•

•
 Business fundamentals
Industry groups and Business organization
soctors
► types of business, business Discussion
models and management
slruc1t..1re
D With a partner, decide which Industry group and sector these companies belong to.
BASF Boeing Carrefour China Life GlaxoSmithKline Google Nestle Total

Industry group Sector

OIi & Gas 011 & Gas Producers. Oil EQuipment & Distribution, Alternative Energy
Basic Materluls Chemicals, Forestry & Paper, Industrial Metals & Mining
Industrials Construction, Aerospace & Defence, Packaging, Electronic & Elenrical
Equipment Engineering, Transportation. Business Support Services
Consumer Goods Automobiles, Food & Beverages. Personal & Household Goods, Tobacco
Health Care Health Care Equipment and Services. Pharmaceutlcals & Biotechnol09y
Consumt?r Sefvfce.S Retail. Media, Travel & Leisurt
TelecommunlcaUonS fixed and Mobile Telecommunfc.,tlons
Utilities Electricity, Gas, Water
Flnanclals Banks, Insurance, Real Estate, Equities
Technology Software, Hardware, Computer Services

0 List five large companies In your country. Identify their Industry group and sector.

Reading
D Read the summaries and name companies or people you know for each category.
Type of business
Sole trader/Sole pmpridorship The busme,,, Is mvned b, one person who ls responsible fur
onydcb1",
Par�ne,ship n,,o C'lf mru� people run the bu.smcss tcigcU,er; All p.utners :.,.hare rm.tiffi ru1d lo:;�.
limited company/I imltcd Iioblllty «1n,pany U.LJ/U.,CI '111<• ""'"l'•ny ls rt'Spt>nsible fM ,,nv
lt� nut � ,1wncr:s. The compillly lo:. prlvub..', i�. "-hnr:E!i c\mnot � 801d lo lh\! puhlk
Pt1blic Uroltt...-d C'.omp.roy/Ctirpor:ilio,t (plc/Corp/lnt) l1�1:.•. ln1p,1n\1 Is 11wn(•�1 hy s;h,,n•holc.lt•rs
whn reO'!WC! div1dend'i and who m.-iy gnin od� monev if thcshare pric�goes upu( dnwn.

Business model
626 (1,usln<""' I<> b>L<incs.) <.:umranli!!!sdl In c11mp,mle,
82C lbusmcs., to c.oru.-..mer) C<1mpanies sell In int.livlduab
C2C (u'fn..umt·r tn lf'l1 L.-.uml't) lmll\ IJu.1L� <-t.' 11 kl l11dt\lthutl�
82B2C (bu:sm�•ss tu bu!:,mt."SS tu ronswnt�) ThiN-p,Lrty vendors or i:onsultnnts�ll n con,�1..11t\,¥S
produtts 10 con�un,,•�

Management structure
Th• Board Ch.'Um1,111 C'liO, C:t"O, N1m-Fxts.-uliw D,n,C ' t""'
TI,� Mnnagomonl Cqmmill"'2/top management CEO, O'O, Din.'CIOrn uf M,,rl,cting, HR, IT, etc.
Middle mmagemenl M1.uugers r)( ltlvisic,n1,;. 1 lc-p, utn\i.!flt:,;;. hrnm,:he&r t.'-t\:.
Supervisory/Um1 line m.111.agemenl Supervison.* Loom lroden,;. etc.

beverage Discussion
dividend
equities E In groups, dlscuss the questions.
utlhtY l Which scclOr-$ and type, of business would/wouldn't you like lo work in'? Why?
2 What level ol' munagcmcnl do you hope l<l reach in Lheshurt lenn ond in the long term•

6 Bunn
 OWinl!H fund.1m1mt ...h. •

1 ousine,s cycle Economic cycles

� Investment cycle
Reading
Read the article and choose the best alternative in bold.

