meat or poultry, rice and/ or beans and of course some hot tortillas.
• Get ready to chat before, during and after eating, as lunch tends to be a leisurely meal
La cena (Dinner)
• Between 8:00 p.m. and 9:00 p.m.
• Eaten in the evening, la cena is the lighter meal of the day in Mexico, often consisting
of soup or tacos.
Schedule meal time chart
Instructions: From the previous text; complete the chart with the different or simi-
lar time these cultures have their meals and, add some typical food they eat.
MEAL TIME
Culture Breakfast Lunch Dinner Snacks/tea
American
Food
British
Food
Mexican
Food

ACTIVITY 7
PREPOSITIONS OF PLACE
Instructions: Review the different uses of the prepositions of place and, com-
plete the practice below.
English Usage Example

room, building, street, town, country in the kitchen, in London
in book, paper etc. in the book
car, taxi in the car, in a taxi
picture, world in the picture, in the world
meaning “next to”, “by an object”
at the door, at the station
for table
at at the table
for events
at a concert, at the party
place where you are to do something
at the cinema, at school, at work
typical (watch a film, study, work)
attached the picture on the wall
for a place with a river London lies on the Thames.
being on a surface on the table
on
for a certain side (left, right) on the left
for a floor in a house on the first floor
for public transport on the bus, on a plane
for television, radio on TV, on the radio
Prepositions of place practice

1. Sign your name the dotted line.
a) after b) behind c) on
2. When we flew the clouds, we could see the earth's surface.
a) over b) in c) below
3. Can I sit you at the movie theatre?
a) around b) beside c) inside
4. The kids are playing the backyard.
a) at b) on c) in
5. Your glasses are right you.
a) in front of b) on top of c) in behind
6. You can pick up your keys the front desk.
a) in b) at c) over
7. Let's meet the front door.
a) in b) at c) below
8. There's a helicopter hovering our house.
a) above b) on c) under
9. Didn't you park your car mine?
a) on top of b) at c) behind
10. Please stay the police caution tape.
a) behind b) above of c) over

Learning situation: do you know what vocabulary to use in a business mee-

ting? What phrases do you consider could be the appropriate ones to use before,
during and, after the meeting?
ACTIVITY 8A - MEETING PHRASES
Instructions:
1. Read and learn the useful phrases used before, during and after the business
meeting.
2. Practice the phrases by having a repletion drill, dictation and, memorizing them.
3. Suggestion: you could use some of these phrases for your final project.
Welcoming and introducing participants

• I'd like to introduce...
• I don't think you've met…
• I’d like you all to meet…
• It’s a pleasure to welcome...
• We're pleased to welcome...
• Please join me in welcoming…
Opening the meeting
• All right let’s get down to business.
• Let’s start the meeting, shall we?
• Good morning/afternoon, everyone.
• I've called this meeting in order to…
• The main purpose of today’s meeting is…
• If we are all here, let's get started.
Stating the main objectives of a meeting
• We're here today to...
• Our aim is to...
• By the end of this meeting, I'd like to have …

Reporting absentees
• I have received apologies for the absence of Robert who is in Delhi.
• I'm afraid Jennifer Smith can't be with us today. She is in...
Timing
• We'll have to keep each item to ten minutes; otherwise we'll never get through.
• We will hear a short report on each point first, followed by a discussion round
the table.
• We need to finish at / by 10 o’clock.
• We have one hour.
• We will adjourn for lunch at 12.
Summarizing
• Before we close, let me just summarize the main points.
• Shall I go over the main points?
• Is there any other business to discuss?
• To sum up,
• In brief …
Finishing up
• Right, it looks as though we've covered the main items.
• So, let’s see where we stand.
Suggesting and fixing the next meeting’s time and place
• Can we fix the next meeting, please?
• So, the next meeting will be on Friday, the 3rd of October at 9:15 in the Green
Room.
• Could we set the date for the next meeting?
• What about the first Wednesday in December?
Thanking participants for attending
• Thank you all for attending.
• I'd like to thank Celia for coming over from Edinburgh.
•Thanks for your participation.
Closing the meeting
• The meeting is closed.
• I declare the meeting closed.

ACTIVITY 8B
MEETING PHRASES SENTENCES

Instructions:
1. Create 3 sentences about meeting phrases depending on the stage of the meeting.
2. You can use phrases from the list of meeting phrases but in a complete form.
Example: our aim is to… Complete form: our aim is to establish the new logo of
the company.
Opening the meeting
1.
2.
3.
Welcoming and introducing participants
1.
2.
3.
Closing the meeting
1.
2.
3.
Thanking participants for attending
1.
2.
3.
Summarizing
1.
2.
3.

Finishing Up
1.
2.
3.
Learning situation: do you know that companies plan their events, meetings and
business travels in a scheduled conference? What types of meetings do exist? Do
you know what company members attend these business meetings? What do the
members use to record their agreements or disagreements during the meeting? Do
you know what a chairperson does?
ACTIVITY 9A
Instructions: In pairs, observing the principles of inclusion and gender equality, read the
following text about Business meetings, and answer the reading comprehension
questions. This activity will be integrated to your Portfolio of Evidence.
Figure 19
TYPES OF MEETINGS
Within any company or organization, meetings between committee members
and general members are vital for the maintenance of effective communication
and democracy. The purpose of meetings is not only to share ideas and to reach
a common agreement among members, but also to make decisions and appoint
the right people to carry out these decisions. There are several different types of
meetings that an organization may conduct, and they are commonly outlined in
the constitution.
In summary the various types of meetings are:
• Executive or committee meetings: involve only elected or appointed
decision makers. For example, members of subcommittees, that both
groups achieve the same result, virtually no worthwhile decisions.
• General body meetings: open to all members (however they may not
have the right to vote).
I. Executive or committee meetings: the company´s executive committee
meets as necessary to discuss club affairs. Some companies’ executive commi-
ttees meet twice a month, while others meet monthly. How frequently the com-
mittee meets is its decision, but it’s important for a newly elected committee to
meet at the beginning of their term to discuss the budget and make the Success
Plan. All decisions made by the executive committee must be approved by the
club. If the club doesn’t approve of an executive committee decision, it is invalid.

II. General body meetings: many companies have a meeting time which has
been etched in tradition, for example 7.30 p.m. at the lodge on the first Wednes-
day of each month. In this case, there is no need to send out reminder notices.
Whatever the tradition it is better to keep matters formal. The company secretary
should issue a notice of the meeting attaching the agenda, minutes of the last
meeting, the financial statement (if any) and written material related to important
items due to be considered at the meeting.
MEETING PROCEDURES
If a company follows the correct procedures for a meeting, they will tend to flow
smoothly, run on time and be an effective and fair source for decision making. In
some cases, there are no defined procedures at all and in other cases the pro-
cedures are defined and restrictive.
Meeting procedures are set up to:
• Improve the efficiency in the conduct of the business of the meeting while
giving protection to the rights of members present.
• Enable every person in the meeting to have an equal right to be heard and
to have the opportunity to have their viewpoint considered.
• Enable every person present to have an equal right to vote on the issues
and to help in the decision making. Make sure that your club members are
aware of the meeting procedures and kept informed of any changes.
Prior to the meeting:
• Make arrangements for the meeting place.
• Send adequate notice of the meeting to all concerned.
• Minutes of the previous meeting should be enclosed if they have not alre-
ady been sent.
(Adapted from: UCSD College, 2016)
Reading comprehension questions

Type of Meetings
1. What is the purpose to have a meeting?
2. What is about an executive or committee meeting?
3. Explain what is about the General body meetings?

4. How meeting procedures are set up?
5. Mention the prior steps to have a meeting:
Feedback Suggestion: the professor could provide feedback of the reading comprehension questions
to complement the evaluation if he/she considers it suitable. Look for the rubric on page 57.
HOW TO CONDUCT SUCCESSFUL MEETINGS?
Figure 20
At the meeting
Meeting procedures may vary according to the level of formality required to com-
plete the agenda efficiently. A small company might be able to dispense with the
more formal agendas required by a national organization. Most people have ex-
perience with meetings. Often the constitution of companies will give guidelines
on how meetings are to be called and managed. For formal meetings, Rules of
Debate can be used. These are guidelines based on Parliamentary procedure
and apply to general meetings of members and public meetings. Formal proce-
dure gives meetings a structure and helps members reach clear decisions. They
can also help control large meetings or a single antagonist on a committee.
Motions: a motion is a formal recommendation put to a meeting for debate and consideration.
Understanding motions
All items of business or issues requiring a decision must be presented to the
meeting as motions which if passed, will then become resolutions. All motions
should be proposed by the “mover” in front of the chairperson and then suppor-
ted (seconded) by another committee member before any discussion can take
place on the item. For example: “Club fees should be increased by 15% next
year”. The proposer then explains the motion to support it. The seconder has
the right to speak immediately or wait till the end of the debate. The chairperson
then calls for speakers alternately for and against the motion. At the end of the
debate, the proposer can reply. A vote is taken. The secretary should record the
motion, which proposed and seconded it and whether it was carried.

Chairing meetings
Throughout the meeting the chairperson:
• Notes who wish to speak and indicate when a person may speak.
• Is responsible for keeping conversation to the subject.
• Decides when discussion should be brought to an end.
• Does not usually get involved in the discussion unless their opinion is sought.
• Should summarize the issue under discussion to aid in decision making.
• If it is apparent that a decision cannot be made, refer the item to a working
group for a report at the next meeting. (Adapted from: UCSD College, 2016)
ACTIVITY 9B
In pairs, observing the principles of inclusion and gender equality, create 5 Q&A
(Question and Answer) questions about how to conduct successful meetings. ***This
activity will be integrated to your Portfolio of Evidence
1._______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2._______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3._______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4._______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5._______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

ACTIVITY 10 - AGENDA VOCABULARY
Instructions: look up the words about meetings in your dictionary and, create a
sentence per each word. Suggested dictionary: https://www.merriam-webster.com/
(App, free version). ***This activity will be integrated to your Portfolio of Evidence
Word and part of Meaning in English and

Example sentence
speech translation in Spanish
The vice president is absent due to
1. absent adj. not present
unexpected circumstances.
2. Accomplish verb
3. Address verb
4. Adjourn verb
5. Agenda noun
We always vote for a new chairperson at
6. AGM noun (abbr)
the AGM.
7. Allocate verb
8. AOB noun (abbr)
9. Apologies noun
10. Ballot noun
11. Board of directions
noun
12. Boardroom noun
The boardroom is reserved for a managers'
13. Brainstorm verb meeting, so we'll have to meet in the
lounge.
14. casting vote noun
15. chairperson / chair

noun
16. clarification /
verification noun
17. closing remarks
noun
18. Collaborate verb
19. Commerce verb
20. Comment verb or

noun
If you have a comment, please raise your
21. Conference noun
hand rather than speak out.
22. Conference call
noun
23. Confidential
adjective
24. Consensus noun
25. Deadline noun

The deadline for buying tickets to the

26. Designate verb
conference is May 25th.
27. Designate verb
28. Formality noun
29. Grievance noun

30. Guest speaker
noun
31. Implement verb
32. Mandatory
adjective
33. Minutes noun
34. Motion noun
35. Objective noun

I'm pleased that we were able to cover all
36. Opening remarks
of the objectives today within the
noun
designated time.
37. Overhead projector
noun
38. Participant noun
39. Proxy vote noun
There must have been one proxy vote
40. Punctual adjective because I count twelve ballots but only
eleven attendees.
41. Recommend verb
42. Show of hands
noun
43. Strategy noun
44. Unanimous
adjective
The vote was unanimous to cut work hours
45. Vote verb or noun
on Fridays.
46. Wrap up verb

Learning situation: in company situations you should know the proper phrase
to invite, arrange, rearrange, schedule appointments because is important to keep
effective communication.
ACTIVITY 11A
PHRASES: INVITING, ARRANGING AND SCHEDULING APPOINTMENTS

Instructions: Read and learn the useful phrases and create sentences below.
Informal phrases to invite:
• Would you like to eat Chinese food, Mexican food, Sea

Food, etc.
• We're going to
• Would you like to come along?

• There's a dinner, party, celebration, theater presentation,
etc. Would you like to go?
• How about eating Chinese? How about going out at
night? How about going to the Movies? Figure 21
• Do you want me to pick up early? Do you want me to take you shopping?
• I wonder if you would like to stay at the hotel

• I was wondering if you would like to visit some historic sites
• I was wondering if you would like to visit some vineyards at Guadalupe Valley.
Formal phrase to invite
• I'd like to invite you to . . .

• If you have time, I'd like to invite you . . .
• Would you like to join us for (event) at (time)?
• We'd be glad to have you accompany us . . .
• We'd be delighted/honored to have you as our guest at . . .

• When would suit you?
• What time would be convenient for you?
• Where would suit you?
• Can you manage / make 2 o’clock on Thursday?

• How about 3 o’clock?
• Are you free on the 26th?

ACTIVITY 11B
Inviting Boss to a dinner party

Instructions:
1. In pairs, observing the principles of inclusion and gender equality, practice the dialogue.
2. Underline words of diffcult pronunciation and, ask your teacher’s help to better your pronunciation.
3. Pass to the board and read with good pronunciation to perform (Role Play) the dialogue by memory.
***This activity will be integrated to your Portfolio of Evidence.
Dialogue inviting boss to a dinner party.

A: Mr. Lee, I was wondering if you and your wife had plans for next Friday night.
B: Yes, I think we might be free. What did you have in mind?
A: I've mailed a formal written invitation to your home inviting you to a dinner party at
my home.
B: That sounds great. Is it casual?
A: Actually, we thought it would be fun to have a formal sit-down dinner for the holidays.
B: That sounds good. It will give my wife a chance to dress up.
A: Yes, we've invited four other couples, so it should be a good mix of people.
B: That sounds wonderful. Will there be anyone there that I know?
A: Oh yes, everyone we are inviting is from our company.
B: Great! I'll look forward to it. We'll make sure and check the mail for our invitation.
Asking for an appointment

(Formal situations)
I would like to arrange an appointment to discuss....
Please would you indicate a suitable time and place to meet?
(Neutral)
Would it be possible to meet on (date) at your / our offices to discuss. ?
(Informal)
Can we meet (up) to talk about. ?
Suggesting a time
(Neutral)
Would Tuesday suit you?
Would you be available on Tuesday?
(Informal)
What about. ?
Let's say... Figure 22

Agreeing to an appointment
(Formal)
Thank you for your email. I would be available to discuss. ... on (date) at (time
and place).
Tuesday sounds fine. Shall we say around (time) at (place)? (informal)
Changing the arrangement
"You know we were going to meet next Friday? Well, I'm very sorry, but
something urgent has come up".
"I'm afraid that I'm not going to be able to meet you after all. Can we fix
another time?" "Something has just cropped up and I won't be able to
meet you this afternoon. Can we make another time?"
How to ask for an appointment
The following sentences are ways to ask for an appointment:
Are you available on Monday? Are you available next Monday?
Are you free on Tuesday? Are you free next Tuesday?
How does the third sound to you?
Figure 23
Can we meet on Wednesday? Can we meet next Wednesday?
Would next Thursday be ok?
What about next Friday? Is next Saturday ok?
ACTIVITY 11C
Phrases: inviting, arranging and scheduling appointments

sentences
Instructions: create 3 sentences (of your own, be original) about inviting,
arranging and scheduling appointments. ***This activity will be integrated to your
Portfolio of Evidence.
Informal or formal phrases to invite
1.
2.
3.
Asking for an appointment
1.
2.
3.

Suggesting a time
1.
2.
3.
Agreeing to an appointment
1.
2.
3.
Changing the arrangement
1.
2.
3.
How to ask for an appointment
1.
2.
3.
ACTIVITY 11D
MAKING APPOINTMENTS. PRACTICE EXERCISES

Instructions: underline the correct answer for each appointment phrase.
1. Monday suit you? 6. I’m afraid I can’t meet next Tuesday.

Thursday?
Are How about
Is Is convenient
Would Does suit
2. does Monday sound to you? 7. Next Wednesday would be .

How acceptable
What perfect
When suit
3. Is 10 am
Is 10 a.m.a agood
good____ forfor you?
you? 8. I’m afraid I can’t it next Tuesday.
date make
hour meet
time suit

4. What about next week? 9. Something urgent has .
meet come to
Meeting come up
to meet turned up
5. Is next Tuesday ? 10. Can we another time?

available appoint
convenient Fix
sound good suit
MAKING A RESERVATION
Here are some typical phrases and expressions to use when a guest makes a
booking to stay at your hotel.
Front desk receptionist
• Enterprise Hotels, Lisa speaking. How • The dining room is open from 4 p.m.
can I help you? until 10 p.m.
• What date are you looking for? • We have an indoor swimming pool and
sauna.
• How long will you be staying?
• We serve a continental breakfast.
• How many adults will be in the room?
• Cable television is included, but the
• I'm afraid we are booked that wee- movie channel is extra.
kend.
• Take Exit 8 off the highway and you'll
• There are only a few vacancies left. see us a few kilometers up on the left-
hand side.
• We advise that you
book in advance during • The rate I can give you is 99.54 with
peak season. tax.
• Will two double beds be • We require a credit card number for a
enough? deposit.
• Do you want a smoking
or non-smoking room?
Guest phrases
• I'd like to make a reser- • Do the rooms have refrigerators?
Figure 24 vation for next week.
• Do you do group bookings?
• Is it necessary to book ahead?
• Is there an outdoor pool?
• Do you charge extra for two beds?
• Do you have any cheaper rooms?
• How much is it for a cot?
• When is it considered off- season?
• Do you offer free breakfast?
• Is there a restaurant in the hotel?

ACTIVITY 11E
Instructions:
1. In pairs, observing the principles of inclusion and gender equality, practice the dialogues
of booking a hotel and restaurant.
2. You will be taking turns to perform the dialogue in front of the class. Good pronunciation
and intonation will be evaluated. ***This activity will be integrated to your Portfolio of
Evidence
BOOKING A HOTEL ROOM DIALOGUE
Receptionist: thanks for calling Quality Inn, Morine speaking.
Caller: hello. I'm interested in booking a room for the September long weekend.
Receptionist: I'm afraid we're totally booked for that weekend. There's a convention
in town andwe're the closest hotel to the convention center.
Caller: oh, I didn't realize. Well what about the weekend after that?
Receptionist: so... Friday the seventeenth?
Caller: yes; Friday and, Saturday.

