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Intelligent BusinessAdvanced

General Teaching Programme

_____________________________

Area of Foreign Languages

English

Intelligent Business Teaching ProgrammeUnit 1: HR

General Teaching Programme – INTELLIGENT BUSINESS – ADVANCED 1

AIMS- To express contrast (unlike, in contrast to).- To express similarity (alike, as…as).- To connect sentences using the proper words and expressions to express contrast and

similarities. - To know and to use the collocations with set.- To listen to three recruited graduates talking about what attracted them to the

companies they work for.- To talk about the ways HR managers select employees.- To read an article from The Economist about managing talented people. - To debate about foreign countries to work abroad.- To listen to Sharon Fraser to talk about the way her company manages talented

employees. - To read a text from The Economist about hard work and work-life balance. - To debate about life and work. - To read and answer questions about a text about career skills.- To listen to two extracts from appraisal interviews- To read short descriptions of situations at work. - To work in groups and debate about benefits and drawbacks of each type of appraisal

system.- To write a memo.

CONTENTSI. Communication skills

- Listening to three recruited graduates talking about what attracted them to the companies they work for.

- Talking about the ways HR managers select employees.- Reading an article from The Economist about managing talented people. - Talking about foreign countries to work abroad.- Listening to Sharon Fraser to talk about the way her company manages talented

employees. - Reading a text from The Economist about hard work and work-life balance. - Talking about life and work. - Reading and answer questions about a text about career skills.- Listening to two extracts from appraisal interviews- Reading short descriptions of situations at work. - Writing a memo about the conclusions.

II. Language reflectionsA. Language and grammar functions

- Contrast with unlike, in contrast to…- Similarity with alike, as…as...

B. Vocabulary- Collocations with set.

III. Sociocultural aspects- To think about talent, skills and work. Students’ book, page 13.- To write memos. Students’ book, page 16


- To manage appraisals. Student’s book, page 14.

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and debate about personal life and work

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to express contrast and similarity.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ASSESSMENTI. Communication skills

- Students’ Book. Review 1, page 37- Skills book, Unit 1.

II. Language reflections- Review, page 37- Workbook, Unit 1

III. Sociocultural aspects- Students’ Book. Review 1, page 37- Skills book, Unit 1.


Unit 2: Organisations

AIMS- To know and use the determiners (articles, possessive adjectives, demonstrative

adjectives, quantifiers, Wh- determiners, negative determiners). - To listen to Jonathan Schwartz talking about a major computer company.- To read a text from The Economist about companies that make music. - To speak about the advantages and disadvantages of working from home. - To know antonyms.- To know coined expressions.- To know metaphors and similes.- To read an article from The Economist about the oldest companies.- To listen to an expert talking about family business. - To speak about the best way to prepare the younger generation to run a family firm.- To read a text about Ikea.- To read a text about team building.- To speak about team building activities. - To listen to a team leader and to take notes. - To debate about working across cultures.- To read and debate about a text about bullies on a team. - To write a memo about a decision.



- Listening to Jonathan Schwartz talking about a major computer company.- Reading a text from The Economist about companies that make music. - Speaking about the advantages and disadvantages of working from home. - Reading an article from The Economist about the oldest companies.- Listening to an expert talking about family business. - Speaking about the best way to prepare the younger generation to run a family firm.- Reading a text about Ikea.- Reading a text about team building.- Speaking about team building activities. - Listening to a team leader and to take notes. - Speaking about working across cultures.- Reading and debate about a text about bullies on a team. - Writing a memo about a decision.


- Determiners

B. Vocabulary- Antonyms.- Coined expressions.- Metaphors and similes.

III. Sociocultural aspects- To speak about families and their companies. - To speak about international teams.- To read about bullies in a team. - To read about companies that make music.

CROSS-CURRICULAR TOPICSMoral and civic education To respect workmates.To know about bullying.Consumers educationTo think about new ways of making music.Education for equalityTo respect the others, no matter what sex, age, religion they are or belong to.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the determiners










II. Language reflections- Review 1, page 37- Workbook, Unit 2.



Unit 3: Change

AIMS- To use the continuous forms of the verbs.- To talk about changes and personal reactions to them.- To listen to a management consultant talking about change.- To read an article from The Economist about ice creams in Italy.- To speak about drawbacks and benefits of operating in a global market.- To know prefixes with verbs. - To know the idioms with track.- To read and speak about banks in England and their interior design. - To listen to a change consultant talking about models for change. - To read an article from The Economist about a new business model.- To read a text about nanotechnology.- To read a text about managing resistance to change.- To read and debate about different attitudes to change. - To work in groups debating about disorganised organisation.- To write a formal email


- Talking about changes and personal reactions to them.- Listening to a management consultant talking about change.- Reading an article from The Economist about ice creams in Italy.- Speaking about drawbacks and benefits of operating in a global market.- Reading and speak about banks in England and their interior design. - Listening to a change consultant talking about models for change. - Reading an article from The Economist about a new business model.- Reading a text about nanotechnology.- Reading a text about managing resistance to change.- Reading and debate about different attitudes to change. - Talking about disorganised organisation.