The Business Cycle 1 ..1mrii"7 l.;11t 111(111111) 5'1.lpln I Uli'""""

(Y'liu,lo. I Ntllt>ll,I I ...,.;o, I �!°" fl1W1nt11
:Ecanomic growth ustmllyfollows a •
p.ttern of co,uraelll)n and expansion
punctuated by a-oughs and-peak,;.
When an �conomy is la recession. central
. banks lower lntcrnst rates to encourage
spending. After reaclling markcl botlom.
stock markets start to invest in the
technology and industrial sectors. The
bull market begins well before recOVl!J1' J"s
Visible in the economy.
The stock market reaches market top before full recovery in. the economy. and
Investors move into staples and semces. But as gn1wth increases, $0 (]oes inf!atio11
and central banks rnise inter��! rates in order to control IL
The market, tbi;n expecl a pcrio<l Of contraction an.d becoml.' bearish: i.nvestors prefer
to invest in utilities and bei,ids. Economic grow1h starts to sto,v, the economy mnves
into recession an.d the cycle contiJ1ues.

I in1cres1 rule� usunlly rise/ fail in o period of recession.

2 \Vhcn inffation increase�. c-enlral banks lo,,·cr / ro.ise interesL raies.
� n,arkel 3 A bull market is optimistic/ pessimistic abouL the economy.
:,c,nd � A bcac market bcglM before / after recession
c.,II market 5 Bonds urea more popuJar investment than 81ocks in u bull rna,·ket / bear market.
�Jphoric
;reater fool invenor 0 Read the article and mark statements 1-5 T(true) or F (false).

.....,
,uple
''OUgh The Investment Cycle-
alue Investor
The rtrst phase is 11ccurnula.tio11. Alter
the market bas bottomed. Innovators and
early adopters begin 10 huy at attractive
prices in a market which is still beansh.
In the mark-up phase.. the fear of the
..,.......
majority of investors oflosing money
becomes weaker than the desire 10 make
" profit ;µId i.Qvestors become flrst butli.�lt.
L_________________,
Lben <!Xcited and finally even eu1,horic,
, Iu the dlstlibtuion pbase, value investors begln to sell. P"rices can remtiin high for som<'
time and greater fool investors continue to buy, hoping for further rises "Eventually,
pr;ces dl'OP and scllcrs settle for a bteakeven or a small loss.
Mark-down is the most painful µhase, It is only when the mar.ket has plungud 50'1<, t>r
more that many mvestors First panic. Lhei1 give in.

l Early ndoptcr.� are unwilling to taktt risks. 0

2 Innovators buy when the market is buUish and sell when i1 is bearisfL D
3 Most investors buy when prices ttre nsing and sell when they arc l'alliag. D
.\ During the d1>1nbu1ion phase, value investors wail until prices hegin 1n drop before sdUni. D
5 Circnter fool inve.stor:i prcft•r tu n1ake �t small Joss rather than acct�Pl .t brcakeven D

Discussion
D In groups, discuss the questions.
1 \,\/hat stuge of lhc busines.." cyc)e is thl• economy in now'? How h>ng will il last'!
2 Whut w·c the advamogt'S and disadvunlagcs 1"01 i11dividuals. companies und counu-lcs when
cenlral hanks a) raise or b) lower imcrest rmes"!

Bu1tne•az.u 7
 Business fundamentals
► completing income Breakeven analysis
statements
► producing a breakeven Reading
anal ysis chan
!DI Read the article and complete figuresa-d in income statements Aand B.

cost of g oods sold ZB� and Zeb ZllZeD Records A B

nxed cost Duchovnv Income s.uuomem lfio111 as 1n CK�
operating profit staned !heir own Solas. tovenuo 75 750
plot independent Less varwble costs
royalt y reoardlabel five CosI of goodnold 6 60
sales revenue years ago. ZaZeO --l-'---i..:..:----1
Promouo11 75 75
variable cost
wholesaler
!1ecords reca,ves around hall ol a CD's
Cl5 reoommonded retail prioe (A�P) tram
�mm' royalt1os
Mechanical roy aluos
--i-.:..:.6 ----1-=-�
10 100
60
wholesalers. who then sell on to record
, stores al around 60% of RAP. Choosing 1he Total variable co.is a)_ cl
right music Is crn1c&I! Tncome statements l�ss li••d costs
A and B illustrate me difference between
selling IA } 10,000 end 1 B] 100,000 records,
Sulotrns1 tent. uUltuo.s, ctc
Opornring profit11•••1
150
,__ __ _,____,
I Clearly, ldentifylng breakeven polni fs
1 essential. What's more. the music
business is going through a major

I
revolution with lhe rise of d1gllal
downloads (DO} For ZaZeD
Records, DD sales are bad
news: RRPs are si gnihcantly
lower, so although
manufacturing costs
a re close to iero and
royalties one third
lower, revenues
are 33% less
then lor cos.