Receptionist: it looks like we have a few vacancies left. We recommend that you make a
reservation, though. It's still considered peak season then.
Caller: okay. Do you have any rooms with two double beds? We're a family of four.
Receptionist: yes, all of our rooms have two double beds. The rate for that weekend is $129
dollars a night.
Caller: that's reasonable. And do you have cots? One of my daughters might be bringing a friend.
Receptionist: we do, but we also charge an extra ten dollars per person for any family with over
four people. The cost is free.
Caller: okay, but I'm not positive if she is coming. Can we pay when we arrive?
Receptionist: yes, but we do require a fifty-dollar credit card deposit to hold the room. You can
cancel up to five days in advance and we will refund your deposit.
Caller: great, I'll call you right back. I have to find my husband's credit card.
Receptionist: okay. Oh, and just to let you know...our outdoor pool will be closed, but our indoor
pool is open.
Making a restaurant reservation
A: Shogun Restaurant.
B: hi, I would like to make a dinner reservation.
A: of course, what evening will you be joining us on?
B: we will need the reservation for Tuesday night.
A: what time would you like the reservation for?
Figure 25
B: we would prefer 7:00 or 7:30.
A: how many people will you need the reservation for?

B: There will be 4 of us.
A: Fine, I can seat you at 7:00 on Tuesday, if you would kindly give me your
name.
B: Thank you. The last name is Foster.
A: See you at 7:00 this Tuesday, Mr. Foster.
B: Thank you so much. I appreciate your help.
Learning situation: do you think is relevant to know how to speak during a

meeting? Do you consider that depending on the situation you could speak formal
or less formal?
ACTIVITY 12 - BUSINESS MEETING DIALOGUE
Instructions:
1. In teams of three, observing the principles of inclusion and gender equality, practice the dialogue.
2. Underline words of difficult pronunciation and, ask your teacher’s help to better your
pronunciation. ***This activity will be integrated to your Portfolio of Evidence
3. You are going to perform (Role Play) the dialogue in front of the class. You can red, but
pronunciation and intonation will be evaluated..
IMPROVING SALES IN CHINA DIALOGUE

Alice: we're having a meeting tomorrow. Can you make it?
Kevin: when is it taking place?
Alice: we're planning at 10 o'clock. Is that OK?
Kevin: yes, that'll be fine.
Alice: we're going to go over the suggestions to improve customer’s communication.
Kevin: good. I have some suggestions I’d like to make.
Alice: Frank is also going to make some suggestions on improving sales in China.
Kevin: that'll be interesting. He's got keen insights.
Alice: yes, he's going to outline some new sales strategies.
Kevin: is Alan attending?
Alice: no, he's flying to San Francisco and won't be able to make it.
Kevin: oh well.
Chairman: I'd like to open today's meeting, Kevin?
Kevin: first, I'll quickly go over the main points of the last meeting.
(After discussing about last meeting)
Chairman: if no one has anything to add, let's move on to today's agenda.

Kevin: I suggest we each give a little background on the suggestions we discussed

last week.
Chairman: could you repeat that, please?
Kevin: let's start by going over the research you've done on the suggestions.
Chairman: you'll find most of the information outlined in the summary documents in
front of you.
Kevin: these figures are interesting. It's clear to me that customer communications
are not working as they should.
Chairman: yes, our marketing efforts really haven't been effective to date.
Kevin: I suggest we break up into groups and discuss how we can improve our
message.
Chairman: unfortunately, we're almost out of time. I suggest you submit your ideas
on marketing, and we can discuss it by next week.
Kevin: before we close, could we quickly discuss the Armstrong situation?
Learning situation: have you ever attended any type of meeting? Do you
know who attends business meetings? Have you ever attended a real business
meeting?
ACTIVITY 13
BUSINESS MEETING VIDEO: ANY OTHER BUSINESS?

Instructions:
1. Watch the video: episode 4, Any other business?
2. Take notes of the most important points in your notebook and, then answer the ques-
tions below.
3. Suggestion: you can watch the video directly from YouTube or downloaded in the lab
or in the classroom. This activity will be integrated to your Portfolio of Evidence
YouTube link: https://www.youtube.com/
watch?v=x_IwiOAhoFA on page 49 you
can find the script’s video.
Figure 26

Questions about the video “any other business?”
1. Who is the chairperson: write her name and physically describe her?
2. What does the chairperson ask at the beginning of the meeting?
3. Who does the chairperson ask to take the minutes?
4. What is the main item (topic) of the meeting?
5. With whom does the chairperson start up the discussion?
6. What does Mr. Tan say?
7. What does the chairperson put up for a vote?
8. What does the chairperson ask that everybody raised their hand?
9. What does the chairperson say at the end of the meeting, to close the meeting?
(2 phrases)
10. When is going to be the next meeting and in what time?
ACTIVITY 14 - AGENDA PRACTICE
Instructions:
1. Create sentences or phrases with the vocabulary of meetings.
2. Examples: "the vote was unanimous" Or "Raise your hand to vote for this
proposal, please".
3. Use affirmative, negative or interrogative form, in any tense. This activity will
be integrated to your Portfolio of Evidence
Vocabulary used in
Sentence or phrase
meetings
agenda
chairman / chairperson
clarify
conference
conference call
consensus
deadline

decision
interrupt
item
main point
minute
objective
point out
proposal
recommend
agreement
summary
task
unanimous
video conference
vote
Learning situation: what is the importance on how to be able to form appropriate

questions? Do you consider that a well elaborated question will help to have success-
ful communication?
ACTIVITY 15
Instructions:
1. Analyze the following table.
2. Make combinations of the vocabulary presented in the table to form questions.
Example: what time does the meeting start?

INFORMATIVE QUESTIONS
Question Interrogative
Subject
word mark
start ?
the bus
arrive ?
Where the meeting
leave ?
When the flight begin ?
What time do the inspection go ?
What our lunch, dinner travel ?
How much does our presentation scheduled ?
How seminar arranged ?
is
Why conference programmed ?
How are workshop available
What the bank ticket
Which you airfare ?
open
they
close
QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Learning situation: have you scheduled your daily or weekly activities? What is
the importance of scheduling events in a business environment?
ACTIVITY 16
Mr. Turner and Mr. Wilson’s calendar

1. Analyze the following calendars.
2. Look at Mr. Turner and Mr. Wilson’s appointments.
3. Complete the conversation depending on their schedule.

Mr. Turner’s calendar
Monday Tuesday Wednesday Thursday Friday Saturday
8:00
CEO Meeting with
8:30 LA office
breakfast contractors
Sales report Trip to
9:00
meeting Shangai
9:30
10:00
Marketing
11:00
Seminar
Lunch with
12:00
Susan Evans
Ontario Lunch with
13:00
meeting William Smith
Anaheim
14:00
meeting
14:00
Mr. Wilson’s calendar
Monday Tuesday Wednesday Thursday Friday Saturday
8:00
Breakfast with Breakfast with
8:30 Shangai Mexico
representatives representatives
9:00
Las Vegas
9:30
Convention
Training Annual
10:00
workshops meeting
Training
11:00
workshops
12:00
Shangai
13:00 designers
visit
Training
14:00
workshops
15:00
Ice breaker
16:00
dinner
17:00

Mr. Turner and Mr. Wilson are trying to arrange a meeting
TURNER: hello, this is Mr. Turner from Shangai International. I would really like to
you to discuss some points about the marketing campaign that you are
designing.
WILSON: are you free on Monday at 8:00 a.m.?
TURNER: no, I am visiting in L.A. How about at noon?
WILSON: I am going to Las Vegas the entire day. Tuesday morning will be okay?
TURNER: I am afraid Tuesday is not possible. I have to

and . Could we meet on Wednesay
at 2 p.m.?
WILSON: no. I am not available. I 3 workshops.
TURNER: I am free on Thursday from 10 to 2 o’clock. What do you think?

WILSON: perhaps we could have lunch together?
TURNER.: no, I am already engaged in a lunch meeting, but still available from 10
to 2. Does it work for you?
WILSON: I am free most of Thursday, so it won’t be a problem. I can you
at your office.
TURNER: that would be ideal, because on Friday I travel to Shangai and I won’t be
in L.A. for a week.
WILSON: so, Shall we meet at 11:00 at your office then?
TURNER: I’ll be waiting for you.
EXTRA PRACTICE
ACTIVITY 17
BUSINESS MEETING VIDEO

Instructions:
I. Watch the video: episode 5, “Hear, hear!”
1. Take notes of the most important points in your notebook and, then answer
the questions below. This activity will be integrated to your Portfolio of
Evidence.
2. Suggestion: you can watch the video directly from YouTube or downloaded
in the lab or in the classroom.
3. YouTube link: https://www.youtube.com/watch?v=5Vo_gHFs4is&t=170s on
page 51 you can find the script of the video.

Figure 27
Questions
1. What did the chairlady said to Ms. Lin?

2. What did Lin said to Mr. Tan?
3. What’s the opinion of Mr. Walter about the falling building?

4. What does Mr. Tan ask Mr. Walter?
5. What is the opinion of Mr. Walter about the risky building?
6. What is the phrase that Ms. Lin uses to show approval?
7. What is the new topic that Barbara expresses to the chairperson at the end of
the meeting?
8. What does Mr. Walter suggest to Barbara?
9. What does the chairperson answer to Walter?
10. What is the suggestion that the chairperson gives to Barbara?
II. Write 5 phrases you can use to express “disagreement” from the final
explanation in the video.
1.
2.
3.
4.
5.

CLOSING ACTIVITY HW PROJECT OF THE SUBMODULE
Arranging a meeting, booking and inviting business people Project:

Creating a Scrip
Requirements:
a) Work in teams of 4 or 5 students, observing the principles of inclusion and gender equality.
b) Choose project A, B or C. (Or the professor could give the project)
c) The written report is to create the Script of a dialogue.
a) The oral presentation must be presented in front of the class in a Role play style.
This activity will be integrated to your Portfolio of Evidence
Project A. Having a meeting

1. Using as example the meeting phrases, vocabulary, video and dialogues about business
meetings create a dialogue.
2. The dialogue could be about 3 items or topics, such as: solving a company conflict, welco-
ming a new manager, changing the company logo, changing the slogan, tagline, or others.
3. Use the agenda that you have already made; complete (fill in) your agenda with the ele-
ments of the meeting: date, time place, meeting members, items, AOB, etc.
4. Presentation: role play a real meeting including all the meeting members, like: chairper-
son, minute’s person and managers.
Project B. Booking: conference room, hotel and restaurant

1. Using phrases about booking. Create a dialogue of 3 telephone calls where you have to
book:
• A conference room for the meeting
• A five-star restaurant
• A hotel to accommodate company members and new investors
2. The presentation is going to be a role play of 3 telephone calls where all the team mem-
bers have to participate.
Project C. Inviting company member or partner to dinner

1. Utilize the phrases and dialogues, as an example, to create a dialogue about inviting a
company partner, your boss, a new manager or company member to a dinner party to talk
about business and socialize.
2. The presentation is going to be a Role play of a face to face invitation to a dinner party
and, it will continue at the dinner where you are going to talk about business and get to
know each other likes and preferences about sports or leisure activities. The length of the
dialogue will be decided by your professor.

EVALUATION OF THE PROJECT

Written text (dialogue) Oral Presentation
(team work) (teams work)
INTEGRATION PORTFOLIO OF EVIDENCES: ALL THE EXERCISES DONE IN THIS

SUBMODULE
All written exercises that are generated during the submodule will be integrated into the
portfolio of evidence
COLEGIO DE BACHILLERES DEL ESTADO DE BAJA CALIFORNIA

PLANTEL
LISTA DE COTEJO SUBMÓDULO 1

INGLÉS EMPRESARIAL
SEMESTRE 2021-2
Name: Date
Name: Group:
Name:
Name:
Name:
CHECKLIST FOR “ARRANGING A MEETING, BOOKING AND INVITING BUSINESS

PEO PLE” PROJECT.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
8.3 Asume una actitud constructiva, congruente con los conocimientos y habilidades con los
que cuenta dentro de distintos equipos de trabajo.
Diagnóstica Formativa Sumativa Apertura

Tipo de Desarrollo
Momento
Evaluación Auto Evaluación Coevaluación Heteroevaluación
Cierre
Tipo de Individual Bina Equipo
Individual Bina Equipo
Trabajo
Evaluador

YES NO
ELEMENTS: VALUE 3 POINT
1. Uses BOOKING VOCABULARY for an appointment, a meeting, or an invitation.
2. Uses MONTHS AND DAYS VOCABULARY.
3. Uses EXPRESSIONS to locate a place or set a date for a meeting.
4. Uses PHRASES OR EXPRESSIONS to make different types of invitations or ask to arrange

an appointment.
5. Uses PHRASES OR EXPRESSIONS to accept or decline an invitation, change or cancel a

meeting.
6. Uses PHRASES OR EXPRESSIONS to ask, give suggestions, or give opinions.
7. Uses EXPRESSIONS to book a conference room, a hotel, or restaurant.
8. Uses EXPRESSIONS to compare places, time, or products.
9. Uses EXPRESSIONS to invite a company member by phone or personally.
10. Uses EXPRESSIONS to welcome a company member.
11. Uses EXPRESSIONS to talk about different topics about the company.
12. Uses EXPRESSIONS to change or improve a logo, slogan, or another product.
13. Uses EXPRESSIONS to make a negotiation.
14. Uses EXPRESSIONS for list agenda of the day to follow.
PRESENTATION: VALUE
3 POINT
15. Dress code for business meeting.
16. Set the scenery for an office or conference room.
17. Memorize dialogue.
18. Excellent pronunciation.
19. Takes from to minutes.
WRITTEN REPORT VALUE 3

POINTS
20. Turns in written report before presentation.

TOTAL POINTS ( / 60) :
RUBRIC TO EVALUATE ORAL PRESENTATIONS
Teacher’s signature:
Student’signature:

10 7 NEEDS 5 NON
CATEGORY 9 GOOD 8 FAIR Score
EXCELLENT IMPROVEMENT INCLUDED
Visual aids Visual aids Visual aids are
Visual aids are hard
support the have little little related to
to understand and/
Visual aids theme and support for the the theme,
or are not related to Non
(when have proper theme. Have have no
the theme; size and Included.
applicable) size and color proper size and proper size
color have difficult
for the color for the and color for
comprehension.
audience. audience. the audience.
Uses
appropriate
vocabulary
His or her
without any
Uses grammar The mistakes and
grammar
appropriate presents grammar errors are
mistakes. His Speaks
Grammar vocabulary with mistakes but evident and
or her Spanish.
few grammar he or she communication is
sentences are
mistakes. communicates not accomplished.
according to
.
the learning
objects and
purpose.
Pronounces
with errors or
Only Read/
Pronunciation Excellent Pronounces is not The pronunciation
Speaks
pronunciation. fairly well. understandabl is poor and unclear.
Spanish.
e from time to
time.
Is able to
communicate Is able to
Is able to Is not able to
ideas in an communicate Only reads
express ideas, communicate
Fluency excellent fluently, with and Speaks
stopping to ideas, mixing both
manner, just some Spanish.
recall words. languages.
without hesitations.
hesitation.
Script was
almost fully Script was
Memorization Script was fully
memorized- partially
Improvisation memorized; Script was not at all
some memorized;
student memorized; no Only reads.
improvisation student did not
(when improvised in improvisation used.
was used to attempt
applicable) place of lines.
make up for improvisation.
missed lines.
Turns in on
time, with an
Turns in on
excellent Turn in but Poor quality,
Dialogue: time, according Not
quality missing some missing most of the
written text to the Delivered.
according to requirements requirements.
requirements.
the
requirements
Final score

ANNEX
Episode 4 Any other business? Transcript 01:13
00:18 we will need to work on a longer term plan for a

major refit.
Has everybody got a copy of the agenda?
01:19
00:20
Well, if there's no more discussion, we'll put it to a
Would you mind taking minutes John? vote. We're recommending that
00:24 01:24
Not at all. tenders be called for the urgent work needed. All
those in favour?
00:25
01:30
Good. Well, then let's get started.
All those against?
00:28
01:32
First of all, thank you everyone for attending at
short notice. Then that's agreed. Any other business? Then
we'll close the meeting. Thank you everyone.
00:34
01:38
As you know, the objective of this meeting of the
Capital Works Committee is to discuss The next meeting will be in two weeks, at the
same time.
00:38
01:50
a proposal for some urgent building work at our
Southside plant. As we've got to reach Meetings. We love them or hate them - but we
have to have them. Of course, there are
00:44
a decision which may involve spending, we'll run it
as a formal meeting. 01:57
00:49 many different kinds of meetings, from an informal

chat, to a board meeting, or even
Now, you've read the proposal, so without further
ado, I'd like to open it up for discussion. 02:03
00:54 an Annual General Meeting - and some are more

formal than others - and so the language used
Perhaps if we can start with you Tan - what's
02:10
your view?
in them changes.
00:59
02:12
Well, I'm not convinced that the work is as urgent
as this report suggests, so perhaps Today we're looking at a more formal meeting and
in particular at the role of the chairperson
01:05
02:18
we should
- or the person who runs the meeting.
01:07
02:21
So, to sum up, I think we are all aware that some
urgent work does need to be done, and Our Chairperson is Denise. Let's look at how she
starts things off.
02:29