- Writing a formal email


- Continuous forms of the verbs.

B. Vocabulary- Prefixes with verbs- Idioms with track

III. Sociocultural aspects- To discuss about challenges- To debate about organisation.- To think and discuss about changes in life and in general- To discuss about different attitudes to change.

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about jobs and organizationTo think about different attitudes to changes.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: continuous forms of the verbs.












Unit 4: Responsibility

AIMS- To use paired structures.- To use paired comparatives.- To listen to a journalist talking about the impact of business activities and their

responsibility. - To talk about environmentally friendly companies or not and their responsibility.- To read an article from The Economist about business principles.- To speak about companies that should focus on making a profit or doing good.- To know compound nouns.- To use synonyms.- To listen to an interview with the editor from The Economist - To read a text about Greenwashing.- To speak about environmental claims that have been made on business.- To read a text about taking responsibility. - To listen to an interview with the spokesman of a major pharmatheutical company.- To prepare a short interview.- To debate about variations in values. - To prepare, in groups, a short press conference. - To write a short press release.


- Listening to a journalist talking about the impact of business activities and their responsibility.

- Talking about environmentally friendly companies or not and their responsibility.- Reading an article from The Economist about business principles.- Speaking about companies that should focus on making a profit or doing good.- Listening to an interview with the editor from The Economist - Reading a text about Greenwashing.- Speaking about environmental claims that have been made on business.- Reading a text about taking responsibility. - Listening to an interview with the spokesman of a major pharmatheutical company.- Writing a short press release.



- Paired structures.- Paired comparatives.

B. Vocabulary- Synonyms- Compound nouns.

III. Sociocultural aspects- To think about environmental and social responsibilities.- To think about business principles.- To show interest in greenwashing

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about environmental and social responsibilitiesTo think about business principlesEnvironmental EducationTo think about environmental and social responsibilities dealing with businessTo think about personal and busines responsibilitiesConsumer EducationTo think about greenwashing

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: paired structures, paired comparatives.













Unit 5: Governance


AIMS- To use the discourse markers- To read about the role of committes- To listen to the business editor at The Economist.- To read an article from The Economist about the changes in Japan’s corporae

governance.- To speak about the manifestations of anglo-saxon capitalism.- To use “adjective+past participle”structures. - To use idioms.- To listen to an interview about a pay debate.- To read an article from The Economist about high pay.- To read a text about getting international directors on board. - To read a text about presenting arguments- To speak about the different situations presented.- To listen to several different arguments- To debate about controversial issues.- To give an opinion- To present different arguments in the correct manner- To write a press release explaining a decision


- Reading about the role of committes- Listening to the business editor at The Economist.- Reading an article from The Economist about the changes in Japan’s corporae

governance.- Speaking about the manifestations of anglo-saxon capitalism.- Listening to an interview about a pay debate.- Reading an article from The Economist about high pay.- Reading a text about getting international directors on board. - Reading a text about presenting arguments- Speaking about the different situations presented.- Listening to several different arguments- Giving an opinion- Writing a press release explaining a decision


- Discourse markers

B. Vocabulary- Adjective+past participle- Idioms.

III. Sociocultural aspects- To think about women and their work as board members.


- To think about companies involved in corporate crimes.- To think about smoking in the staff canteen- To think about getting international directors on board

CROSS-CURRICULAR TOPICSEducation for equality

- To think about the appointment of women as board membersMoral and civic education

- To think about moral behaviour of corporations and enterprises

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages discourse markers- Mathematical competence: Mathematical competence is the ability to develop and

apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.












Unit 6: Start-ups

AIMS- To use the third conditional- To listen to a consultant in business start-ups.- To read an article from The Economist about promoting entrepreneurship in the

developing world- To speak about entrepreneurs.- To describe people.- To use verbs with prepositions.- To use expressions with and.- To listen to an interview about the birth of a business- To speak about a situation in the past- To read a text about a business plan.- To read a text about pitching- To listen to three pitches.- To speak about recent start-ups.