0 Draw a breakevenanalyis s chart with � onthe vertical axis from O to 750, and sales on
the horizontal axis from 10K to 100K. (See theexample on page 119.) Enterthe following
information:
1 Draw u horizontal line rcpresc11ting ZaZcD Record., rixed cusls,
2 Plot 1hc sales revenues for turnover of o) J0,000 and b) 10(1,000 albun1s and clruw u slrui ght
line connecting 1hcsc twu points,
3 l'lot lhe tornl for lhcd plus ,·uriablc costs for iurnovcr of' a) J 0.000 und b) IOll,1100 albums
and drJw u slrn1ghl line connecling these two points.
4 \Vilh a parlnei; calculme 1he same rcvenul's uncl co:;ts l'or di gital downloads ralh c.r t.hm1
CDs. U�ing onolher coli;ur. dr.iw lln,·s fur DO revenues ond total cosls un lill' charl.
5 Drow vertical lines rrom tlw hori,or1!al axis IQ lhe points where the revenue and Imai costs
lines crnss I<> identi fy the rtspcctive breakcvcn poinls.

Discussion
D In small group,s discuss the questions.
t \¥hat sort of qucs1·fons docs a brei1k('Wn anal ysis provide answers Lo�,,
2 Whu\ ure the implicotionsoflhc lrCod lowurds digital downloads for recnrrl lah�ls, ort.isL.S.
comnosers and consumers·:•

8 Nlh1■,nua2.o
I ""'amic collocations
-or CVS
CVs and recruitment

.rrtmg your CV Collocations

- eplaying a job II Using 'power verbs' to make dynamic collocations helps your CV have maximum impact.
""te.rview Connect the verbs in the boxes to as many nouns as possible.

ach1eved results
acquired problerlls
/coor�inated the ability to
conducted skills
+ +
dealt with � study
demonstrated s.y-ste,ns.
deslgne,J a project
devuloped experience

Improved performdnce
liaised with a programme
managed collua9uc1
met obie<.tives
+ +
organize,;! errors
ran procedures
reduced an event
set up a budget

0 Whh a partner, brainstorm more nouns that collocate with these 'power verbs'.
arrange check ensure establish follow handle
inqease introduce monhor plan researcll update

a1se Writing and roleplay

'lil/ectlve Imagine yourself ten years from now. Using the framework below, complete your CV
eforer'lce with collocations from Exercises 1 and 2. Then exchange CVs whh a partner and roleplay job
et up interviews for positions you would like to obtain in ten years' time.

NamD

Dall' of birlh

l\ationalitv

Lontilcl cletml,

Care-er ob1 cct1vc(s)

ght MJjor �chic•vl'n1tmb

IS
Profcsstonal (.lxpc.•ncncc

Edm,.-dtiOn & trnini11�

Ski lb & ,1b1lities

Olhcr

5,

lluolnn• 9
-
1 Building a career
► getting a degree: who 1.1 About business The education business
should pay?

�'�•
► higher e-ducauon Discussion
D Jn small groups, discuss the questions below.
I \Vhat difTcrtmct: Llocs a <l 1.:gree make lo )lt.)Ur cnrecr and your eru1'lin; potcminl'I
2 l low much does u degree course cost in your country'/
3 I low much does 11 cost a university to provide a degree course?
4 Who should p,,y lor higher cducalion't
11 It MA� I1/\J t 5 Should students l'rn m richer families puy more 1111111 lhu"" from poorer ones'/
6 How can unin:rsitles persuade ,1udcnts to pay higher fees?