Has everybody got a copy of the agenda? 03:44

02:30 committee to discuss a proposal for some urgent
building work at our Southside plant. As we've
Would you mind taking minutes John?
03:51
02:35
got to reach a decision which may involve
Not at all. spending, we'll run it as a formal meeting.
02:36 03:56
Good. Well then, let's get started. Denise first Now, you've all read the proposal, so without
makes sure everyone has an agenda further ado, I'd like to open it up for discussion.
02:42 04:03
- or a list of the items to be discussed at the Did you notice the different parts of that
meeting. introduction by the chairperson?
02:47 04:06
Then she asks someone to take minutes - or keep First, she thanked people for attending the
a record of the meeting. Then she announces meeting. Even though it may be their job,
02:53 04:13
the start of the meeting - she officially begins it. it's good practice to thank people for attending.
First of all, thank you everyone for attending
02:59
04:19
Let's practise some useful phrases for these three
purposes. at short notice. Next, Denise states the objective
of the meeting.
03:04
04:24
Has everybody got a copy of the agenda?
Of course, a meeting may have more than one
03:09 objective, but often meetings have one main
Does everyone have an agenda? 04:30
03:14 objective, or aim.
Everybody should have received an agenda. 04:32
03:16 The Chair should state the objective of the

meeting. In this case it is to discuss a proposal,
Would you mind taking minutes John?
04:39
03:23
and to reach a decision. A proposal is simply a
Could somebody take the minutes please? more formal word for a suggestion, but it
03:26 04:46
Well, then let's get started. What does the is usually a detailed suggestion, in a written form.
chairperson do after formally?
04:52
03:34
Let's look at some different ways of stating the
beginning the meeting? First of all, thank you objective of a meeting:
everyone for attending
04:57
03:39
The objective of today's meeting is to discuss the
at short notice. As you know, we needed to proposal
convene this meeting of the Capital Works

05:00 06:20
We're here today to discuss a proposal your view? Denise invites Tan to start the
discussion.
05:06
06:24
The purpose of our meeting today is to discuss
the following proposal Let's practice a few phrases for asking someone
to speak.
05:15
06:28
The next job of the chair is to invite discussion.
Let's look at how Denise does this: Who'd like to start the discussion?
05:21 06:33
Now, you've all read the proposal, so without What's your view Tan?
further ado, I'd like to open it up for discussion.
06:37
05:27
Let's hear from Tan.
Perhaps if we can start with you Tan - what's your
view? 06:40
05:32 Do you have a view on this Tan? Another job for
the Chair is to summarize
Denise says, "Without further ado, I'd like to open
it up for discussion". 06:47
05:38 the discussion - that is, concisely state the main
points made during the meeting.
"Without further ado" just means without any more
procedure. We're going to discuss it 06:53
05:43 So, to sum up, I think we are all aware that some
urgent work does need to be done, and
Straight away. Then she says, "I'd like to open it
up for discussion." 06:59
05:49 we will need to work on a longer term plan for a
major refit.
“It” refers to the proposal she has just outlined.
07:04
05:53
Denise summarizes the main points from the
Try repeating this phrase after me: Let's open it up discussion. To introduce this, she could use
for discussion.
07:09
05:58
various phrases. Practice these: To sum up
Let's open it up for discussion Okay. Now, you can
open a topic for general 07:16
06:05 In summary
discussion - which means anyone can have a say. 07:19
The Chairperson controls the discussion.
So the main points are The outcome of a meeting
06:10 might be a suggestion
Or, the Chairperson may invite particular people to 07:25
speak. This is what Denise does
for an action. Depending on what kind of meeting
06:16 it is, this could be called a motion, or a
- watch again: Perhaps if we can start with you 07:31
Tan - what's
recommendation. In our example, Denise puts the
recommendation of the meeting to a vote.

07:39 08:50
Well, if there's no more discussion, let's put the or not carried.
recommendation to a vote. We're recommending
08:53
07:45
Often at the end of the meeting a chairperson will
tenders be called for the urgent work needed. All call for any other business, before they
those in agreement?
08:58
07:50
officially announce the meeting is closed and
Anyone against? announce the time for the next meeting.
07:53
Then that's agreed. Any other business?
07:54
Then we'll close the meeting. Thank you
everyone. The next meeting will be in two weeks,
at
07:55
the same time. Notice how Denise controls the
meeting. She
07:58
doesn't say, "Is there any more discussion?" She
says, "If there's no more discussion,
08:04
we'll put it to a vote". She is controlling the
meeting by moving on. She then reiterates,
08:11
or re-states the recommendation and calls for
votes by saying, "All those in favour"
08:16
- that is, those who agree, and "All those against".
Votes are only taken in a formal
08:25
meeting procedure. In a less formal procedure, a
decision can be taken by consensus - by
08:32
everyone agreeing during the discussion.
08:36
Notice that after the vote, Denise says, "Then
that's agreed". A meeting agrees, or doesn't
08:43
agree to a recommendation. If it's a more formal
motion, we say the motion is carried

Video Hear, hear! Episode 5 transcript 01:08
00:18 I think so too. Thank you, Walter. Well, if there's

no,
as this report suggests, so perhaps 01:13
00:23 Excuse me Madame Chairperson.
we should… 01:14
00:24 Yes Barbara.
Oh, come on, the building is practically falling 01:15

down!
What about the problem with parking? There were
00:27 no places again this morning.
Sorry Lin, I don't think Tan had finished. We'll get 01:20
to you in a minute.
Maybe if you got to work on time.
00:31
01:22
Sorry.
All comments through the chair if you don't mind
00:32 Walter. Parking isn't on the agenda for
As I was saying, perhaps we should get a second 01:26

opinion before we spend any money.
this meeting. Perhaps you could suggest it for our
00:38 next meeting Barbara. Well, if there's
Thank you Tan. What's your opinion Walter? 01:32
00:42 no more discussion, we'll put it to a vote.
Well, as far as I'm concerned, it's a question of 01:34

safety. So, I think we should go ahead.
Hear, hear! Today we're looking again at
00:47 meetings. In
Are you suggesting that someone could get hurt? 01:47
00:49 meetings, especially formal meetings, it's

important to keep the discussion relevant,
In my opinion, yes. If you ask me, there is a
serious risk of an accident. And it's not 01:52
00:54 and to the point. So, we're looking at some words

and phrases that a Chairperson might
a recent problem. Are you implying we should
have done something? 01:58
00:58 use to stop irrelevant discussion and interruptions.

We're also looking at ways of stating an opinion,
earlier?
02:05
00:59
and agreeing or disagreeing.
Much earlier. It's a real concern.
02:09
01:01
First of all, notice how Tan states that he doesn't
Hear hear! In that case, I agree. We should do agree with the report.
something
02:14
01:07
now. as this report suggests.

02:19 of safety. So, I think we should go ahead.

Tan says, "I'm not convinced." He means he 03:34
disagrees with the report. But by saying he's
Are you suggesting that someone could get hurt?
02:26
03:37
not convinced - he is leaving himself open to
another point of view. In my opinion, is. Let's practise some phrases you
can use to
02:32
03:40
Let's look at some phrases you can use to
express disagreement. introduce your opinion about something. In my
opinion
02:37
03:47
I'm afraid I'm not convinced.
As far as I'm concerned
02:42
03:48
I don't entirely agree.
If you ask me
02:46
03:54
I'm not sure about that.
The way I see it is this. And of course, you can
02:50 simply state, "I think"
I can't agree with you there. 04:02
02:55 or "I believe".
I don't think that's quite correct. Notice that all of 04:05
these ways of disagreeing
Notice that Tan asks for clarification of the point
03:02 Walter makes. He wants to make sure
are polite. If you use stronger terms of 04:10
disagreement, it can sound rude, or
argumentative. he understands what Walter is saying.
03:10 04:14
Well, I'm not convinced that the work is as urgent Let's look at some ways of seeking clarification
as this report suggests, so perhaps. and checking understanding. Practise these
04:20
03:14 with Tan. Are you suggesting that someone could
get
Don't be ridiculous!
04:24
03:16
hurt?
Excuse me? When disagreeing, the speaker
normally also 04:27
03:21 Are you saying that someone could get hurt?
gives a reason for their opinion, and may use an 04:32
expression showing that it is their
Do you mean someone could get hurt?
03:26
04:37
opinion. Listen to Walter. Well, as far as I'm
concerned, it's a question Are you implying that someone could get hurt?
One of the roles of the Chairperson is to
03:31

04:44 All in good time Lin. Please go on Tan. Notice that
the language the chairperson uses
make sure everyone gets to have their say. All
discussion should go through the chair 05:53
04:50 is always polite, but firm. She uses “sorry” “thank
you” and “please” as a way of respecting
- that is, people talk to the Chairperson, not to
each other directly. So, the Chairperson 06:01
04:57 the other members of the committee, although she
is in charge.
sometimes has to interrupt or stop someone from
speaking. Let's see how Denise does this. 06:06
05:04 On the other hand, there is a time factor - it may
be necessary to cut people short.
as this report suggests, so perhaps. 06:12
05:10 and furthermore, if we look more closely at some
of the estimates, we can see,
Oh, come on, the building is practically falling
down! 06:16
05:13 Excuse me - sorry Tan, perhaps we should move
on.
Sorry Lin, I don't think Tan had finished. We'll get
to you in a minute. 06:21
05:17 I'm nearly finished.
Sorry. By saying, "I don't think Tan had finished", 06:22
05:22 Yes, but we do have to keep an eye on the time.
Perhaps we can come back to that point later.
Denise is politely telling Lin that she shouldn't
interrupt, and Lin apologises. But what should 06:28
05:29 I think it's quite important.
you do if someone keeps trying to interrupt? So 06:30
perhaps,
It is important, but I think it's more important we
05:32 hear everyone's views on this. Barbara?
Oh come on - the building is practically falling 06:38
down!
There were two key phrases used to stop Tan
05:35 from sending everyone to sleep. The first
Sorry Lin, I don't think Tan had finished. We'll get 06:43
to you in a minute.
one, "perhaps we should move on" is phrased as
05:39 a suggestion, but it is said in a firm way,
Well it's obvious. 06:50
05:41 with a falling intonation at the end.
Yes, but we do need to hear everyone's views on 06:53
this.
Practise with me: Perhaps we should move on.
05:44
06:57
Let's just vote on it.
Perhaps we should move on. This falling
05:45 intonation makes it a more definite

07:02 feel bad, she suggests it could be discussed at

another time.
statement, rather than a suggestion.
08:15
07:05
Finally, we've looked at disagreeing, Let's look at
The second one was put as a reason for moving ways of agreeing with a point.
on - that time is short. Nnotice the emphasis
08:21
07:12
Are you implying we should have done something
on the word “do”, and practise after me: We do earlier?
have to keep an eye on the time.
08:24
07:16
Much earlier. It's a real concern.
We do have to keep an eye on the time.
Remember we said the discussion has to be 08:26
07:23 Hear, hear!
relevant. What do we do if someone makes an 08:28
irrelevant comment?
Well, in that case, I agree - we should do
07:28 something now.
What about the problem with parking? There were 08:33
no places again this morning.
I think so too. Agreeing is simpler than
07:32 disagreeing, as you
Maybe if you got to work on time. 08:37
07:34 don't have to state a reason. Repeat these
phrases after me:
All comments through the chair if you don't mind
Walter. Parking isn't on the agenda for 08:41
07:39 I agree I agree
this meeting. Perhaps you could suggest it for our 08:43
next meeting Barbara.
In that case, I agree. In that case, I agree.
07:44
08:47
When Walter makes a comment directly to
Barbara, Denise says: I'll go along with you. I'll go along with you.
07:48 08:50
All comments through the Chair if you don't mind. I couldn't agree more. I couldn't agree more.
07:52 08:54
This is a way of reminding Walter of correct That's right. That's right.
meeting procedure. "All comments through the
08:57
07:58
I concur. I concur.
Chair" means he must speak to the meeting, not
directly to one person at the table. Denise 08:59
08:04 Absolutely! Absolutely!
suggests that, "Parking isn't on the agenda for this 09:04
meeting". But so that Barbara doesn't
Let's review some of the other important
08:10 expressions we've looked at in today's episode.

09:10
I'm afraid I'm not convinced.
09:15
Are you suggesting that someone could get hurt?
09:20
I can't quite agree with you there.
09:24
As far as I'm concerned, it's a question of safety.
09:31
Perhaps we should move on.
09:35
We do have to keep an eye on the time. When
giving opinions in a meeting, it's important
09:44
to use phrases such as “in my opinion”, “from my
point of view” or “I think”, instead of
09:51
just stating your opinions as facts. This is
respectful of other people who may have
09:56
different views.
09:58
But when you strongly agree with something
someone else says, you can say “Hear, Hear!”
10:05
That's all for today - see you next time on The
Business of English.

Submodule 2
PLANNING BUSINESS EVENTS
G E NE R I C BASIC PROFESSIONAL
4. The student interprets and produces suitable messa-

ges in a variety of contexts through the use of appropriate CPBI5. The student understands and ex-
means, linguistic codes and other tools. presses orally the management of a business
agenda through vocabulary in English; he/
CG4.2 Applies different communicative strategies de- she makes reservations, changes and can-
pending on the speaker, the context and, the objectives cels appointments. He/she organizes various
that he/she pursues. events and improvises solutions when unfore-
seen problems happen, he/she adapts to be in
5. Develops innovations and proposes solutions to pro- team work, visualizing and showing leadership.
blems of established methods.
CPBI6. The student researches, unders-
CG5.6 Utilizes Information and Communication Tech- tands and writes reliable information in English
nologies to process and interpret information. from different point of view, to present adequate
proposals to organize business events, with a
6. Maintains a personal position on issues of interest and global vision taking care of the ways of langua-
relevance, considering other points of view critically and ge and respecting the sort information.
reflectively.
CG6.4 Structure ideas and arguments in a clear, cohe-
rent and synthetic manner
groups.
CG8.3 Takes a positive attitude towards his own knowle-
dge and abilities while working in different teams.
Submodule 2
PLANNING BUSINESS EVENTS
SUBMODULE PURPOSE
In this submodule you will practice phrases or expressions and vocabulary
that will help you to interact by telephone in business situations as asking
to talk to someone, the person is not available, leave messages, ordering
merchandize, making and receiving complains, selling products, attending
phone calls anytype. You will practice your spelling skills and learn how to
take down messages.
INTERDISCIPLINARIEDAD TR ANSVERSALID AD
EXPECTED LEARNING
● Give in oral and written form different kind of facilities in business events, taking care of the pronunciation, intonation and
fluency. Also, the proper grammar, the use of the vocabulary and the orthography.
● Ask and answer questions in oral form about the attractions and advantages for a congress, conference and a business mee-
ting.
● Suggest and give oral comparatives about the different kind of places for the best election and preferences.
● Create and participate in oral conversations for make future plans about events to realize in meeting business.
● Make written schedules according with business events and trips.
● Show oral and written examples about business problems and suggest possible solutions when you are going to organize
events.
B ASIC K NO W L E D G E SKILLS ATTITUDES
• Brochure (triptych) and advertisements with the • Interprets texts that offer services to carry out • He commu-
most important features and photographs of an company events. nicates asser-
attractive city, suitable for business meetings. tively and empa-
• Inquire in different places about information
• Scripts about business trips in different countries. thically.
of places to elaborate in a written way triptych
about characteristics that have a place to hold • Respect and
• Facilities’vocabulary about places where can be
work meetings. tolerate their
business meetings.
• Write business trip reports, and highlight the peers.
• Common phrases to use for describing places.
results obtained.
Using “there is……there are” (affirmative, negative
an interrogative form) Quantity expression: any, a • Make oral comparisons between different
lot of, much, many. Examples: Is there any room sites consulted to make events and suggest
service included in the package? There are a lot of those thatoffer the best services.
malls around. • Use phrases to negotiate the best prices when
• Common phrases to describe the best place to making reservations in hotels, restaurants or hire
make business events, using comparative and su- services.
perlative grammar. Examples: Mexico City is more • Ask and answer questions about the characte-
crowded than Monterrey. Holiday Inn has better ristics of the places selected for future meetings.
prices. Mexicali is the best place to make business.

Submodule 2 PLANNING BUSINESS EVENTS
OPENING ACTIVITY
ACTIVITY 1
Diagnostic activity: answer the next questions.
1. Imagine you are working in the best company in your town, which place do you think
is the most suitable to use for a conference?
2. Choose and compare two possible cities near to you for a business meeting.
3. What are the most important features in your town for business?
4. You must do a meeting business, describe five thinks you need in a place.
5. Give two advices to your coworker about the facilities he or she needs for a future
event.
DEVELOPING ACTIVITIES
Learning situation: Think about your city, do you know the facilities that it has for a
business event? Is it an industrial city? Is it a tourist one? Is it a port? Is it a valley or
produces agricultural products? Do you know the names of the most important com-
panies that are settled in your city? What do they produce, manufacture or sell?
ACTIVITY 2
Instructions: read carefully the next vocabulary list, be sure you know them in
Spanish and use to describe 10 sentences about the attractions or advantages
that your city or hometown has.

Vocabulary List:
▪ Space for development ▪ Restaurants
▪ Manufacturing industry ▪ Weather
▪ Aerospace industry ▪ Transportation
▪ Entrepreneurial development policy ▪ Traffic
▪ Agricultural workers ▪ Industrial parks
▪ Open spaces ▪ Pollution
▪ Parks ▪ Pressure
▪ Museums ▪ Workforce
▪ Historic sites ▪ Gas
▪ Population ▪ Electricity
▪ Sports ▪ Cost of labour
▪ Leisure activities ▪ Qualified technicians
▪ Night life ▪ Schools and education
▪ Economic incentives
My city or hometown is:
The attractions or advantages are:
Grammar Review
There is - There are

Meaning: To
to say that something exists (or doesn’t exist)
There is + Singular noun There is a book on the desk.
AFFIRMATIVE
There are + Plural noun There are books on the desk.
There is + Uncountable noun There is some milk in the fridge.
There isn’t + Singular noun There isn’t a pen on the table.