- To write about sales pitch out in full- To debate about pitching styles- To prepare a full business pitch- To write a formal letter


- Listening to a consultant in business start-ups.- Reading an article from The Economist about promoting entrepreneurship in the

developing world- Speaking about entrepreneurs.- Listening to an interview about the birth of a business- Speaking about a situation in the past- Reading a text about a business plan.- Reading a text about pitching- Listening to three pitches.- Speaking about recent start-ups. - Writing about sales pitch out in full- Talking about pitching styles- Writing a formal letter


- Third conditional

B. Vocabulary- Verbs with prepositions- Expressions with and.

III. Sociocultural aspects- To think about starting a business- To debate about estrepreneurs

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about pitching

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Third conditional- Mathematical competence: Mathematical competence is the ability to develop and

apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.


- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and


awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.










Unit 7: Resources

AIMS- To talk about the future- To use the future tenses.- To know adjective-verb collocations- To use like and as- To read about the planet’s resources- To read an article from The Economist about water and business- To speak about the solutions to alleviate water shortages- To read an article from The Economist about technology in the future- To talk about efforts being made in their country to encourage people tu use energy

more efficiently.- To listen to an alternative energies.- To speak about Hyperion company.- To write an email to the local newspaper- To discuss plans for the next ten years.- To develop skills in order to improve the debating techniques- To read a text about debating techniques- To listen to a debate- To speak about environmental issues- To speak about the nuclear energy- To write a newspaper article.


- Reading about the planet’s resources


- Reading an article from The Economist about water and business- Speaking about the solutions to alleviate water shortages- Reading an article from The Economist about technology in the future- Talking about efforts being made in their country to encourage people tu use energy

more efficiently.- Listening to an alternative energies.- Speaking about Hyperion company.- Writing an email to the local newspaper- Reading a text about debating techniques- Listening to a debate- Speaking about environmental issues- Speaking about the nuclear energy- Writing a newspaper article.


- Future

B. Vocabulary- Adverb-adjective collocations- Like- As

III. Sociocultural aspects- To think about the planet’s resources- To think about water and business- To think about alternative energies

CROSS-CURRICULAR TOPICSMoral and civic educationTo respect other culturesEnvironmental EducationTo respect the environment

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to talk about the future



- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and


particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









Unit 8: Power

AIMS- To use the active voice of verbs- To use the passive of verbs- To know the phrasal verbs with put.- To know proverbs- To read a description about power bases- To speak about the combination of powers of a good leader- To read an article from The Economist about the trappings of power- To speak about becoming a 24/7 slave to work.- To listen to R. Townsend talking about power and politics.- To read a text about workplace harrassment- To write a formal letter to HR.- To read an article from The Economist about narcissistic bosses- To say jokes- To read a text about influencing- To speak about influencing.- To speak about influencing the boss- To write a dialogue between the influencers and their bosses. - To read a text about winning the rivalry game- To write the agenda for a meeting.


- Reading a description about power bases- Speaking about the combination of powers of a good leader- Reading an article from The Economist about the trappings of power- Speaking about becoming a 24/7 slave to work.- Listening to R. Townsend talking about power and politics.- Reading a text about workplace harrassment- Writing a formal letter to HR.- Reading an article from The Economist about narcissistic bosses- Saying jokes- Reading a text about influencing- Speaking about influencing.- Speaking about influencing the boss- Writing a dialogue between the influencers and their bosses. - Reading a text about winning the rivalry game- Writing the agenda for a meeting.



- Active voice- Passive voice

B. Vocabulary- Phrasal verbs with put- Proverbs- Jokes

III. Sociocultural aspects- To think about rivalry- To think about the trappings of power- To think about power and politics

CROSS-CURRICULAR TOPICSMoral and Civic EducationTo think about power and politics

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: active and passive voice. Phrasal verbs. Proverbs.







- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to


achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.






Unit 9: E-marketing

AIMS- To know the position of adverbs in a sentence.- To use word clusters- To use puns- To talk to costumers online- To speak about the e-marketing media.- To listen to Amy Masterson talking about key drivers- To talk about social networking pages- To read an article from The Economist about social networking sites and advertising- To debate about marketers monitoring one’s life through social network pages.- To listen to a journalist specialised in digital technologies- To speak about the inline world and young people.- To read a text about basic email marketing- To read a text about marketing in the virtual world- To read a text about making choices- To speak about the advantages and disadvantages of producing an e-catalogue.- To speak about making choices. - To write a press release to announce the winning campaign.