Scan reading
D Read What price a degree? opposite and identlfy which points in Exercise 1 are
discussed.

Reading for detail

D Read the article again and choose the best answer to each quertlon.
1 Which cclucoliou policies h,wc caused unrost across the world?
a) wider access
b) lower subsidies
c) wi<ler access and lower subsldil'S
2 How much du�s lhc UK govt!rnment co111ribute towards llw cusl of a degree?
ll) around £100,000
b) between £50,000 aJ1CI £100.000
cl IL-ss Jl,an £50,000
3 Huw dLt scholarships appear to favour students from \\'callhy rumilics·>
<1) they ar.: bcLlcr prepared
b\ 1hc1• have c4ual opponunitics
c) they can pay for nwords
4 What evidence suggests Lhut the socinl benefits of cclucul iou do 1101 jusl ify thdr co,t .,
u) taxpayel's hove other rc:sQurces
b) u1xpoyi,rs h,l\'C other agendill!
c) taxpayers h11w uthcr benefits
5 Why might \miver.;ltics show II preference for lorciJ!ll students�
a) they acccpl larger classes
b) I hey exclude deserving locals
c) I hey acccpl hi�hcr fees
6 Why do11'l privow business schools need to mcreosc c)nss sizes or cul !'acuity pay'?
a) they can justify higher fees
b) Lhcy hove no subsidies
c) lhty have resisted increases
lnteniet b
researc Listening and discussion
S�o,cti tor the. l<�worm
worldl tJe,st un1\ll?tsll1e
D : 1,01-1,04 Listen to four students reacting to the article. Match each speaker 1-4 with
.and best btJJ/t'!r$S the correct summary a-ii.
,t:.hoolJ. Choose lilt! o) Educntivn shnuld bu for nJl D
1nst1tutlon you would b) Unjvcrsitics u1·,; oh6nlcte. D
m°'1 1r1(e to a:nend.
HoJd ad.Ms opfn,lot'I pou
c) Lei market forces decide. D
tJJ find the mmt popular d) Reserve universities for the elite. D

I
4;�•U!1i.
0 Discuss your own reactions to the article and your opinions on elitism in education,