NEGATIVE
There aren’t + Plural noun There aren’t pens on the table.
There isn’t + Uncountable noun There isn’t any juice in the fridge.
There There
is a cat on the chair. are a cat on the sofa.
INTERROGATIVE
Is there a cat on the chair? Are there cats on the sofa?
How many + plural noun CONTRACTIONS

There’s = There is
How many students are there in your class? There’s not = There is not
There isn’t = There is not
How many Days are there in February? There aren’t = There are not

ACTIVITY 3
Instructions: complete sentences reading the information and using “there is”,
“there are”, “there isn´t”, “there aren´t” and the expressions of quantity: any, a lot of,
much, many.
Baja’s Valle de Guadalupe, or Guadalupe

Valley, is Mexico’s premier wine region,
producing 90% of all of the wine that comes
from Mexico. Although the area has been
producing wine for over 100 years. It’s now
become an epicenter of northern Baja for
boutique wineries, gourmet restaurants and
Figure 1
chic hotels, garnering the attention of
publications such as The New York Times,
Wall Street Journal, Condé Nast Traveler and
the LA Times.
Ensenada is the third-largest city in Baja

and is an important commercial, fishing
and tourist port. The harbor of Ensenada
Figure 2 welcomes multiple cruise ships a week
and tourism is an important part of the
local economy. With beautiful resorts,
large beaches, surf spots, great diving,
fishing, nightlife and shops full of artisan
crafts, there’s something for the entire
family to enjoy, whether you’re just
stopping in for the day or you’re planning
a weekend escape.
Stay in town and check out some of the
wine tasting rooms, craft beer bars or
top-rated gourmet restaurants, tacos
stands or food carts.
24

ACTIVITY 4 - WRITTING PRACTICE
Instructions: work with a partner and search in

the internet for a city you like and bring your own
sentences to describe it as the exercise on Acti-
vity 3.
Figure 3
ACTIVITY 5 - SPEAKING ACTIVITY
Do a presentation to the group using visual aids

and the appropriate grammar with the informa-
tion on Activity 4.
Figure 4
ACTIVITY 6 - VOCABULARY
What is a verb? Verbs are the action words in a sentence that describe what the
subject is doing.
What is a noun? A noun is a person, a place, a thing, an idea or a concept.
For example:
• Person: the postman, a teacher, Tom, a neighbor.
• Place: a village, England, Edinburgh, a street, a park.
• Thing: a box, a banana, a computer.
• Idea or concept: beauty, information, importance.
Figure 5

Instructions: write a V if the word is a verb or N if the word is a noun.
calculate facility manager proposal briefcase

cubicle hire net price calculator entrepreneur
binders filing cabinets hole puncher ATM photocopier
client factory retail prospects rolodex
accountant deadline import offer headquarters
accounting deal incentive order seller
checkbook file branch loan stapler
accounts debit income organization strike
ads department income tax owner department
advertise discount inflation partner supervisor
agenda director insurance payment negotiation
agreement distribution interest rate personnel investment
benefits duty inventory plan trade
bonus duties risk policy trade-off
currency efficiency invoice portfolio trainee
borrow employee job position transaction
boss employer coupon chart treasurer
briefcase employment lease president management
budget growth letterhead product vacancy
business equipment liability production vacation time
business vice-
estimate loan profit
card president
buy executive loss profitable volume
buyer expenses low promotion withdraw
commerce fax market purchasing presentation
commercial figures sale rank marketing
cabinet finance meeting receipt hours
competition financial memo recruiter merchandise
consumer goods supply refund bookkeeping
contract graph money resign network
corporation terms monopoly curriculum stationery
credit mouse pad retailer credit card terms

Uncountable nouns
An uncountable noun (e.g., advice, equipment) has a singular verb and has no plural form.
Your advice was very useful.
Uncountable nouns cannot be divided into separate elements.
Uncountable nouns could be:

• Substances/mass nouns> Fluids, solids, gases, particles. Flour, oxygen, bread, wine
• Subjects of Study>Accountancy, Economics, literature.
• Languages> Spanish, Chinese English. .
• Games> Football, darts, volleyball.
.
• Diseases>flu, chickenpox, pneumonia..
• Natural phenomena> darkness, snow, fog.
• Collective nouns> money, baggage, furniture.
• Concepts /others> advice, accommodation, work.
Uncountable nouns Countable nouns
News
Information Product
Travel Colleague
Accommodation*
*(American English could be plural) Suggestion
Software Fact
Correspondence Journey
Money
Equipment
Insurance
Advice
BOTH COUNTABLE/UNCOUNTABLE with different meaning

Expenditure (=general spending and can also refer to different areas of
spending)
Paper (=paper in general, and ‘a paper given’ in academic situation, ‘a
paper’ referring to ‘a newspaper’)
Business (=the whole area of business and individual business)
Experience (=people’s experience and different experiences in your life)
Time (=time in general and ‘remembering times in our lives’, for

example)

Groups of Quantifiers
EXAMPLES
Expression of quantity +noun
a, an, the, one Product, colleague,

expenditure, paper,
suggestion, business,
experience, time, fact, journey,
proposal document
Too many, not many, a few, Facts, products, colleagues,

fewer, very few expenditures, papers,
suggestions, businesses,
experiences, times, journeys,
proposals, documents
Lots of, plenty of, more, most, News, expenditure, paper,

some, not enough, hardly
information, business, travel,
any, not any, no
experience, time,
Too much, not much, a little,
accommodation, software,
less, very little
correspondence, equipment,
insurance, advice.
(Duckworth, Hughes & Turner, 2018).

ACTIVITY 7
Vocabulary: identify “countable” and “uncountable” nouns

Instructions: write a C if the word is a countable or U if the word is an uncoun-
table noun.
This practice will help you to successfully complete your Final project. Also, this
activity will be included in your Evidence portfolio
boss employer labor chart treasurer

briefcase employment lease honesty management
budget coffeepot loyalty product fairness
reputation equipment liability production respect
business card value loan profit money
loan executive loss profitable furniture
buyer expenses low promotion withdraw
file fax market transaction presentation
integrity figures sale rank marketing
cabinet commitment trust receipt friendship
competition financial memo recruiter merchandise
ACTIVITY 8
Instructions: complete the sentences with the correct Countable or Uncountable noun.
1. I need more __________ before I can make a decision

A) information B) informations
2. I work long __________ in my job.

A) hour B) hours
3. Most of our __________ are very happy with our products.

A) customer B) customers
4. We bought some new __________ for our factory.

A) equipment B) equipments
5. Can I ask you for some __________ on the new website?

A) advice B) advices

6. I have such a lot of __________ to do.

A) work B) works
7. Several __________ were made about the manager.

A) complaint B) complaints
8. I downloaded some new __________ for my o ice PC.

A) so ware B) so wares
9. I saw some interesting __________ at the exhibition.

A) stu B) stu s
10. There are __________ on the second floor.

A) cubicle B) cubicles
11. We just opened some __________ in China.

A) factory B) factories
12. Maybe we should get some new ________ for the reception area.
A) furniture B) furnitures
(http://www.roadtogrammar.com/businessenglish/ucn/UncountableNounsBusinessEnglish.pdf)
Adverbs of quantity
Adverbs of quantity with count and uncountable nouns: too many, too much, fewer, less, more.
https:/ /www.uv.mx/pozarica/cadi/files/2013/08/Unidad-2.pdf)

ACTIVITY 9
Instructions: complete these sentences: use “much” with uncountable nounsand

“many” with countable nouns. You can also use “a lot or some” in some exam-
ples. Remember that in negatives sentences the quantifier has to be “any”. Don’t
forget to check the grammar above. This practice will help you to successfully
complete your Final project. Also, this activity will be included in your Evidence
portfolio.
a) How equipment are we going to rent?

b) I’m afraid I can’t give you information about the deal.
c) There aren’t approved checks today.
d) We have increased our profit sale this semester.
e) How loans are declined so far?
f) How metal scrap are you generating this week?
g) Are there executives in the boarding room?
h) The company hasn’t hired employees.
i) There aren’t managers with so high credentials.
j) There isn´t loyalty in employers nowadays.
k) There isn’t credibility in the politician system.
l) The company hasn’t increased budgets in departments
m) The competitors are going to bring free products.
n) A lot of the merchandise needs improvements.
o) The figures are not good; of the marketing campaign was an error.

ACTIVITY 10 - BUSINESS TRIPS
Instructions: read aloud the next text about business trips and answer the reading
comprehension questions. This practice will help you to successfully complete
your Final project. Also, this activity will be included in your Evidence portfolio.
Business trips are just part of doing business. A

company tries to choose only its best people to re-
present it. Trips can happen in or out of the coun-
try. And there are as many reasons to go on a busi-
ness as there are places to go: to sign contracts, to
discuss terms of delivery, payment or shipment, to
have tests, to consult, to improve one’s professio-
nal skills, to provide support. Representatives of
the companies involved usually make preliminary
arrangements in order to meet. Whether a long- Figure 9
term or short-term trip, the itinerary must be carefully planned by the head of
a department or another executive. After the trip, an employee is ordinarily
expected to give a full financial accounting of the trip to his boss. Sightseeing,
cultural events and just plain relaxing are a regular part of every business trip.
And no businessman would dare forget to buy gifts for relatives, friends and
colleagues while on a business trip to an interesting, new location. These trips
are important because they contribute to the expansion of a company’s busi-
ness relationships and help that company succeed in the competitive world
market.
Business today is international in character, and business people often have to
travel. On a business trip people might meet colleagues and business partners
for the first time. Often, colleagues from different countries experience cultural
difficulties, that is, they are surprised by strange, to them, social conventions
in a new place. Different cultures do things differently! Management styles also
differ from country to country. It’s often useful when doing business in a foreign
land, to get some advice from a special agency which consults on questions of
international business. These days business trips are very important because
face to face meetings are more valuable to profitable business than any other
type of strategy.
Reading comprehension questions - Business trips
1. What are the reasons to go on a business trip?

2. Who is the responsible for plan the itinerary?
3. Why the business trips are important to the companies?
4. Why are interesting the different cultures in a business trip?
ACTIVITY 11 - LISTENING ACTIVITY
Instructions: listen carefully the audio from BBC Learning English episode 34
“The business trip”, then read the script, underline and translate in Spanish
the words that you don’t know.

Conversation
English at Work Episode 34: The business trip Language for clinching the deal
Anna: (At the airport) Tom, could you let go of my hand?
Tom: sorry, it's just I get nervous flying.
Anna: well, we've landed in Marseille now so you're safe… oh, I like your passport photo.
Tom: oh do you?
Anna: I didn't know your middle name was Stanley.
Tom: after my great-great-grandfather.
Anna: really? Come on we need to get a taxi. Taxi! Taxi!
Narrator: hello again. Anna and Tom are on a very important business trip to try and sign a deal to sell their
plastic fruit to a company in France. The company has received a better offer so Anna needs to convince them
that Tip Top Trading's lemons are best. Are you feeling confident Anna?
Anna: not really. It was OK speaking to them on the phone but seeing them face-to-face is quite scary.
Narrator: you'll be fine. Stay calm. They'll be pleased you've taken the time to fly out and see them – but tell
them you're grateful for their time and recap what you told them on the phone.
Anna: oh yes – beat the price of the competitor but get them to make a bigger order.
Narrator: yes. If they order more you can offer a bigger discount. Good luck.
Tom: oh look, we're here now. Now Anna, I hope you don't mind me saying, but just leave the talking to me.
Right?
Anna: err, well…
Tom: oh, Madame Brown, ciao, great to see you
Trader: what?
Anna: monsieur Brown. Bonjour. I'm Anna from Tip Top Trading. This is my colleague Tom. Thank you for
sparing the time to see us.
Trader: no problem. Did you have a good flight?
Tom: it was great. I love those little bottles of wine they give out… I kept a few with me if you fancy a glass of
vin rouge?
Anna: I think we should sit down and discuss business.
Trader: of course.
Tom: yeah, yeah, good idea.
Anna: now, I believe Tutti Fruity has offered you a good price but as I said on the phone, we can beat that.
Trader: yes you did.
Tom: did you Anna?!
Anna: but to get this price you've got to buy lots more.
Narrator: Anna! That's not very subtle. You need to convince them they need to buy more without telling them
they have to.
Tom: what she means is our Imperial Lemons are made with our unique laser curve technology. They are hard
wearing and a joy to have on display in any shop window or restaurant.
Anna: Tom, that's amazing!
Tom: I read it on the back of the box!
Anna: so, we really feel that we have a product that you'll be proud to display. And to get this fantastic price
you just need to place an order of 10,000.
Tom: and we can even throw in a free sample of our new Perfect Peach range.

Anna: each lemon comes with a satisfaction guarantee. I know you won't be disappointed.
Trader: hmm. It sounds good. OK, I think you have a deal.
Narrator: good work Anna. Don't forget to ask him to sign the contract and tell him when he can expect the
order to be delivered.
Anna: OK. I would be grateful if you could just sign the contract. We'll get the lemons to you as quickly as we
can. Tom, do you have a pen?
Tom: erm, no actually. It was in my bag yesterday but it's gone… it was a nice, a good one too.
Trader: no problem. I have a pen. (Signs the contract). There you go.
Anna: thank you. It was a pleasure doing business with you. We'll get those lemons to you in two weeks' time.
Trader: perfect!
Narrator: good work Anna…oh and Tom too. The contract is signed but now you have to deliver what you've
promised. There are many ways to clinch a deal; here are some of the phrases Anna used…
“Thank you for sparing the time to see us”. “Each lemon comes with a satisfaction guarantee”, “I know you
won't be disappointed”. “I would be grateful if you could just sign the contract”. “Thank you”. “It was a pleasure
doing business with you”.
Narrator: so it's been a successful day. It's time for Tom and Anna to fly back to London and tell Paul the good
news… or is it?
(Back at the airport)
Anna: oh no look, our flight to London is cancelled! It's the last one today. What are we going to do?
Tom: well, I guess we're just going to have to stay here for the night. I'll sort out a hotel.
Narrator: until next time. Bye!
(https://www.bbc.co.uk/worldservice/learningenglish/general/englishatwork/2012/10/121003_en
glish_at_work_34_story.shtml)
ACTIVITY 11A
Instructions: from the previous reading the business trip answer the following
questions.
1. Where did Anna and Tom go to close the deal?

________________________________________________________________________
________________________________________________________________________
2. What is the purpose of the trip?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How does Tom try to convince the trader to buy more products?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. How many units does the trader need to buy to have a special o er?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What are the phrases Anna used to clinch the deal?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 11B
Instructions: from the previous reading the Business trip; look up words that you
don’t know and improve your vocabulary.
Word Definition in English Spanish translation

Extra class: writing and speaking practice
Instructions: imagine your partner and you are coworkers and you are going
to organize a business event in your city, make a conversation including a
hotel and a restaurant reservation. Present it to the group.
This practice will help you to successfully complete your Final project. Also,
this activity will be included in your Evidence portfolio.

Planning an event
ACTIVITY 12
Instructions: before reading do the preparation task first. This practice will help
you to successfully complete your Final project. Also, this activity will be included
in your Evidence portfolio
(https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-Reading-B1-Planning-an-event.pd)

Reading text: Planning an event
Instructions: read the following tasks to answer the Task 1 activity.
Mike, 14:41
https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-Reading-B1-Planning-an-event.pd)

s://learnenglis shcouncil.org/sites/podcasts/files/LearnEnglish-Reading-B1-Planning-an-event.pd)

https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-Reading-B1-Planning-an-event.pd)

ACTIVITY 13
activity will be included in your Evidence portfolio.
Be going to Will
Uses Uses
1. Plans and intentions 3. Immediate decisions
I' I´ll have the salad and the fish.
2. When you can see what´s going to 4. Predictions
happen. People will work more from home in
When the boss sees this, she is going to the future.
go crazy.
(http://autoenglish.org/tenses/gr.gowill.pdf)

ACTIVITY 13 B
Instructions: complete the following chart.
AFFIRMATIVE NEGATIVE INTERROGATIVE
Our turnover will increase Our turnover won’t increase Will our turnover increase?
The company will expand
Our market share won’t rise
Will foreign competition

increase?
We will go out of business
We’ll introduce new technology
The equipment won’t break down
Will the profits increase generate

more jobs?
Will the losses make us to hire
people?
ACTIVITY 14
Instructions: read the next text and according with it write sentences about your
future business location using the present, present continuous and future tense.
How to Find the Best Location

Chances are, you've heard the term "location, location, location" more than a few times.
But if you're in the throes of creating a spectacular menu for your new restaurant or finding
wholesalers for your first retail store, it might not be the first thing on your mind.
It's time to put location at the top of your to-do list. If you're preparing to open a food or
retail business with a storefront, putting your business in the proper location might be the
single most important thing you do at startup. Of course you need a winning product, too,
but how will anyone know about that product unless you get them through the door?

Knowing What to Ask

By answering these 22 questions can help you decide on the best retail
location for your business:
1. Is the facility located in an area zoned for your type of business?
2. Is the facility large enough for your business? Does it offer room for all the retail,
office, storage or workroom space you need?
3. Does it meet your layout requirements?
4. Does the building need any repairs?
5. Do the existing utilities-lighting, heating and cooling-meet your needs or will you
have to do any rewiring or plumbing work? Is ventilation adequate?
6. Are the lease terms and rent favorable?
7. Is the location convenient to where you live?
8. Can you find a number of qualified employees in the area in which the facility is
located?
9. Do people you want for customers live nearby? Is the population density of the
area sufficient for your sales needs?
10. Is the trade area heavily dependent on seasonal business?
11. If you choose a location that's relatively remote from your customer base, will
you be able to afford the higher advertising expenses?
12. Is the facility consistent with the image you'd like to maintain?
13. Is the facility located in a safe neighborhood with a low crime rate?
14. Is exterior lighting in the area adequate to attract evening shoppers and make
them feel safe?
15. Will crime insurance be prohibitively expensive?
16. Are neighboring businesses likely to attract customers who will also patronize
your business?
17. Are there any competitors located close to the facility? If so, can you compete
with them successfully?
18. Is the facility easily accessible to your potential customers?
19. Is parking space available and adequate?
20. Is the area served by public transportation?
21. Can suppliers make deliveries conveniently at this location?
22. If your business expands in the future, will the facility be able to accommodate
this growth?