- Talking to costumers online- Speaking about the e-marketing media.- Listening to Amy Masterson talking about key drivers- Talking about social networking pages- Reading an article from The Economist about social networking sites and advertising- Talking about marketers monitoring one’s life through social network pages.- Listening to a journalist specialised in digital technologies- Speaking about the inline world and young people.- Reading a text about basic email marketing- Reading a text about marketing in the virtual world- Reading a text about making choices- Speaking about the advantages and disadvantages of producing an e-catalogue.- Speaking about making choices. - Writing a press release to announce the winning campaign.


- Word order: adverbs

B. Vocabulary- Word clusters- Puns

III. Sociocultural aspects- To think about e-marketing- To think about social networking sites.


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about social networking sites and their impact in society.Consumer educationTo think about advertisement in social networking sites.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages word order: adverbs. Word clusters. Puns.













Unit 10: Risk

AIMS- To express probability- To express possibility- To know vocabulary about chance and luck.- To use loanwords- To read an article from The Economist about forecasts- To listen to an interview with a risk manager- To read an article from The guardian about money and testosterone- To speak about women working in financial markets.- To read a text about negotiating- To listen to a negotiation between a boss and an employee- To read a text about striking a bargain


- To write a short report summarising negotiations.


- Reading an article from The Economist about forecasts- Listening to an interview with a risk manager- Reading an article from The guardian about money and testosterone- Speaking about women working in financial markets.- Reading a text about negotiating- Listening to a negotiation between a boss and an employee- Reading a text about striking a bargain- Writing a short report summarising negotiations.


- Probability- Possibility

B. Vocabulary- Chance- Luck- Loanwords

III. Sociocultural aspects- To think about risk management.- To think about negotiating

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about ilegal activitiesTo debate about unethical behaviourTo respect others when negotiating.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages to express probability; to express possibility. Chance. Luck. Loanwords.



- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities


developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.









Unit 11: Misconduct

AIMS- To use the reported speech- To know idioms and phrasal verbs with draw. - To know euphemisms.- To read a text about crime and punishment- To read an article from The Economist about why the threat of prison is necessary to

deter cartels. - To listen to an interview about the Madoff affair. - To read an article from The Economist about American regulations that have declared

war on insider trading- To read a text about making ethical decisions- To listen to a business woman talking about an ethical decision.- To speak about ethical dilemmas- To read a text about rights and wrongs.- To read a text about just because it’s legal doesn’s mean it’s ethical.- To write a report about an ethical dilemma



- Reading a text about crime and punishment- Reading an article from The Economist about why the threat of prison is necessary to

deter cartels. - Listening to an interview about the Madoff affair. - Reading an article from The Economist about American regulations that have declared

war on insider trading- Reading a text about making ethical decisions- Listening to a business woman talking about an ethical decision.- Speaking about ethical dilemmas- Reading a text about rights and wrongs.- Reading a text about just because it’s legal doesn’s mean it’s ethical.- Writing a report about an ethical dilemma


- Reported speech

B. Vocabulary- Idioms with draw- Phrasal verbs with draw- Euphemisms

III. Sociocultural aspects- To think about legality and ethics.- To think about crime and punishment

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the connections between legal actions and ethicsTo think about crime and punishment in our society.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: reported speech, euphemisms, phrasal verbs and idioms with draw



- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to


personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment: to talk about animals; It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.







Unit 12: Development

AIMS- To use verb patterns- To know synonyms.- To know antonyms- To know expressions with go. - To read about learning styles.- To speak about learning styles- To read an article about business education- To listen to an educational advisor. - To write an application to an MBA programme- To read an article about rehabilitating prisoners.- To write a comment about PEP to post on a website- To read a text about the future of learning- To speak about a training-course- To read a text about coaching- To listen to an extract from a coaching conversation- To read a text about the body language- To read a text about keeping everyone motivated



- Reading about learning styles.- Speaking about learning styles- Reading an article about business education- Listening to an educational advisor. - Writing an application to an MBA programme- Reading an article about rehabilitating prisoners.- Writing a comment about PEP to post on a website- Reading a text about the future of learning- Speaking about a training-course- Reading a text about coaching- Listening to an extract from a coaching conversation- Reading a text about the body language- Reading a text about keeping everyone motivated


- Verb patterns

B. Vocabulary- Synonyms- Antonyms- Expressions with go.

III. Sociocultural aspects- To think about lifelong learning- To think about learning styles.- To think about business education- To think about educating to rehabilitate

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about educationTo think about rehabilitating prisoners by means of education

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: verb patterns; synonyms; antonyms; expressions with go.



- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to


participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









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