10 Bu■ll>OS ■
I been exacerbmed bya dramatic me in thecost ofproviding
higher education. Despitea growing cross-border made� for
educat,on, competilton and new delivery models llk<1 e-learnlng
'1ave falied 10 cap universities· spiralling co�ts. Whether
govemmentscontinueto provide 11.tbsldles or nOI, dnd lnspite
Qfmassive hikes In student fees, unlVi!rsity r,:venues rem�fn
·,ke a random s.,mple of views on higher educMion In almost signlftcamly lower 1han th�irco51$.This presents unlve1s11les
�y country in the wotld and you'll find that almost everyone with new dnemmas.S'1ould they try to cut �ts by having
oelieves that sending as many youngpeople 10 university as larger claswsand less experienced faculty? Should they
il<)SS1bte is a good thing. What's more difficult to agree on is who increase fees rurtherl And should !Myoffer moro p1aces t0
hQuld pay, Th� debate ts a oontrovefjial one: cuts 1n higher hl9he1-payfng foreign students, auhe risk ofexdudlng
duc;ation funding have spa<ked unrest in °"""Y countries deserving locals?
=ss the world, fncludlng Austria, Germany, Chile, Colombia
r,cJ the LIK. Protem In the forr11 of strlkes, d<'mon�ratfons ond lntrlgulngJy, private buslness�hool1 \'.lo not meet the same
resistance to price Increases, and numbers of f<lr-ptafit
;en riots prove thl!t people are willing«> go to gteat leng1hs 10
institutions have grown rapidly to meet the Jncreasir1g demand
,lend their right to higher education
ro, higher education. How I$ it that \hese bu�inesses conIIn�e
'lidening access to a universlt)I education lS-an admirable to be proflt�ble when universities are unable to cope?The
.olldcal goal, but the uncomfortable truth" that governments essential difference is that ptivate business schools h;,ve been
,rnply do 001 have the resources to match their ambitions. wlllln9and able to lnve�t money In Improving quality and
•aced with this reatltY, many beJiev� that unlversitfes should pr0\lid1ng new and better facilities and services, These schools
t.ep,Jid for by those who ��l the most benefit from them: underst;,nd thilt they can only Increase their perceived value
Faduares. Cert•lnly, a rough oost-beneflt analysis suggcst1 to the customer by offering wp�la\s cone.Mons {qr learnmg
..,at students get good value for their money. A recem UK and by serving Lhe,r graduates well bey9nd their degree
eport�lmates tharthe real co� or a degree is In the regfon or ceremonies. When private bU$iness schoofs-0ffer a complete
i100,000. Under the 1atesl system, the average graduate will p,1y program of stutly, extracunf�ular activities, counselling,
"ack no more tharrhalf of 1ha1, and on1y statt to pay lr and when networking, pla�men1 and ongoing pro(essiOnal development
,eir annual earnings are more than double the minimum wage. services, their fees suddenly �eem less excessive. Put simply,
l'lowever, other.s feel that this system favours ,tudent, from people will nappfly pay more 1[ they can see they're geulng
••II-off families, who GIil put the pro,;pect of paying off such bener value for thl'lr money. Public unlversitfes, no
1 wm into perspective. For bright butpqorer te�nagel's from
longer sheltered by benevolent govornmen�and
•,,:,rldng..class famili\'!51 taking on su�ht>riorrl1ous d�bt Is a taxpayers, now �nd themsalves exposed to a
nou11taii, to climb. Even the.scholarships that are lnll'nded potential extinction<avent, Adopting rhe
o offer equal opportunities are mostly awarded 10 students business�hool model tn•y prove
ho have benefited from special coachlng ill expensiv1>"prIva1e the only alternative tqgolng the
:hoo1s. ,o way of rne dino,aurs.
f gradoates themselves don't pay, then resp0nsibllity f;ilts to
�e taxpayer. Thus, a majority 0r1ax�yers, mostly earning
,gnihcanUy less than graduate$; end up paying for a minority
.f students, many of whom will go on to becomecomfortably
-.l!althy. Now, roliblng the poor ro pay the ,,eh mfght be
.·,tifi�d, as long ilS lrcan be proved 1hat the overall benefits of
1ucatfon to..o<:lety are greater than itS<ost. Howeve,,
·.e trend towards cuts in education budgets across
,e world points unmistakeably to the fact
hat the ordinary taxpayer does nat see
ne b,:neftts ro soc,cty; and would
ther see puJ:inc money spen\
th
.ewhe,e,
1fortunately, the
estion or who
ould payhas

c.ip
exacerbate
e.itn)cufritular
faculty
f�
hike
sp>alk
subsidy

, , Bu1lncn ZJ> 11
 1 Building a career
► collocations relating to 1.2 Vocabulary
higher educatioi,

► action verbs for CVs Brainstorming

► verbs relating to Cclreer 0 Think of as many good reasons as possible for studying business.
stages
D The letter below discusses reasons for attending business school. Choose one verb for
each of 1-10 to complete the letter with the correct collocations.

too al"<,1 w1 .idvlu ;\Jou1 9oin9 lo \ltl!,lum uhoo\ wd\, don't m,16 oul on a woru\erf>.1\
opportunit-i to {1) gain / boo•I I m•�• �n,,..\,d9e ond lo l1) ma�• I a,qulr• / do t.t:llli ..ti;,h
w,11 &trvt 1"" (or d lifeilme �_,. well a11 � gaining/ ruoivln9 / Improving 10,1r empl0jab,l,ty
an� {4) having / boo•Ung / m•�in9 your (111urr ,,m·,r,gs. you11 (S) 901 / hav• I oblain Ioli o(
1u11 (I,) 9oin9 to/ doing/ 9•1tin9 r,1rt1<� ai,d tr) doin9/ mal<iog / l••rn1n9 (r,rn�• 111""
choose J good ..hoot. 10,>"II (&) enhanu/ rurJv• / t ..rn turtion from <Jp<nt0<1-d prof<..,,,_
,nd ('1) obtain / do / mau prut,ta\ upu1rn<t lha1 w,11 really {10) enhanu/ obtain / 93111
jOllr lV. lu you,· r.ho,� I w011ld,i't hrs,lalr for ont rnomtnll

D Look again at the list you made In Exercise 1. Are ,my of the ideas in the letter to Sonia

I!
the same as yours? Which phrases would you add to your list?