Extra class activity
We can also use the We use “going to” talk about plans decided before the
“present continuous” moment of speaking.
to talk about future
plans. We usually use I’m going to phone
it when the plan is an my mum after
“arrangement”, more dinner. I told her I’d
than one person is call at 8 o’clock. He
involved and we know decided to phone
the time and place. his mum before he
speaks – he
I’m meeting Jane at 8 o’clock on already had a plan.
Saturday.
I’m going to
We’re having a party next Saturday. wear my black
Would you like to come? dress tonight. I
need to pick it
up from the
cleaners.
Sentences about my business

Instructions: create sentences using the tenses to explain your business in the future.
This practice will help you to successfully complete your Final project. Also, this activity will be included in your Evidence
portfolio.
• Using simple present tense:
• Using simple continuous tense:
• Using future tense:

ACTIVITY 15
Instructions: write possible solutions for each of the following situation using the
expressions “going to”. Look at the actions in parentheses. Share your answers
to the group.
a) They’ve got a meeting in L.A. on Tuesday morning and another in San

Francisco on Wednesday morning. (take a flight)
b) His flight took off late. (not arrive on time)
c) We’ve to decide where to eat together. (have dinner at Applebee’s)
d) She can’t attend the meeting. (her assistant do it instead)
e) Sales are decreasing frighteningly. (arrange urgently a marketing campaign)
Grammar Review

ACTIVITY 16
Instructions: practice with a partner deciding what to buy and then write the
reason for each decision. Use comparative adjectives.
Situation Reason for decision
Example: Nissan car / Honda car Honda is more comfortable than Nissan.
1. HP laptop / Sony laptop
2. Samsung cellphone / Alcatel cellphone
3. Ciel water / Bonafont water
4. Nike shoes / Sketcher shoes
5. Panasonic tv / LG tv
ACTIVITY 17 - CONVERSATION
Instructions: write a conversation about your business making comparatives

and superlatives. This practice will help you to successfully complete your Final
project. Also, this activity will be included in your Evidence portfolio.
Person Dialogue

ACTIVITY 18 - VOCABULARY
Instructions: read and translate in Spanish the next business adjectives.
accurate interesting reusable

interoperabl
accessible ripe
e
adaptable judicious robust
knowledgea
advisable safe
ble
aesthetically
known satisfying
pleasing
agreeable large scalable
available lean scarce
balanced learnable secure
bright light selective
calm likable serious
candid literate sharp
capable logical silent
certified long lasting simple
clear long term sincere
compliant lyrical skillful
cooperative magical small
maintainabl
coordinated smart
e
courageous makeshift smooth
credible material solid
sophisticate
cultured mature
d
curious mixed special
decisive momentous spectacular
deep mysterious spotless
delightful natural stable
deployable necessary standard
descriptive new steadfast
detailed next steady
different nimble strategic
diligent obtainable strong
distinct odd sturdy
dominant offbeat stylish
dramatic open substantial
dry operable subtle
durable optimal successful
dynamic organic succinct

economical outstanding sudden
educated overt suitable
efficient painstaking superb
elastic panoramic supreme
eloquent parallel sustainable
energetic peaceful swanky
entertaining perfect talented
enthusiastic periodic tame
familiar perpetual tangible
famous physical tasteful
fast plausible tasty
fearless popular tested
festive possible thankful
fierce powerful thin
fine precious thinkable
flawless premium thoughtful
flowing present threatening
focused private timely
frequent productive traceable
fresh protective truthful
friendly proud typical
functional public ubiquitous
funny quick unbiased
futuristic quiet uncovered
gainful rare unique
good ready unknown
grounded real upbeat
hard-to-find real time upscale
harmonious rebel usable
helpful receptive useful
holistic redundant valuable
hybrid regular vast
important relaxed well-made
inexpensive relevant wide
inquisitive reliable wise
instinctive remarkable workable
intelligent resilient youthful

GIVING A PIECE OF ADVICE

Several modals verbs are used to give advice. “Should” is the most common. “Had
better” is used to give strong advice, usually a warning. “Must” express necessity
or obligation. This chart gives some examples.
Modal Verb Examples Notes

You should consult a lawyer.
You shouldn’t risk so much money. “Should” form a contraction with not:
Should
Should I try it? “shouldn’t”.
What should I do?
“Had” forms contractions with
That company had better hire an expert
Subject pronouns: I, (we, you, he, she,
right away.
they) had.
Had better You’d better not tell anybody.
“I’d” (“we’d, you’d, he’d, she’d, they’d”).
Hadn’t we better leave?
“Not” comes after better. Questions are
What had we better do to solve this?
usually in the negative form.
We must call our accountant now.
You mustn’t cancel your appointment.
“Must” is a less common that
Must Must we do a meeting to communicate
“Have to”. It forms a contraction with not:
this?
What must we do to solve it? “mustn’t”.
Non-native English speakers need to know that using the wrong modals or none at
all when making requests to older people or authority figures may be interpreted as
a mild insult.
For example, a worker should care of not to use the following modals when he
requests a supervisor, or any superior:
• You have to . . . .
• You must . . . .
• You should . . . .
• You had better . . . .
Figure 12
• You ought to . . . .
Instead, they should choose more polite forms:
• Could you please let me use it? Would you please wait? Would you mind if I use
your phone? May I have a few minutes of your time?
• Can you please wait? Will you do it? Do you mind if I leave a few minutes?
• (a yes/no question) Do you want to go…?
• (a declarative statement) Please I need that.
• (an imperative) Give me that!
They are presented, if we can say that, in order of politeness, Number 1 is the
most polite request and number 5 is the least polite, because it is a command.

Offer Assistance Shall
"Shall" is used to indicate future action. It is most commonly used in

sentences with "I" or "we," and is often found in suggestions, such as "Shall
we go?", "shall" is also frequently used in promises or voluntary actions. In
formal English, the use of "shall" to describe future events often expresses
inevitability or predestination. "Shall" is much more commonly heard in
British English than in American English; Americans prefer to use other
forms, although they do sometimes use "shall" in suggestions or formalized
language.
Examples:
• Shall I help you? (suggestion)

• I shall never forget where I came from. (promise)
• He shall become our next king. (predestination)
• I'm afraid Mr. Smith shall become our new director. (Inevitability)
Giving an advice
We use “You’d better” to give strong advice, for example:
o You had better You’d better: strong advice / recommendation /

warning
Examples:
a) I’ve received some broken parts from our suppliers.
b) You’d better not accept them. You’d better send them back right away.
ACTIVITY 19
Instructions: look at the following situations and give an advice to each one.
a) There’s a mistake in this invoice. What shall I do?
b) They want me to sign a contract but I don’t understand the small print. What
shall I do?
c) I’ve received a bad reference for one of the candidates for the new sales job.
What shall I do?

d) I’m planning to go on a holiday next week but my staff reported sick today. What
shall I do?
e) I have to give a presentation in five minutes and I can’t find my notes. What shall
I do?
f) My English isn’t good enough to negotiate the deal and the translator hasn’t
arrived. What shall I do?
ACTIVITY 20
Instructions: suppose you are in charge of a department in an important com-
pany. What kind of problems you may face? Write at least three and ask for
solutions to different partners.
a. .
b. .
c. .
ACTIVITY 21
Instructions: read the next script and answer the questions below.
A well-planned meeting starts with an agenda.

Businesses can ill-afford to waste time due to poorly structured meetings.
Every minute wasted is a minute that could have been used at work. As
such, it is incumbent upon the person calling the meeting to plan all aspects,
including the agenda and where meeting attendees will sit. This will also help
to make sure subsequent meetings are efficient and well attended.
Figure 13
Step 1: determine meeting attendees to select room size.
Step 2: book the room and location on the date of the meeting. Consider the
number of people in attendance and presentation equipment needs.
Step 3: create an agenda. This is perhaps the most important part of
planning a meeting. Start with the end in mind and work backwards. For
instance, if the purpose of the meeting is to vote on the next work project,
begin with the vote and determine what information meeting attendees need
to have before the vote can occur. The agenda should start with a quick
objective and goal reminder, followed by the time frame allotted to each
presentation –along with the presenters’ name– and then end with the next
meeting time and date.

Step 4: invite meeting attendees and provide them with the tentative agenda
asking for feedback and/or changes to the agenda two days before the
meeting. Also provide instructions for presentation materials.
Step 5: send out a confirmation for the meeting time, place and location,
with the updated agenda. Stress the meeting time and provide presentation
materials to meeting participants. Also include contact information (cell
phone) if anyone has an emergency or needs help finding the meeting
location.
Figure 14
Step 6: arrive 30 minutes early and stick to the meeting agenda. On the day
of the meeting, be sure to arrive prepared. Follow the meeting agenda and
designate someone to help keep track of time.
ACTIVITY 21B
1. How can you determine room size for a meeting?

__________________________________________________________________
2. What do you have to consider when booking a conference room?
__________________________________________________________________
3. What are the most important points to have in mind when preparing a meeting
agenda?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What is the suggested time to provide feedback about the agenda?
___________________________________________________________________
___________________________________________________________________
5. Why do you think is important to send a meeting confirmation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ACTIVITY 22
Instructions: plan a business meeting where you discuss the responsibilities of

the group to carry out a convention or conference (following the directions above)
using:
• The auxiliary “will”.

Example: who will take care of booking the hotel?
• Expressions “How often ...”, and frequency adverbs.
Example: how often will the staff meet before the Convention? – Every week
/ weekly.
Include situations like:
• The catering, the coffee service.
• The menu to offer: how many people, what kind of service, the cost
per dish.
• The touristic sites to visit or to offer to foreign visitors.
• The program, the speakers, the topics.
• The people who will assist: how many secretaries and volunteers to help in
the events.
• How many training workshops, conferences, meetings?
• How the visitors are going to be taken to the conference rooms.
• The logistic involved: the audio system, the video conferences, the Wi-Fi connection, etc.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. _______________________________________________________________

ACTIVITY 23 WRITING AND SPEAKING
Simulate to organize a meeting (role play). Take and justify every decision that
has to be taken.
Members Position In charge of…
Situation or problem:
Now follow “How to plan a business meeting” using on your dialogue steps 1 through 5, write it on your notebook.
READY! Present it to your classroom, it should take 5 to 7 minutes.
ACTIVITY 24 - BUSINESS EVENT
Instructions: read the following text and make a concept map or a mind map.
This practice will help you to successfully complete your Final project.
Also, this activity will be included in your Evidence portfolio.
42 Tips For Producing A Memorable Small Business Event
Memorable events don’t just happen. Organizing and holding an event takes
planning. Whether it’s a conference, seminar or a customer appreciation day,
and whether you have three weeks to plan or an entire year, your event’s
success is in the details. We’ve collected 42 small business event planning
tips from the experts experienced at planning for small business events.

Small business event planning: what to do first
1. Decide upon your target audience before anything else. The first step —before
you do anything else— should be to clearly define who your target audience is. From
this all the other decisions will fall into place. Format, content, prices, location, etc.
,
will all flow from the first decision. This structured approach will also help you to stay
focused on achieving specific goals. That way you are less likely to allow the scope to
become too broad or watered down.
2. Make a list of details — everything including lighting and public transportation
to content and refreshments. When you decide to have an event, everything matters.
From program content and lighting to transportation and parking — everything counts.
And your audience will attribute everything to you and…your brand. Making a list will
ensure you don’t overlook things.
3. Have a clear business purpose for holding the event. Before you can begin
planning a successful event, be clear on why you are doing it in the first place. Why?
Because every decision after that should support your main goal. Is it lead generation?
Is your goal to create awareness of your company or a particular product? Do you see
the main purpose as one to develop customer loyalty? Or do you simply want to make
money (which is okay too)? And make sure the team is aware of the purpose, so that
you don’t have “scope creep”.
4. Watch out for other industry events when scheduling. Check the calendar. Make
sure you don’t schedule your event on or too close to holidays or popular vacation
times. It’s just as important to check for other events that your target attendees might be
going to.
5. Be flexible with changes in size, location and other details. As you get into the
event planning process, you may find that your event changes in size, location, and
many other ways than you originally envisioned. This is natural and perfectly fine as
long as you don’t lose sight of the reason you’re doing all this work in the first place.
Some flexibility is necessary.
6. Know your limitations. We all know the goal is to throw a great live event. To that
end, we also have to be aware of what we can or cannot realistically do –be it budget
… or time– wise. If you decide to throw a live event in a week’s time, plan for a more
intimate affair. For a big event, you should prepare several months ahead. If the budget
is small, you may have to counterbalance with creativity and a lot of do-it-yourself work.
7. Create SMART goals. Always start with strategy. Just like building any business,
great events start with a strong, thoughtful and measurable strategy. Live events are
an amazing way to share your brand, connect with your target market, get feedback
on your product (and more!). But you need to know what you are trying to achieve.
Stick with SMART goals and outline what you are aiming for. Then make sure that you
proceed in line with reaching these goals.

Budget: How to pay for your event
8. Develop a “financing plan” for your event and estimate the numbers. Know
how you are going to pay for the event. Most events are funded by sponsorships, ticket
sales, internal marketing budgets or a combination of all three. When you create your
budget for the event, you’ll need to estimate how much money you can realistically raise
from each area. Before you book your venue or sign any contracts, it’s a good idea to
start signing sponsors first. Or start selling advance tickets to make sure there is enough
interest in your idea to fund it.
9. Create an expense budget –and save money through “in-kind” sponsor
donations. Events tend to cost more than the average small business owner thinks–
primarily in regards to the venue and food and beverage. Remember to price out all the
permits and licenses you will need as well. (This is where an event planner can help you
avoid headaches.) Make a comprehensive list of all the expenses and then highlight
areas where you think sponsors can play a role to offer something “in kind.” The more
you work with other brands and partners to host your events, the more you can save.
10. Consider crowdfunding as a new option to raise money for an event. If this
is your first time running events, use crowdfunding platforms to ease the risk. By
publishing your events on these platforms attendees will need to pledge for tickets for
the event to take place. If the minimum number of attendees required is not met the
event does not take place.

Marketing: Getting people to attend

11. You’ll need a DETAILED marketing plan. Create a marketing plan for the event.
The more organized you are, the more professional your event will be.
12. Be tireless in your efforts or your event will fail. If you don’t want to be at your
event alone … then market, market, market, market … and market some more.
13. Define good reason(s) for people to show up. What’s the draw for attendees?
You need to define WHAT you’re doing at the event that will bring those target attendees
in the door. For a consumer product it might be a party with entertainment and product
demos and freebies. For a business crowd it might be educational content or an
exciting, well-known expert speaker. Whatever it is, don’t lose the connection with why
you want this particular audience clamoring to get in.
14. Lay out in writing why your target market should attend, don’t assume the
benefits are obvious. When promoting an event be sure to tell your target market what
they will learn, who they will meet and why they should be there. Don’t assume your
friends will tell their friends. If you are using speakers, give them advertising copy so
that they can promote the event to their audiences.
15. Learn how to talk to the media. Journalists are very busy and always on deadline.
They don’t have time to hear a sales pitch. Let them know that the information exists
and —for future stories— that you are an expert in that field. Include that information
when you reach out.
16. Use Twitter hashtags and Instagram hashtags. Twitter is terrific for promoting
events and for creating a sense of online community around an event. Set up a unique
hashtag early on. Search Twitter first to make sure it’s not already in use. Put the
hashtag right on the event website, and if you use the Tweet button for sharing on the
site, work the hashtag right into the premade verbiage. When people tweet, it promotes
the event automatically on Twitter. You can do something similar with Instagram for
people to share photos about the event.
17. Use online social pre-events to promote the main event. To build interest in
your event, trying holding a Google Hangout or a Twitter chat a few weeks before the
main event. Invite a few of your speakers to participate in the online social event. Give a
preview of what’s to come at the main event. In other words, discuss what speakers will
cover, or highlight the activities. It generates anticipation.

18. Buy advertising on social media networks. Buying advertising on social network
is often overlooked by small events. Social advertising platforms (Facebook, LinkedIn s
and Twitter above all) offer in depth targeting options that can significantly help to
reach our target audience in our geographical location. The good news is that no large
budgets are required and ticket sales can be easily measured.
19. Use YouTube to promote your event. YouTube is the second search engine
worldwide after Google. Uploading videos from our previous events or interviews with
our speakers/performers is a great way to convince prospective attendees to click
on buy. Video provides significant visual cues thus impacting heavily on our decision
making process. With events we always feel the risk of not knowing what will happen,
video eases that tension.
20. Create an awesome low-budget promotional video. A little creativity with some
poster board, a royalty-free music clip, and a good smartphone video camera will create
a fun video to help publicize what’s to come.
21. Get local bloggers involved. Be smart with bloggers. Involving local bloggers
to participate at the event is usually a great strategy to gain audience before, during
and after the event. Bloggers usually count on a wide reach and do not usually follow
traditional media rules.
22. Leverage event registration platforms like Meetup. Use existing platforms. If
this is your first attempt at running an event and you lack the skills to promote it, have a
look at Meetup.com. Other than offering a suite to manage events online, Meetup is a
great referrer for relevant audience in your area. It also features registration and RSVP
management capabilities that are particularly handy if you are inexperienced.
23. Use online registration. The easier way to scare people away is by having analog
registration (faxes, bank draft or at the door only). Offer online registration to secure
as many attendees as soon as possible that will help to forecast numbers and release
budget soon.
24. Get listed on sites catering to your group. Once you know who you want
to attend, the next step is to put yourself in front of them. There are websites that
specialize in listing events nationally (e.g. Meetup) and locally so start there and
research which are the most appropriate to get listed on.
25. Offer local partners incentives to promote you. Press releases sent to the
relevant media outlets will help generate news buzz. You also could look at getting
media (online and offline) involved as partners. They get exposure at your event in
return for publicizing it. If they don’t want to get involved at that level, approach them
with the idea of running a competition for their readers to win tickets.
26. Make it easy on your speakers to publicize to their followers. If you have any
experts or speakers attending, encourage them to publicize their attendance to their
social media followers. Or ask them to send out something to their email subscribers.
27. Give early bird incentives. Early bird tickets at a cheaper rate are a great way to
get early sign ups by giving people an incentive to act now rather than wait and forget.

Team: Who is going to help?

28. Delegate responsibilities. No matter the size of your business, always try to
delegate responsibilities. Having one person in charge of every detail typically doesn’t
work out well. Whenever possible, let people take control of the areas they most enjoy.
For example, let the foodie in your company handle the catering details. The more
someone enjoys their responsibilities, the more likely they will carry them out with
success.
29. Follow up – and follow up again. Check in early and often. Though no one wants
to be micromanaged, make sure that employees and vendors are on track with their
event duties. As long as people know you expect updates from time to time, they are
less likely to become frustrated when you call or email for one.
30. Sponsors are royalty – make sure they feel like it. If you have sponsors —
treat them like kings. They fund your event and enable you to do it (if that’s your
business model). Be very clear before the event what they will get as sponsors.
31. Always underestimate turnout, for sponsors. If you think you can get 100
attendees, base your sponsorship pitch on a lower estimate, especially if this is your first
event. It’s better to give sponsors a pleasant surprise than a disappointing one.
32. Ask people what they think and be ready for feedback good or bad. Ask for
critiques. If you’ve done half a decent job, you’ll get lots of kudos. Say thanks, but then
ask for the CRITIQUE and be ready for it.
33. Have a skilled social media team cover your event. Don’t forget a social media
team. While not imperative for every event or industry, more and more events are
focusing on harnessing the viral power of their audience. If your audience is tweeting,
Facebooking and taking pictures on Instagram, you should be doing the same. You will
need a trained team to execute.
34. Look for vendors who serve your niche and are willing to get involved. The
best vendors you can work with are those who are familiar with small business culture.
Look for vendors who work with small businesses frequently or who would get involved
on a bigger level than their role.
Event: Pulling it off
35. Set expectations carefully – then deliver. Ensure that the audience has a GREAT
(not good) experience; and that you give them what they expected from attending.
36. Attitude is contagious. Your guests in large part will play off your attitude and
dynamics during the event. Lead by example and have a good time.
37. Let crowd reaction be your barometer. Read the audience during the event. Ask
people how they are doing. If things are going great, and if they are not, you’ll know.
38. Always ask yourself: How is this relevant to attendees? Make sure you are
offering content that is relevant to over 80% of the audience. The audience must
walk away with tangible tactics to improve their business and career … and they must
feel the speaker’s energy. Speaking about your business and what you do —without
offering the audience what THEY need— is a waste of time and money for all.
39. As the master of ceremonies or a speaker – practice. You know your business,
but do not assume that you know how to put on a presentation. Practice giving your
presentation, answering questions and handling difficult and confrontational members of

the audience. The more prepared you are the better.
40. Look your best. Look the part… be comfortable but fashion forward. Even
if you are an accountant or lawyer, choose your most distinctive suit or tie. People
remember how comfortable you are in your own skin.
Contingency plan: What to do when things go wrong
41. Imagine the event, step by step, and make a 2-column list: what could go
wrong in one column, and your contingency plan in the second. Be prepared for the
unexpected. Maybe the sound system fails. Maybe your keynote presenter bails. Can
you cope and move on?
42. Be ready to lend a hand to fill any gaps. Although planning ahead is a great
formula for success, it is never enough. Something unexpected always comes up. Thus,
it pays to put in a little extra elbow grease for extenuating circumstances. This applies
to catering arrangements, printing requirements, guest accommodations, weather
forecasts, entertainment and more.
ACTIVITY 25 - BUSINESS EVENT
Instructions: answer the following statements on preparing a small business

event using the tips given.
This practice will help you to successfully complete your Final project. Also,
this activity will be included in your Evidence portfolio.
Tip #1. Decide your target audience.
Tip #2. List of details.
Tip # 3. Purpose of the event.
Tip #4. Is there another industry event nearby? If yes, when
Have you considered changing the date of your event?
Tip #5. Size and location.

Tip #6. Limitations.
Tip #7. Event goals.
Tip #8. Describe financial plan:

Tip #9. Expense budget list:
Tip #11. Marketing plan:
Tip #13. Reasons:
Tip #14. Why does your target audience should attend?
Tip #16. Event website:
SUBMODULE PROJECT
SMALL BUSINESS EVENT

1. Organize in teams, observing the principles of gender equality and inclusion.
Prepare a business event with marketing, remember you are promoting it to com/
panies, answer the following guide.
2. Using Tip 28: delegate responsibilities:
Member’s name Responsible for
3. Following instructions from Tip17 come up with an event on social media, invite
your classmates and teacher to attend to your event using Tip 23 registration.
a. It is not necessary for the teacher to be in it, or just show it to your teacher.
b. Remember to use the guide given on Activity 23.
4. Submit a dialogue to your teacher before making the video with the following
context using Tip 19:
a. Each team will choose a different city around the world to develop a busi-
ness event. (The teacher may give you options for the city and/or the event)
b. They have to analyze the cities using comparative, superlative, future ten-
se, quantifiers, and, there is/are.

i. They will decide for a specific city.
ii. The students have to design a video to present the event, including:
1. Photos or images
2. Main places
3. Main events and attractions
4. Weather
5. The importance of attending to the business event.
c. Upload the video on YouTuBe.
d. Send the link to your teacher. Due date
5. Using Tip 20 make a low promotional video for facebook and present it to your
teacher.
6. One member of the team needs to be a blogger who promotes the event, use
Tip 21.
7. Remember that each team needs to include the whole class on their event so
everybody can follow other’s team event. Be respectful if you want to make a com-
ment on other’s event.
8. Turn it in on time with the requirements.
9. Each student must keep a backup copy for their portfolio, the teacher will decide
which files.
10. The teacher will use checklists to assess teamwork. Quantifiers, and, there is/are.

PLANTEL
LISTA DE COTEJO SUBMODULE 2
INGLÉS EMPRESARIAL
Name: Data:
Name: Group:
Name:
Name:
Name:
Diagnóstica Formativa Sumativa Apertura

Tipo de Desarrollo
Momento
Evaluación Auto Evaluación Coevaluación Heteroevaluación
Cierre
Tipo de Trabajo Individual Bina Equipo
Evaluador
CHECKLIST FOR: SMALL BUSINESS EVENT PROJECT

ELEMENTS YES NO
EXPRESSIONS FOR VIDEO ON YOUTUBE : VALUE 2 POINTS
1. Uses PLACES VOCABULARY such as restaurant, meeting room, pub, subway or airport.
2. Uses EXPRESSIONS to describe place, date, weather.
3. Uses EXPRESSIONS to describe services.
4. Uses EXPRESSIONS to describe quantities.
5. Uses EXPRESSIONS to compare products or places.
6. Makes QUESTIONS about the characteristics of places or products.
7. Makes FUTURE PLANS about business event.
8. Uses EXPRESSIONS about itinerary agenda about business event or trip.
9. Gives pieces of advice or recommendations.
EXPRESSIONS FOR LOW PROMOTIONAL VIDEO: VALUE 2 POINTS
10. The importance of the business event.
11. Uses PLACES VOCABULARY such as restaurant, meeting room, pub, subway or airport.
12. Uses EXPRESSIONS to compare products or places.
13. Uses EXPRESSIONS to describe quantities.
14. Uses EXPRESSIONS about itinerary agenda about company’s event.
EXPRESSIONS FOR BLOGGER: VALUE 2 POINTS
15. Makes QUESTIONS about the characteristics of places or products.

16. The importance of the business event.
17. Promotes the event and invites others.
18. Compares the event from other business event.
19. Mentions what to wear depending on the weather.
20. Gives pieces of advice or recommendations.
EVENT ON SOCIAL MEDIA: VALUE 2 POINTS
21. Describes the event.
22. Sets a date, a place, time and mentions weather.
23. Explains the importance of the business event.
24. Gives a brief history description of the place.
25. Has a registration due date and people already registered.
26. Has photos and images.
PRESENTATION: VALUE 2 POINTS
27. Excellent pronunciation in all of them.
TIME: VALUE 2 POINTS
28. Video on YouTuBe takes from to .
29. Low promotional video takes from to .
30. Blogger video takes from to .
TOTAL POINTS( / 60) :
Evidence portfolio of submodule 2
Activity 7.
Activity 8.
Activity 9.
Activity 10.
Activity 12.
Activity 13.
Activity 13B.
Activity 17.
Activity 24.
Activity 25.

2.5 NON
CATEGORY 10 EXCELLENT 7.5 GOOD 5 ACCEPTABLE Score
ACCEPTABLE
Speaks clearly and Speaks clearly Speaks clearly and

distinctly all the and distinctly distinctly most of the Often mumbles or
Enunciation time and almost all the time. Mispronounces cannot be understood
mispronounces no time but no more than one OR
or mispronounces
mispronounces more than one word.
words. word.
one word.
Uses appropriate
Uses appropriate
vocabulary without
vocabulary with
any grammar His or her grammar The mistakes and
few grammar
mistake. His or her presents mistakes grammar errors are
Grammar mistakes. His or
sentences are but he or she evident and don’t allow
her sentences
according to the unit communicates. to understand.
are according to
and are perfectly
used. the unit.
The student
The student has
The student has an pronounces with
sufficiently The pronunciation is
Pronunciation excellent error or is not
understandable poor at times unclear.
pronunciation. understandable at
pronunciation.
time.
The student is
The student is able
able to The student is able The student is not able
to communicate his
communicate his to express his or her to communicate his or
or her ideas in an
Fluency or her ideas in ideas in a regular her ideas in a regular
excellent way,
fluent way, with manner, stopping to manner, he or she
without any
just a few recall words. mixes both languages.
hesitation. hesitations.
He or she handed He or she He or she handed The quality is poor, and

on time, with an handed on time, on time, with a it does not have the
Project. Essay
excellent quality with a normal regular quality not elements required.
or written text.
according to the quality according quite according to
expected. to the expected. the expected.
(Group)
(20 pts.) (15 pts.) (10 pts.) (5 pts.)
Student’s signature:

Submodule 3
AGENDA SOLUTION
G E NE R I C BASIC PROFESSIONAL
4. The student interprets and produces suitable messa-

ges in a variety of contexts through the use of appropriate CPB I5. The student understands and ex-
means, linguistic codes and other tools. presses orally the management of a business
agenda through vocabulary in English; he/
CG4.2 Applies different communicative strategies de- she makes reservations, changes and can-
pending on the speaker, the context and, the objectives cels appointments. He/she organizes various
that he/she pursues. events and improvises solutions when unfore-
seen problems happen, he/she adapts to be in
5. Develops innovations and proposes solutions to pro- team work, visualizing and showing leadership.
blems of established methods.
CPB I6. The student researches, unders-
CG5.6 Utilizes Information and Communication Tech- tands and writes reliable information in English
nologies to process and interpret information. from different point of view, to present adequate
proposals to organize business events, with a
6. Maintains a personal position on issues of interest and global vision taking care of the ways of langua-
relevance, considering other points of view critically and ge and respecting the sort information.
reflectively.
CG6.4 Structure ideas and arguments in a clear, cohe-
rent and synthetic manner
groups.
CG8.3 Takes a positive attitude towards his own knowle-
dge and abilities while working in different teams.
Submodule 3
AGENDA SOLUTION
SUBMODULE PURPOSE
In this submodule you will learn how to take notes and write minutes or sum-
maries of meetings and you will become familiar with phrases and structures
that can be used when problems arise in a workplace, besides presenting a busi-
ness project as a team.
INTERDISCIPLINARIEDAD TR ANSVERSALID AD
EXPECTED LEARNING
● Interprets various business services contracting documents.
● Use the vocabulary to make business interest negotiations.
● Interact in oral dialogues to make negotiations of different nature, trying to get fluency, pronunciation and intonation.
● It prepares writings, such as: minutes, budgets and itineraries, the results and agreements of work meetings taking
care of the spelling, grammar and vocabulary appropriate to the context.
● Make formal invitations to attend work meetings using email, phone calls and in person
● It raises alternative solutions to problems that may arise in a company.
BASIC K NO W L E DG E SKILLS ATTITUDES
● Vocabulary of phrases and expressions to negotiate and recon- ● It includes dialogues and ● He communica-
cile interests in the agenda. writings with examples of tes assertively and
situations of negotiations in the empathically.
"May I make a suggestion?", "Would you mind?", "It makes abso- realization of company events.
lutely no difference to me if ...", "I certainly ..." ● Know the general structures ● Respect and tole-
of documents such as invoi- rate their peers.
● Paragraphs used in negotiations to organize events. "My Budget ces, airline tickets, reservation
is $ 5000, and they do not take me anymore" service formats.
● Invoices, service receipts, airline tickets, hotel reservations, ● Interpret different document
formats generated during work
event rooms, itineraries and forms of transport, among others.
meetings.
● Various formats of meeting reports, minutes, agreements taken. ● Write informative reports
about work meetings.
● Letters of invitations to events.
● Convene oral and written
● Phrases and expressions to ask and give advice, suggestions, meetings and business or
warnings, offers, requests, opinions, intentions, wishes when social events.
unforeseen problems arise in the organization of an event. ● He makes predictions about
possible flaws in the organi-
"You'd better ...", "Shall we ...", "Why do not we...?" zation of the event and makes
decisions about unforeseen
● "If ... happens, we could ...", "I we ...", "It may ...”. situations.

DEVELOPING ACTIVITIES
. situation: what type of problems do you think happen in a company?
Learning
And, how do you consider that these problems could be solved?
Negotiation
ACTIVITY 1
Instructions: read the text of the Nine steps and create a summary of the most importants points.
This practice will help you to successfully complete your Final project. Also, this activity will be
included in your Evidence portfolio.
Nine Steps to ctive Business Problem Solving
Entrepreneurs who are great problem

solvers within any business are the best
prepared to solve their customersʼ needs
e ectively as well. In fact, every business
is about solutions to customer problems
– no problems, no business. Problems
are an everyday part of every business
and personal environment.
1. Take the time to define the problem clearly. Many executives like to jump into
solution mode immediately, even before they understand the issue. In some cases,
a small problem can become a big one with inappropriate actions. In all cases, real
clarity will expedite the path ahead.
2. Pursue alternate paths on “facts of life” and opportunities. Remember, there

are some things that you can do nothing about. Theyʼre not problems; they are
merely facts of life. O en, what appears to be a problem is actually an opportunity in
disguise.

Submodule 3 AGENDA SOLUTION
3. Challenge the definition from all angles. Beware of any problem for which there
is only one definition. The more ways youcan define a problem, the more likely it
is that you will find the best solution. For example, “sales are too low” may mean
strong competitors, in ective advertising, or a poor sales process.
4. Iteratively question the cause of the problem. This is all about finding the root
cause, rather than treating a symptom. If you don’t get to the root, the problem
will likely recur, perhaps with di erent symptoms. Don’t waste time re-solving the
same problem.
5. Identify multiple possible solutions. The more possible solutions you develop,
the more likely you will come up with the right one. The quality of the solution
seems to be in direct proportion to thequantity of solutions considered in problem
solving.
6. Prioritize potential solutions. An acceptable solution, doable now, is usually

superior to an excellent solution with higher complexity, longer timeframe, and
higher cost. There is a rule that says that every large problem was once a small
problem that could have been solved easily at that time.
7. Make a decision. Select a solution, any solution, and then decide on a course
of action.The longer you put o deciding on what to do, the higher the cost, and
the larger the impact. Your objective shouldbe to deal with 80% of all problems
immediately. At the very least, set a specific deadline for making a decision and
stick to it.
8. Assign responsibility. Who exactly is going to carry out the solution or the
di erent elements of the solution? Otherwise, nothing will happen, and you have
no recourse but to implement all solutions yourself.
9. Set a measure for the solution. Otherwise, you will have no way of knowing
when and whether the problem was solved. Problem solutions in a complex
system o en have unintended side e ects which can be worse than the original
problem.
People who are good at problem solving are some of the most valuable and

respected people in every area. In fact, success if o en defined as “the ability to
solve problems.” In many cultures, this is called “street smarts,” and it’s valued
even more than “book smarts.” The best entrepreneurs have both.
(Business insider, 2021 Insider Inc.)
ACTIVITY 2
Instructions: create a summary of the most important points of the reading Nine
Steps to Effective Business Problem Solving.
What points are the most important to solve any business problem?
___________________________________________________________________
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ACTIVITY 3
Instructions: read the Tips for negotiating and answer the questions below.
Ten Tips for Negotiating in 2021
The ability to negotiate successfully in today’s

turbulent business climate can make the
this in mind, Ed has reevaluated his list of top

ten negotiation tips. Here are Ed Brodow’s Ten
Tips for successful Negotiating updated for the
year 2021:

1. Don't be afraid toask for what you want. Successful negotiators are assertive and
challenge everything – they know that everything is negotiable. I call this negotiation
consciousness. Negotiation consciousness is what makes the ce between
negotiators and everybody else on the planet.
Being assertive means asking for what you want and refusing to take NO for an answer.
Practice expressing your feelings withoutanxiety or anger. Let people know what you
want in a non-threatening way. Practice 'I' statements. For example, instead of saying,
"You shouldn't do that," try substituting, "I don't feel comfortable when you do that."
Note that there is a erence between being assertive and being aggressive. You are
assertive when you take care of your own interests while maintaining respect for the
interests of others. When you see to your own interests with a lack of regard for other
people's interests, you are aggressive. Being assertive is part of negotiation consciousness.
"Challenge" means not taking things at face value. It means thinking for yourself. You must
be able to make up your own mind, as opposed to believing everything you are told. On a
practical level, this means you have the right to question the asking price of that new car.
It also means you have an obligation to question everything you read in the newspaper or
hear on CNN. You cannot negotiate unless you are willing to challenge the validity of the
opposing position.
2. Shut up and listen. I am amazed by all the people I meet who can't stop talking.
Negotiators are detectives. They ask probing questions and then shut up. The other
negotiator will tell you everything you need to know – all you have to do is listen.
Many conflicts can be resolved easily if we learn how to listen. The catch is that listening is
the forgotten art. We are so busy making sure that people hear what we have to say that
we forget to listen.
You can become an ctive listener by allowing the other person to do most of the
talking. Follow the 70/30 Rule – listen 70 percent of the time, and talk only 30 percent of
the time. Encourage the other negotiator to talk by asking lots of open-ended questions –
questions that can't be answered with a simple "yes" or "no."
3. Do your homework. This is what detectives do. Gather as much pertinent information
prior to your negotiation. What are their needs? What pressures do they feel? What

options do they have? Doing your homework is vital to successful negotiation. You can't
make accurate decisions without understanding the other side's situation. The more
information you have about the people with whom you are negotiating, the stronger you
will be. People who consistently leave money on the table probably fail to do their
homework.
4. Always be willing to walk away. I call this Brodow's Law. In other words, never
negotiate without options. If you depend too much on the positive outcome of a
negotiation, you lose your ability to say NO. When you say to yourself, "I will walk if I can't
conclude a deal that is satisfactory," the other side can tell that you mean business. Your
resolve will force them to make concessions. Clients ask me, "Ed, if you could give
me one piece of advice about negotiating, what would it be?" My answer, without
hesitation, is: "Always be willing to walk away". Please note that I am not advising you to
walk away, but if you don't even consider the option of walking away, you may be inclined
to cave in to the other side's demands simply to make a deal. If you are not desperate - if
you recognize that you have other options - the other negotiator will sense your inner
strength.
5. Don't be in a hurry. Being patient is very di icult for Americans. We want to get it over
with. Anyone who has negotiated in Asia, South America, or the Middle East will tell you
that people in those cultures look at time rently than we do in North America and
Europe. They know that if you rush, you are more likely to make mistakes and leave
money on the table. Whoever is more flexible about time has the advantage. Your
patience can be devastating to the other negotiator if they are in a hurry because they
start to believe that you are not under pressureto conclude the deal. So what do they do?
They r concessions as a means of providing you with an incentive to say YES.
6. Aim high and expect the best outcome. Successful negotiators are optimists. If you
expect more, you'll get more. A proven strategy for achieving higher results is opening
with an extreme position. Sellers should ask for more than they expect to receive, and
buyers should less than they are preparedto pay. People who aim higher do better.
Your optimism will become a self-fulfilling prophecy. Conversely, if you have low
expectations, you will probably wind up with a less satisfying outcome.
7. Focus on the other side's pressure, not yours. We have a tendency to focus on our own
pressure, on the reasons why we need to make a deal. It's the old story about the grass
being greener in the other person's backyard. If you fall into this trap, you are working
against yourself. The other side will appearmore powerful. When you focus on your own
limitations, you miss the big picture. Instead, successful negotiators ask, "What is the
pressure on the other side in this negotiation?" You will feel more powerful when you
recognize the reasons for the other side to give in. Your negotiation power derives in part
from the pressures on the other person. Even if they appear nonchalant, they inevitably
have worries and concerns. It's your job to be a detective and root these out. If you

discover that they are under pressure, which they surely are, look for ways to exploit that
pressure in order to achieve a better result for yourself.
8. Show the other person how their needs will be met. Successful negotiators always look
at the situation from the other side's perspective. Everyone looks at the world y,
so you are way ahead of the game if you can figure out their perception of the deal.
Instead of trying to win the negotiation, seek to understand the other negotiator and show
them ways to feel satisfied. My philosophy of negotiation includes the firm belief that one
hand washes the other. If you help the other side to feel satisfied, they will be more
inclined to help you satisfy your needs. That does not mean you should give in to all their
positions. Satisfaction means that their basic interests have been fulfilled, not that their
demands have been met. Don't confuse basic interests with positions/demands: Their
position/demand is what they say they want; their basic interest is what they really need
to get.
9. Don't give anything away with out getting something in return. Unilateral concessions
are self-defeating. Whenever you give something away, get something in return. Always
tie a string: "I'll do this if you do that." Otherwise, you are inviting the other negotiator to
ask you for additional concessions. When you give something away without requiring
them to reciprocate, they will feel entitled to your concession, and won't be satisfied until
you give up even more. But if they have to earn your concession, they will derive a greater
sense of satisfaction than if they got it for nothing.
10. Don't take the issues or the other person's behavior personally. All too en
negotiations fail because one or both of the parties get sidetracked by personal issues
unrelated to the deal at hand. Successful negotiators focus on solving the problem, which
is: How can we conclude an agreement that respects the needs of both parties? Obsessing
over the other negotiator's personality, or over issues that are not directly pertinent to
making a deal, can sabotage a negotiation. If someone is rude or cult to deal with, try
to understand their behavior and don't take it personally.
(Brodow, 1994 – 2021. Ten Tips for Negotiating in 2021. Retrieved from:
https://www.brodow.com/Ten-Tips-For-Negotiating)
ACTIVITY 4
Instructions: from the previous reading Ten Tips for Negotiating Successfully answer the
following questions.

1. What does it mean to be assertive?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the 70/30 rule about?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What does Brodow´s law stand for?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Why is it important to be patient in a negotiation?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What is the meaning of satisfaction in a negotiation?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ACTIVITY 5
Instructions: read the words related with business negotiations and then write one
sentence per word.

Useful Words and Phrases for Business Negotiations in English

1. To bargain

Sentences using words for Business Negotiations in English
Instructions: with the words from the pr evious vocabulary create one sentence.
1.
2.
3.
4.
5.
ACTIVITY 6
Instructions: watch an example of negotiation conversation with reference to bar-

gaining your salary in a video, pay attention about the sample salary negotiation
and keep in mind that the language used. Answer the next questions about it.
Figure 2
Source: https://www.youtube.com/watch?v=8G5SpnZ4pwI
1. What is the name of the company?
2. How much salary would he like to see?
3. How often would he like to have assessments?
4. How many vacations would he like to have?

ACTIVITY 7
Instructions: The next video shows you a negotiation; watch, listen and
repeat as manytimes as you need. Answer the questions about the video.
Figure 3
Source: https://https://www.youtube.com/ watch?v=05uFs8qVCcI
1. What is a negotiation?
2. How does Lin signal it is time to start the negotiation?
3. Which phrases can you use to introduce an opening statement?
4. What is Ms. Chan´s proposal?
5. Which phrases can you use to introduce an opening statement?

Phrases You Can Use During a Negotiation
It is very important to learn what to say and when to say it. You can do that by
learning some essential phrases to help you out in certain turning points of
negotiations.
Opening statements / beginning the negotiation
The way you start a discussion is extremely important because it sets the tone
for the entire negotiation. It is important to be diplomatic (polite) and efficient
at the same time so that you can maximize your outcome. You can use the
following phrases to start a negotiation:
• We would like to welcome you ...
• Today we are going to talk about ...
• Let's get down to business.
• Let's begin the discussion with ...
• Let’s start by having a look at the agenda. Figure 4
• Should we have a look at the main points for today’s discussion?
Making Suggestions and Proposals

Suggestions and proposals may be presented at any point during negotiations.
If you have a proposal to make, you can introduce it by using these phrases:
• If you ask me ...
• I think ...
• My opinion, for what it's worth ...
• Why not ...
• We think the best way is to…
• We propose / Recommend that…
• In my opinion…
• I’d like to suggest a solution…
Figure 5

Emphasizing a main point

After you suggest solutions, it is crucial to
support them with arguments. If the arguments
are sound and presented coherently (clearly),
you stand much higher chances of getting what
you want out of the negotiation. Introduce your
arguments with phrases like:
• My main concern at this stage is ...
Figure 6 • The main point I'd like to emphasize ...
• I would like to emphasize that ...
• One point I'd like to emphasize is that ...
• That's/This is an important point.
• We need to keep in mind that ...
Asking for a suggestion
When presented with difficult scenarios, it is wise to ask for
suggestions, you can use these examples to obtain them:
• How do you think we should deal with...?
• What do you propose?
• What are your views on…?
• Do you have any suggestions for…?
Figure 7
• Would you like to suggest a course of action for…?
• How do you feel about…?
Asking for information
When you feel you have a need to be more informed to make a
better decision, you can use the following sentences to solicit more
information:

• Can / could you give me some more information about...?
• Can you give more specific details about...?
• What can you tell me about...?
• Can you please elaborate on…?
Rejecting an offer / compromise
If you are presented with a demand that you are not willing to accept,
you might want to use these examples to express your disagreement:
Figure 8 • I'm afraid we cannot accept that.
• I'm afraid that we cannot accept your offer because / since / while ...
• I'm afraid that those conditions are unacceptable because ...
• Your proposal as it stands is not acceptable.
Requests
Sometimes during your negotiation, you need to make requests
to obtain certain benefits, here are some examples to start your
sentences:
• Do you think you could...?
• Would you be able to...?
Figure 9
• Could you...?
• Would you be will to...?
Clarifying
Whenever you feel your partner is being vague or ambiguous (imprecise or
uncertain), it is extremely important to clarify things on the spot. Otherwise,
the negotiation may take the wrong direction and it may be too late to set the
record straight. So play it safe and clarify details early on by using any of these
phrases:
• Let me make sure I got your point.
• I just want to make sure I got this part straight.
• As I understand it, your offer is ...
• If I understand you correctly, ...
Figure 10
• Please correct me if I'm wrong, but if…
• If I understand you correctly, you are proposing ...
• As I understand it, you're saying that ...
• So, what you're saying is ... Am I right?
Agreeing
When your partner presents an acceptable suggestion, you can express your
agreement by using any of the following phrases:
• I agree with your suggestion.

• I think your proposal is acceptable.

• That sounds great to us.
• That's fine.
• You're quite right. I hadn't thought about that.
• That's a good point.
• Okay, I'm happy with that for now. Figure 11
• Yes, I'd go along with that.
• Yes, definitely.
Disagreeing
Disagreeing is one of the most difficult things to do: You don’t want to offend
your partner, but it is important to let them know when you are not on the
same page. You can disagree by using a diplomatic tone if you introduce your
concerns like this:
• I have some reservations about…
• Unfortunately, our position is different from yours.
• I’m afraid we can’t agree on…
• I beg to differ with you.
• By and large, I accept your view, but ...
• I can't go along with that.
• Yes, but on the other hand ...
Next steps
After committing and finishing, if there are further steps to be taken, you can
use these sentences to express the following steps:
Figure 12
• I'll be in touch again soon with .
• Let's talk next week and see .
Summing up / concluding / closing
Before you end the negotiation, it is always a good idea to recap (review or go
over again) the main points you agreed or disagreed on. Here are some things
you could say:
• Let’s look at what we decided to do.
• Let’s sum this up really quickly to make sure we are on the same
page.
• The main points that have been made are ...
• I think the members of the group are basically in agreement on the

following points ...
• I think we've reached an agreement on this issue. Figure 13

ACTIVITY 8
Instructions: in pairs, read each case below, depending on the information provided and context,
identify which type of sentence would you use and writean example. This practice will help you to
successfully complete your Final project. Also, this activity will be included in your Evidence
portfolio.
Example: your client requests a 5% discount in your price list, and you want
to let him know you are not allowed, but you will make an exception.
Type: being flexible
Example: we would be ready to make a concession on… your demand, but

only for the 3 first orders.
• An employee asks for vacations during the summer, and you want to “deny” him
after several requests.
o Type:
o Example:
• You have come to a conclusion with your client to increase your purchase order,
and want to settle what is next.
o Type:
o Example:
• The meeting is “over”, and the attendees are about to leave.
o Type:
o Example:
• During the meeting, you want to “make clear” that sales are dropping rapidly,
since most managers are drifting to different topics.
o Type:
o Example:
• A vendor proposes a new line of payment method, but it is somewhat inflexible,
and you want to let him know you are not interested.
o Type:
o Example:

ACTIVITY 8A
Instructions: read each case with the teacher, in pairs role play the characters
in the conversation based on the information provided. Try to incorporate the
sentences from the vocabulary to your conversation during the role play.
• A company is about to purchase a smaller company, the C.E.O. of the smaller company wishes
to keep his current employees, he requests this in his meeting with the new owner, who agrees
only if they resign to their current salary, to which the C.E.O. agrees.
Student 1 Student 2
C.E.O. of the smaller company New Owner
• You are a sales manager and want to convince your client to purchase a new line of products
which will dramatically increase their sales, he initially refuses but after explaining in more detail
the benefits, he agrees, only if you agree to train his sales team, to which you agree.
Student 1 Student 2
Sales Manager Client
• You are a human resources manager, you are negotiating days off from work with an applicant,
who insistently requests weekends off. You are set on not allowing changes to the schedule.
After explaining the reasons for not conceding the request, you come to the agreement to only
have Sunday as a day off.
Student 1 Student 2
Human Resources Manager Applicant
• The Regional marketing manager is offering you (Designer) to move to the San Jose, California
office indefinitely, you initially agree, but after sharing with your family members, you decline the
offer, your boss tries to convince you, but you maintain your position.
Student 1 Student 2
Regional Marketing manager You (Designer)
Learning situation: how do you make suggestions to friends or family mem-

bers? Are suggestions optional or obligatory?
MODAL VERBS
The modal verbs are used to express functions such as:

• Permission
• Ability
• Obligation
• Prohibition
• Lack of necessity

• Advice
• Possibility
• Probability
They’re used in the Positive, Negative and Question forms, depending
on what is intended to communicate. We are going to show the structure for
each modal verb.
Affirmative
Subject + COULD + Verb in the Simple Present + Predicate Example:
your assistant COULD finish the sales report before Friday
Negative
Subject + COULD + Verb in the Simple Present + Predicate
Example: I COULD travel to Tokyo next Friday
Question form and answers

COULD + Subject + Verb in the Simple Present + Predicate
Example: COULD the manager send the e-mail right now?
Response:
Yes + Subject or Pronoun + COULD
No + Subject or Pronoun + COULD NOT

Instructions: learn business English modal verbs with phrases you’ll use all the
time at work, read and understand each example with the different situations, add
your 2 own examples.

ACTIVITY 9
Instructions: complete the sentences using the

Yourwords listed in the box below,
some gaps may have more than one correct answer.
can could have to must should
1. New York smokers go out into the street.

2. You only find a few bars where smoking is allowed.
3. You smoke in most restaurants.

4. “Smokers be able to smoke at work”, say non-smokers.
5. Soon restaurants all be non-smoking.
6. Some people think that smoking be banned in people’s

homes.
7. One day smoking be illegal in the USA.
ACTIVITY 10
Instructions: look at these comments about smoking, complete them with “can/
can’t”, “must, should/shouldn’t”. Sometimes more than one variant is possible.
1. I understand why people smoke. It tastes horrible.
Your
2. If people get ill from smoking, they pay for the treatment.
Why I pay more taxes for it?
3. Smokers have to go outside to smoke. Employers

provide places for them to smoke.
4. I’m sorry, sir, but you put the cigarette out. You
smoke here. It’s a nonsmoking area. If you want to smoke
you go outside.
5. The government ban smoking completely so that we

all breathe clean air.

ACTIVITY 11
Instructions: complete these sentences using “must” or “have to”.
1. I go to bed now or I won’t be able to get up for work.
2. I’m afraid I can’t come to your birthday party. The boss has told me
I go away on business.
3. You really Stop driving so fast or you’ll have an accident.
4. This is going to be an expensive month because I pay the

telephone bill.
5. I hear that in England you Get a license if you have a TV.

It’s the law.
6. Why anyone else decide whether I
smoke in my own home? It’s ridiculous.
ACTIVITY 12
Instructions: match the statements in group A to the context in group B.
1 Visitors must not take photographs. A sign in a school library.
2 Do you think we should check if he’s OK? A reminder. He always forgets herbirthday.
Don’t forget. You really must get a present
3 for your daughter today. Instructions from a doctor.
I really must remember to post that letter The closing date for the job application she’s
4 before five o’clock. written is tomorrow.
You shouldn’t worry so much. They are
5 caused by tension. The baby is crying.
Books must be returned before the end of the
6 month. A sign in a museum.
You must take this prescription to the
7 pharmacy. He gets bad headaches.
ACTIVITY 13
Instructions: what might you say in the following situations? Use the model
verbs to structure your sentences.
1. Give very strong advice to a friend who works too hard and is ill as a result.
You
2. You haven’t any food in the fridge and the shops close soon.
I
3. Your aunt wants a dog, but they are prohibited in the building.
You

4. Remind your roommate that playing loud music after 11 p.m. is forbidden.
You
5. It is necessary to wear a uniform at your school, but a new student doesn’t know.
You
ACTIVITY 14
Instructions: match these situations writing the number in the parenthesis.
Situation Advise
You should take an umbrella and put on a
1 She is feeling hot and has a headache.
raincoat.
Someone has seen someone breaking into a
2 You should take a rest as soon as possible.
shop.
3 Someone is tired out. You should wear an overcoat and warm boots.
4 It’s going to be cold today. You should see a doctor at once.
5 Someone hasn’t got any money with them. You should learn the language before you go.
6 Someone has to get up early in the morning. You should pay by check.
7 Someone is going to live overseas. You should take a taxi.

Someone got lost, doesn’t know which way
8 You should set your alarm clock.
to go.
9 It’s too far to walk. You should call the police.
10 It’s raining cats and dogs.
Learning situation: what are some examples of dissatisfaction from employees

at work? Do co-workers have disagreements? How do you express discontent
towards inefficient service?
ACTIVITY 15
Instructions:
1. Think of causes or reasons why customers, employees or users have dissa-

tisfaction when they purchase or hire a product or service.
2. Identify and write what are the top 3 most common motives for dissatisfac-
tion or discontent regarding the following products or services.