D With a partner, decide which collocations from Exercise 2 relate to professional rather
than personal experience. Use them to write sentences about yourselves that you could
use In a job Interview.

I
Reading and vocabulary
D Complete the extract about how to pay for studies with the verbs from the box.
arrange borrow finance obtaln subsidize support Win
I
I
If you·re not lucky enough to be married to a mllhonalr;. or to have
parents with very deep pockets, you may be wondering how to
(1) __ lhe next step ,n your education Customs vary from
country to country. One of the rnos1 popular solutions is to
{2) ____ a student loan. sometimes 111terest-1ree or tax-
dedlJctible. tna1 Is only repayable when you are ,n full time work.
Many students who are unable 10 (3) ____ money from friends
or family prefe< lo (4) __ themselves by worklng part-lime.
and some are able to (5) ____ grants from local government or
to (6) ___ scholarships from their universities. If you're already
II work try persuading your employer to (7) ___ your studies
- 1n some countries, companies are bound by law to contnbute

I
towards further edut:at1on

I
Discussion
D What are the advantages and disadvantages of the methods of financing your
education mentioned ln the article? Which ones would you use?
boart
deep pockets D Work with a partner. You are going to ask questions and e•change Information to
drop out complete a description of a businesswoman's education. Student A: turn to page 114.
e.nhance Student B: tum to page 116.
miss out
stan over I] Talk about your educatlon. Was it different lrom your patents' education? What sort of
education would you like your own children to have?
working patty

12 ,_-Bu•lnc•■ 1..
 1 Building a career
-

► past. p,esent and future 1.3 Grammar Tense review

ten5es ---= - -� - -

► time markers Analysis

D Decide which time markers in the box are usually associated with the present simple
and which are associated with the present continuous.
Refresh your
memory always at present at the moment currently o-ften usually
Past simple
She worker:! tn Pani h.'151
year
D Decide which time markers in the box are usually associated with the past simple and
which are associated with the present perfect.
Pas, continuous
Shtt was worltir,9 on a
praso.lltation when he, ago alri,ady ever for fn Ju5' last never (not) yet sinu! when
1.,p1op cnnhed
P;,stperfect
She had alr�ady worked
m PMI.S as a smd.e-m
Prftenl simple
Sh@ U\w,lly works In
London
PreMtr\t continuou5
Sh•� working In Tol<yo
t'll the momenL
Pr.esent perl�C\ slmplo

I!
5ht'-haswo,1(ed ,n three
COUl"\lnlb iO far.
Prt!SC!.nt p!!rfe<t
contlmJOU3o
She 1Ja5 been working
lon1Hlnt• 2009
Zero c.or,dltional
If ,lie work• hard, 1he
g�ua bonu>
Flm condltlonal
If shf'I IN'OfkS too hard. Discussion
1h,'// 9et sick.
Second condltronal
D With a partner, interview each other about the past. present and future. Ask and
answer the questions below.
If >he workl!rl lor the
competition. we�d /0$e
bu1mes,. The past The present The future
11-lfrd ,ondhional
lf she'd WO!'kfYJ 01"1 he, When did you flrn .. ? What do you usually ... ? What are you doing on . . ?
intervie-W \k.UI� she What were you doing when ' Whal do you do If you fe� ? How are you going to ...1
woc.,ld h1.111e gor tl-iat Before you .... had you ever ...? A'l the moment., what ar.c When do you thin� you'll ...1
job. Wl>at would you have done If you .. ? Wha1 will you do if ... ?
w/11 you hadn't ...? How many hav e. you ... 1 If you were-extremely rith,
She'll probably work tor How long have you been ... 1 what would you . l
u�fofanoth�ryeur
90/ng to
She� 90/ng to work
on her presc1ma.11on Listening
romght,
Present continuous for
:
D 1:1• Every ten years, the Franklin School
of Business organizes a reunion party. Listen to a
folu�
Sht') 'WDrkmg 1n Kyoto conversation between two of its graduates, Fraser
n�tmooih and Jess, and take notes to answer the questions.