Internet service
1.
2.
3.
Car rental
1.
2. Figure 14
3.
Hotel service
1.
2.
3.
Convention Center
Figure 15
1.
2.
3.
Airline / Plane trip
1.
2.
3. Figure 16
Restaurant
1.
2.
3.
Figure 17

Airport
1.
2.
3.
Bank / Credit Card
1.
Figure 18
2.
3.
DHL / Estafeta / UPS
2.
2.
3.
Expressions you can use

Listed below are some used expressions to manifest disagreement, discontent
or dissatisfaction. They are listed to start, during and to end a conversation in a
business environment.
Start communicating your disagreement, discontent or dissatisfaction
• I want to express my concern about the fact that…
• I feel I express dissatisfaction about…
• I wish to complain in the strongest terms about…
• I must insist that you…
• I must urge you to…
• I feel the urgency to inform you of an apparent error about
Reasons / motives of disagreement, dissatisfaction or discontent.
• Poor standard of service / slow service
• No accommodation / travel delays / rather rude staff
• Badly scratched / dented wrapping / packaging
• To claim / demand for a refund
• Defective / faulty goods / defective item / machine
• The……… may need replacing
• To restore an item to full working order…
• I am enclosing the broken (item) in this package; please send me a
replacement…

• I am returning … to you for correction of the fault / for inspection / repair /
servicing
• I am asking for / I wish to get a replacement
• You said that … I feel sure there must be some mistake as I am sure that…
To suggest how to fix or solve work related problems, you can use the
following sentences:
• How about… (e.g. trying something new)?
• Why don’t you… (e.g. talk to your boss)?
• Maybe we should… (e.g. do more research).
• I’d recommend… (e.g. going to the doctor).
• Have you thought about… (e.g. buying a new computer)?
• May I suggest… (e.g. exploring new clients)?
• Couldn’t you… (e.g. just get a lift with one of them)?
• Would you consider… (e.g. going to the doctor and getting some medical
help)?
• Wouldn’t it be better if… (e.g. you take some time to see how you feel)?
• Shouldn’t you… (e.g. give him a few more hours to call you)?
• Will you… (e.g. just relax)?
Ending the conversation
• I do not usually complain, but, as an old customer, I am sure you will be
interested in my comments.
• We look forward to dealing with this matter without delay.
• I feel that your company should consider an appropriate refund.
• I would be grateful if you would send me a complete refund as soon as
possible
• We feel there must be some explanation for (cause of the problem) and
expect your prompt reply.
• Will you please look into this matter and let us know the reason for …
• Thank you for your assistance.
• I look forward to hearing from you at your earliest convenience.
• I am returning the damaged goods / items… and shall be glad if you will
replace them.
• Please look into this matter at once and let me know the delay.
• Please check your records again.
• Thank you for your cooperation in correcting this detail…

ACTIVITY 16
Instructions: think and share with classmates suggestions on how express

discontent and possible solutions to the problems described below.
● Work in pairs, think and write a conversation that includes introduction, motives of
dissatisfaction and ending, to describe a bad experience with the product or service
described. You must include suggestions on how to solve or fix the problem. This practice
will help you to successfully complete your Final project. Also, this activity will be included in
your Evidence portfolio.
Case No. 1 - Uber Service

• Overcharge on credit card
• Rude driver
Passenger UBER’s Customer Service
Case No. 2 - Convention Center

• No parking spaces available for all attendees
• Projector and sound system not working properly
Speaker Convention Center Manager
Learning situation: what is the name of the document you receive when you purcha-
se something in a restaurant, plane ticket or rent a convention center? Are you familiar
with all the concepts in an invoice format?

ACTIVITY 17
Instructions: read along with the teacher the basic elements of an Invoice and
locate them in the example next to the list.
1. Name and address of 4. Price of

7. Name and address 10. Serial number of
the supplier of goods or supply/service (gross
of the recipient invoice
services amount including VAT)
2. Description of the supply 5. Tax rate or, where
(quantity and identification) applicable, reference to 8. Tax amount (and net 11. Identification
or service (nature and exemption or reverse price) number of the recipient
volume) charge
9. Identification number
3. Date of delivery or 12. Logo of your
6. Date of issue of the supplier of
performance period company (Optional)
goods/service
79

ACTIVITY 18
Instructions: listen to the teacher pronounces each concept out loud, and re-
peat after him/her, then look up the definition of each one and write it on the
line for a glossary. Words related to Invoicing.
1) Accounting error
2) Address
3) Advance payment
4) Agreement
5) Amount due
6) Bank account
7) Buyer
8) Cancel
9) Due date
10) Exchange rate
11) Failure to pay
12) Fee
13) Goods
14) To grant a discount
15) Introductory price

16) Net price
17) Overdue
18) To postpone
19) Preferential rate
20) To refund
21) Reimbursement
22) Repeat order
23) Sample
24) To sign
25) Terms
26) Terms of payment
27) Bank transfer

28) Unit price
29) Valid
30) Within a week/month
ACTIVITY 19
Instructions: using the words from the list from Activity 17, write and complete
the sentences listed below. Remember, the sentences must make sense.
1) You are a very important client to our company that is why you will receive a
on your next purchase.
2) We received your purchase order, your is
$ 356.68 USD.
3) The are 30 days credit, and payable bank

transfer only.
4) The quote is until August 30th, 2019.
5) We accept dollars, the is $18 MX per dollar.

6) If you are not fully satisfied with the product, you can request a
.
7) The for your payment is July 1st, 2019.
8) All must be reported to the Accounting department.

9) There is a for overdue invoices of 3% monthly.
10) The buyer must all the original Purchase Orders.
ACTIVITY 20
Instructions: using the words from the list from Activity 17, write and complete
the sentences listed below to complete the dialogue.
Tom: what is your for each Lap Top computer?

Susan: because your order before, it is considered a , so you will
receive the at your office sooner than other clients.
Tom: great! My is: 2014 Beylord Drive, San Diego Ca. 92143
Susan: the is for a 30 day credit.
Tom: I can pay with , is that OK with you?

Susan: it is fine, your from Purchasing Department can
the order before we ship the .

ACTIVITY 21
Instructions: review the basic elements of an invoice in a restaurant example.
Using the image of the restaurant ticket, draw and fill out the form with 5 items
listed, then finish filling out the rest of the form, as if you were on a business
trip.
MY INVOICE EXAMPLE
ACTIVITY 22
Instructions: read along with the teacher the concepts of a hotel’s invoice.
Read and repeat after the teacher the following concepts. Draw and fill out the
Invoice form as if you were on a business trip using at least 5 concepts.
Adjoining rooms Rate (weekday / weekend) Mini bar

Amenities Room service Parking
Complimentary breakfast Sauna Buffet
Cot, rollaway bed Extra towels Bar
Damage charge Valet Brunch
Indoor pool Gym Room service
Jacuzzi, hot tub, whirl pool Business center Early check in
Kitchenette Catering Late check out
Late charge Sound and light system Extra guest
Pay-per-view movie Laundry / Ironing service Spa

This practice will help you to succesfully s complete your Final project. Also, this activity will be included in your
Evidence portfolio.
MY INVOICE EXAMPLE
SUBMODULE PROJECT
Solving Business Problems Project

Review and follow the requirements described below to create a presentation to show it to the
rest of the group:
• Organize in teams, observing the principles of gender equality and inclusion.
● 1 to 2 of the team members will play as clients in the meeting.
● 1 to 2 of the team members will play as the sale team of the supplier in the meeting.
• Simulate a business trip to another city within the country, where you visit a very prominent
client, who wishes to negotiate these topics:
● Wishes to decrease prices from $21 USD to $19 USD.
● Wants you to increase the warranty of your product coverage from 1 to 3 months.
• After the meeting, you must explain the expenses involved in your business trip filling an in-
voice.
Requirements:
•The teacher will use checklists to assess teamwork. • Use visual aids.
•Dress code for business meeting. • Turns in written report.
•Fluency. • Correct pronunciation. • Memorize dialogue.


PLANTEL
LISTA DE COTEJO SUBMÓDULO 3
INGLÉS EMPRESARIAL
Name: Date:
Name: Group:
Name:
Name:
Opening
Diagnostic Formative Summative
Type of Developing
Moment
Evaluation
Auto Evaluation Evaluation Heterometallation Ending
Type of Work Individual Bina Team
Evaluator
YES NO
ELEMENTS VALUE 3 POINTS
1. Uses EXPRESSIONS to start communicating your disagreement, discontent or dissatisfaction.
2. Uses EXPRESSIONS for reason or motives of disagreement, dissatisfaction or discontent.

3. Uses EXPRESSIONS to suggest on how to fix or solve the problem.
4. Uses EXPRESSIONS to end a conversation.
5. Uses PHRASES OR EXPRESSIONS to explain what the problems is.
6. Uses PHRASES OR EXPRESSIONS to give a piece of advice.
7. Uses polite PHRASES OR EXPRESSIONS.
8. Uses EXPRESSIONS to make a negotiation.
9. Uses EXPRESSIONS to emphasize on the main points.
10. Uses EXPRESSIONS to ask for suggestions.
11. Uses EXPRESSIONS to clarify information.
12. Uses EXPRESSIONS to come up with an agreement.
13. Uses VOCABULARY for negotiation.
PRESENTATION VALUE 2 POINTS
14. Dress code for business meeting.
15. Set the scenery for an office or conference room.
16. Takes from to minutes.
17. Turns in written report.
18. Correct pronunciation.
VALUE 1 POINT
16. Memorize dialogue.
TOTAL POINTS ( / 60) :
DESIGNED BY LA M. D. EVA LUZ VILLAVICENCIO GALLARDO

Student’s signature:
2.5 NON
CATEGORY 10 EXCELLENT 7.5 GOOD 5 ACCEPTABLE Score
ACCEPTABLE
Speaks clearly
Speaks clearly and Speaks clearly and
and distinctly Often mumbles or
distinctly all the distinctly most of the
almost all the cannot be understood
Enunciation time, and time. Mispronounces
time, but or mispronounces
mispronounces no no more than one
mispronounces more than one word.
words. word.
one word.
Uses appropriate Uses
vocabulary without appropriate
any grammar vocabulary with His or her grammar The mistakes and
mistake. His or her few grammar presents mistakes but grammar errors are
Grammar
sentences are mistakes. His or he or she evident and don’t
according to the unit
her sentences communicates. allow to understand.
and are perfectly
are according to
used. the unit.
The student
The student has
The student has an pronounces with error
sufficiently The pronunciation is
Pronunciation excellent or is not
understandable poor at times unclear.
pronunciation. understandable at
pronunciation.
time.
The student is able The student is The student is not able
to communicate his able to The student is able to to communicate his or
communicate his express his or her
or her ideas in an her ideas in a regular
Fluency excellent way, or her ideas in ideas in a regular manner, he or she
without any fluent way, with manner, stopping to mixes both
just a few recall words.
hesitation. languages.
hesitations.
He or she handed on He or she He or she handed on The quality is poor and
Project. Essay time, with an handed on time, time, with a regular it does not have the
or written excellent quality with a normal quality not quite elements required.
text. according to the quality according according to the
expected. to the expected. expected.
(Group)
(20 pts.) (15 pts.) (10 pts.) (5 pts.)
Evidence portfolio submodule 3
Activity # 1
Activity # 4
Activity # 7
Activity # 8
Activity # 15
Activity # 16
Activity # 22

REFERENCES
1. Ana María Millán and Marisela Toselli. On the Job. English for secretaries and administrative
personnel. Mc GrawHill. 1996. España.
2. Kuzmina, G. V. comp., (2002) - functions of the modal verbs in English (modal verbs analogies in the
Russian language): https://docplayer.net/20965264-Functions-of-the-modal-verbs-in-english-modal-
verbs-analogies-in-the-russian-language-sompiled-by-g-v-kuzmina.html
3. Authentic Journeys. (2020): https://blog.authenticjourneys.info/ on March 2nd, 2020.
4. Business insider, 2021 Insider Inc. Nine Steps to Effective Business Problem Solving. Retrieved from:
https://www.businessinsider.com/nine-steps-to-effective-business-problem-solving-2011-7?r=MX&IR=T
5. Brodow, 1994 – 2021. Ten Tips for Negotiating in 2021. Retrieved from:
https://www.brodow.com/Ten-Tips-For-Negotiating
6. British Council, 2021. Planning an event. Retrieved from:

https://learnenglish.britishcouncil.org/skills/reading/intermediate-b1/planning-an-event
7. Clara, (2013). Asking to meet.: https://www.english-at-home.com/speaking /making-appointments/ on

March 2nd, 2020.
8. Duckworth, M., Hughes, J., & Turner, R. (2018). Business Result, Upper-Intermediate (2nd ed.).
Oxford: Oxford University Press.
9. English club. (2013) Prepositions of place quiz.: https://www.englishclub.c om/vocabulary/

prepositions-of-place-quiz.htm on 2013.
10. FluentU Business English Blog, 2021. 37 Useful Words and Phrases for Business
Negotiations in English. Retrieved from: https://www.fluentu.com/blog/business-
english/business-english-negotiation-phrases/
11. James, B. (nd) How to find a Business Meeting: https://smallbusiness.chron.com/plan-

business-meeting-209.html
12. Spaeder, K. (nd) How to find the best location: https://www.entrepreneur.com/article/73784
13. 200 Business Adjectives with Punch. Simplicable:

https://training.simplicable.com/training/new/200- business-adjectives-with-punch on Mar, A. (2013).
14. Warner, J. (2019). 42 tips for producing a memorable small business event. Small Business
Trends:https://smallbiztrends.com/2013/06/small-business-event-planning-tips.html
15. Example of Negotiation Conversation: https://www.youtube.com/watch?v=8G5SpnZ4pwI
16. The Business of English- Ep. 12:
17. (Hopart, 2017) 37 Useful words & phrases for business negotiations in English: https://www.fluentu.
com/blog/business-english/business-english-negotiation-phrases/
18. The business of English (2011), episode 12: Negotiating part 1: https://youtu.be/05uFs8qVCcI
19. Edubull (2018), an example of negotiation conversation: https://youtu.be/8G5SpnZ4pwI
154 REFERENCES
REFERENCES
20. Montanarogers (2020), Fluentu business English blog: https://www.fluentu.com/blog/business-

english/business-english-modal-verbs/#
21. Leire Larraiza (2017): https://leirelarraiza.com/glosario-de-terminos-de-hoteleria/
22. https://makifyahud.tik-tak.net/wp-content/uploadfiles/sites/174/2017/06/2018212016_letter_of_
complaint_useful_phrases_and_example.pdf
23. https://auditor.eu/assets/media/files/publikace/Na%C5%A1e/Stoeger_Partner_11_Essential_
Elements_of_Invoices.pdf
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/
unit2meetings/1agenda.shtml
24. http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2013/12/131226_6min_
management.shtml
25. http://www.bbc.co.uk/worldservice/learningenglish/general/ sixminute/2013/08/130829

_6min_arranging_meetin gs.shtml
26. http://www.englishpage.com/modals/shall.html
27. http://www.teachingenglish.org.uk/knowledge-database/drill
28. http://www.techrepublic.com/blog/career/the-top-workplace-stressors-and-irritations/21
29. http://www.wikihow.com/Write-a-Business-Agenda
30. https://www.myenglishpages.com/site_php_files/grammar-lesson-modals.php
REFERENCES 155
NOTAS
156
NOTAS
157
NOTAS
158
NOTAS
159
NOTAS
160

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Inglés Empresarial

Módulo III: Agenda Empresarial

DATOS DEL ALUMNO

Grupo: Turno: Teléfono:

Quinto semestre AGOSTO DE 2023

BUSINESS ENGLISH (RIEMS)

ENCARGADO DE DESPACHO DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

La presente edición es propiedad del

Este material fue elaborado bajo la coordinación y supervisión de la

Competencias Profesionales Básicas

Propósito del módulo

SUBMODULE 1: MANAGING A BUSINESS AGENDA 11

SUBMODULE 2: PLANNING BUSINESS EVENTS 72

SUBMODULE 3: AGENDA SOLUTION 11 9

Es importante mencionar que el MEPEO no significa un cambio total de los manifiestos y

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

3. Elige y practica estilos de vida saludables.

CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

PIENSA CRÍTICA Y REFLEXIVAMENTE

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.

APRENDE DE FORMA AUTÓNOMA

7. Aprende por iniciativa e interés propio a lo largo de la vida.

CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

TRABAJA EN FORMA COLABORATIVA

8. Participa y colabora de manera efectiva en equipos diversos.

PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD

CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Interactúa de manera auditiva-oral en inglés en situaciones empresariales, al

Escucha y presenta compañías de manera oral en idioma inglés en diversos

Redacta su currículum en inglés de manera precisa, ética y concisa, cuidando las

La capacitación para el trabajo de Inglés Empresarial se encuentra centrada

Aunado a lo anterior, la capacitación tiene como propósito: desarrollar las com-

En este sentido, el estudiantado al cursar esta capacitación desarrolla las des-

PROPÓSITO DEL MÓDULO

Informática I Informática II CAPACITACIÓN PARA EL TRABAJO EN INGLÉS EMPRESARIAL

Módulo I Módulo II Módulo III Módulo IV

Submódulo 3 Submódulo 3 Submódulo 3

En diferentes apartados de la guía de Inglés Empresarial,

GENERIC BASIC PROFESSIONAL

4. The student interprets and produces suitable messages in

8. The student participates and collaborates effectively in

INTERDISCIPLINARIEDAD TR ANSVERS ALID AD

INGLÉS EMPRESARIAL Módulo III: Agenda Empresarial

• Vocabulary to schedule appointments and business ● It comprises the parts ● It contributes

CoBachBC Colegio de Bachilleres del Estado de Baja California 13

2. Write a list of items you need to work in an office.

3. Write a list of 5 departments in a company.

4. Mention 3 appropriate phrases to use when receiving customer complaints.

c) Start a conversation, not lasting more than 2 minutes.

14 INGLÉS EMPRESARIAL Módulo III: Agenda Empresarial

ACTIVITY 2: DEVELOPING ACTIVITIES

Backgrund reference. This activity will be integrated to your Portfolio of Evidence

Created and designed by Angel Gurrola (2021)

CoBachBC Colegio de Bachilleres del Estado de Baja California 15

FIVE ESSENTIAL ELEMENTS FOR AN EFFECTIVE AGENDA

Essential element 1: the agenda header.

The main purpose of the header is to quickly identify the following:

Essential element 2: the objective of the meeting.

Essential element 5: responding to urgent and critical issues that arise

16 INGLÉS EMPRESARIAL Módulo III: Agenda Empresarial

Figure 1 Figure 2 Figure 3

CoBachBC Colegio de Bachilleres del Estado de Baja California 17