I
► G�mm.a,: arid p,ll!Wui a) Whul is l'rns.:,r doing nt the moment?
I U 113 b) Where did Frnser work before'/
c) Why did Fraser lcnve 1ht1t job?
d) Whm has Fraser been doing reccrilly?
c) What d,d Jess do uftcr leaving lhc business school?
Glossary PAGE 149 I) Wlrnl i,; Jess doing al lhc mument?
g) What is Jess doing soon?
come along h) Whal docs Fraser discover about less''
fancy
put on weight D Write out your answers to Exercise 4 as complete sentences, taking care to use the
correct verb forms.

14 I Bu• n :i.
 Gf01,��,y •

3.6 Case study dam /drem/ noun icountl a wall built ocross o ri,•er lo stop
Zaluski Strawberries the \vrtter from flowing, espc,ciuJJy in ordl'r to create a hike
or t<> hdp lo produce electric power
bruise /hru:z/ verb [lrausitiv�l lo damage a piece of l'ruil feasibility /.fi:Lo't,1lo1i/ noun funcountl • feasibility study
and cause a $Ori brown ll!0a tu appear on h., ,urfacc investigates the chances thaL ,omctl1ln� ha$ or happcnini
bulk /h.,lk/ noun ]count usu�lly ,ingularl t.hc bulk 11f or bcin11 successful
somtthing Is Ilic ,najority or largest part of something foundation$ /1":1on',lc1J(o,n1/ noun !taunt uften plurul]
decay /d1'l.c1/ verb (intrunsitivcl tu be l!radually destroyed the purl of u structure of tt building lhal is heluw the
8$ a rcsull of a natural prnt:css of ..:bung.: ground nnd supporl.\ Lhc rt:'Sl ol' iL
harvest /'hu111·iv,,t1 noun (count! the activity of collcctir,g milestone /'rruul,�l�'l{>n/ noun lcoun11 an event or
o t:rop: 1he coru hnn1f!.sl achievement 1hot mnrks on 11nporlant slugt' in a prm:�ss
outlet l'uUL,101/ r>0un fcou111J 11 shop or pince where u offend /a'£cnd/ verb [tronsilivcl to make $Omeone upset
pa11icular product 1s sold: Most nf 11,e snles nre through nnd nngry by doing or suy,ng ,omothing
trndi1/011a/ rctnil 0111/et.1. prevail 'rt1 1 H�1fl verb lmtJ-ansitivc) HHHW\L tu c�ist tll u
punnet /'pJ\nll/ noun lcoun111mms1111 small container purticular time ur in a partkular situation
like a baskc� In which fruit >UCh as .irawbcrrics arc sold resettlement /.ri:',e11�1l1110111I noun luncountl the prucess
ripe /r111r/ adjective ripe fruit or crops have grow11 IP their nf people be. ing muwd by u g'1Vcrn111cnt ur other outhnrity,
lull size 11ncl nre ready lo eat '1r use uml going. tu live in a different rcgiu11 or i:ounlty
shallow /'J,ela11/ adfectlve with only 11 short di�tancc fwm scope /,�our/ noun f1111coun1! th� lhing,, that o particular
the lop or surfocc tu Uw bottom; tltc opposlle uf deep uctivity, orga11ization. subject. etc. deals wiih: 77iese ,ssucs
shed /JcJ/ noun lcountl tl building, usLHtlly made of wood. arc bevo11d tlic scope of //11s boolt.
in which you store things silly /'-.eh/ adJcctJve not intelligt·nt, senuus� 1111portu11l ur
shelf life /'j'elf ,lu,f/ noun lsingulnr] the n111ount of time practical
that o food. medicine or smulur product can be kept in n start from scratch /,,tullr!I lrnrn ',kr:c1J/ phrase tn ,,art
shop be-fore it is too old to sell from the beginning again, m,t using all the work Iha! you
shrivelled /' l'm·t o,ld/ adjective if something surh as huvc clone before
a plant shrivels or $hrivcb up, it becomes smnllur and touchy-feely l,tMJI 'ri:111 adjective tending 10 expres,
U1inner than usual nnd it does not look fresh and h�althy feelings in :m huncsl and pbysicul w,,y. This wurd tiftcn
sound 1"wn,I/ adjective henlthy or in good condition <hows thnt you dislike people like this_
squash /,kwoJ/ verb ftrUnsitivcl tu dnnrnge something by
pressing or erushing it und malting it Jose ils normal shnpc 4.2 Vocabulary
stack /,1:ck/ verb ftrunsitivel to airangc thi11gs so they Managing people and projects
stand one on top of another: She bcga11 stack111p. pltrws 011
the irol/ey. appraisal Interview /;,1p1ctt(ail .1111;.lfl 1vju:/ noun
straw /sir�:/ noun luncounl] the yellow stems ul dried lcountl BRm811 un 1ntc.rv1ew between � manager nnd an
crups such as wheat: a srram hat employee dcsiRncd to cvuluutc how well the employee is
tray /trc1/ noun fcountl a Out open con111iner with rahcd doing I lmr job
edge:. used for holding or �arrying things. bully /'hull/ noun !count! sun1conc who uses their
wastage /'''""' 1J3/ noun Ju11cou11tl the a111uuni uf inOutmce or stt1ws to U1reatt:11 or frighltn �omcoric t.:l.:,tt in
s01t1cU1ing tlmt i< wasted order to gel. "hitt they want
hectic /'hck11k/ adjective full or busy acrivity
4 Feedback loner l'l>oM(r)/ noun Jcou11tl someone who likes lo he
ulonc nnd ilM few friends
4.1 About business maverick i'ma:vJnk/ noun rcou.11tl on inclcpcndt!nl pl'l"SOn
The project team whu has iduos and bch:wiour that arc very diffcrcnL from
other pco11lc's
accomplish /�'k.\mplij'/ verb ftmns11ivcl to succeed 111
mile-stone / 1mall.i,.1unt noun {'-=Dunll un cvcn1 01·
doing somethi11g: We ac,·0111plishetl" for"' wor/1 rhis m·h1cvcrnc.nt thnt mnrks o.n important slllgc in u procc!>t>
week. pass the buck i,pu:., �,., 'h"ki phrase tu make somctmt'
allied (with> /':rlu,d t" t<W adjective ir sc,mething is
else deal with something thut you ,hould tul<c
amccl to fJr with something eL�e, it ls ctmncctcd with it or
1't'5po11<ibilit,y rur
working togdhcr with it pull your weight 1,pul j�,r) 'wc111 phra�e to do your share
apathy /'1ep,1)1/ noun fuacuuntl o feeling uf having 110
of .vork
lmcrcst in LH' enthusiasm ubnut unything. or 11ut bein�
willing 10 make any effort to change things
aspiring /�',ra1mo/ adjective hop·ing nnd I rylng lu be 4.3 Grammar
successful at something, espc<1iully in your cnreer Regrets, spec.ulation and habits
bang on /breo ·on/ phrase exoclly right
better off /,bctairl 'of/ adjective 111 a better situation down.shift /'1h111n,J1ftl verb fintransitive! to change to a
blindfold /'hlam(d1,fould/ noun lcoimll something lhu1 Is different job ur way of lifo. so i.huL you have less money
and responsibility but more salisfocl1011 and hnppmcss
lil'c.l over someone's eyes so tJ1ut they cann<,1 sec
bunch /h,uuJ/ noun [singular! "frJ""''L • gruup of people evacuate ,1•va:.•k,1 uc1t/ verb ltrum,ill\'tl w moke people
buy into /,l>a, 'mtu:/ phrasal verb !transitive] INH111M ,1 lo IL"uve a building or nrea hecuusl! it ls not �are
believe something 1hat n ltll ul' oilier people believe g�n4!rator l 1J3�n�,ren�1r1, noun lcounll a muchiuc that
produc� electricity

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