Giáo trình tiếng anh chuyên ngành thương mại ii english for business ii phần 1

SỞ GIÁO ĐỤC VÀ Đ À O TẠO HÀ NỘI D Ù N G T R O N G CÁC TRƯ Ờ NG T R U N G HỌ C C H U Y Ê N N G H IỆ P U YÊ N LIỆU S Ở G IÁ O D Ụ C VÀ D À O T Ạ O H À N Ộ I T R Ẩ N TH Ị P H Ư O N G MAI {Chủ biẽn) GIÁO TRÌNH ENGLISH F0R BUSINESS II (D ùng trường T H C N ) ĨđạihỘcthẩinguyềnỊ! ỊtRIìKG TẰM HỌC LIỆUj NHÀ XUẤT BẢN HÀ NỘI - 2007 Chú bién: TRÂ N THỊ PHƯƠNG MAI Tham gia biên soạn: Đ Ỗ T H Ị K IM O A N H N G U Y Ễ N TH Ị B ÍC H N G Ọ C Lời giới thiêu A ước la dang bước vào thời k ỳ công nghiệp hóa, V dại hóa nhằm dưa V iệt Nam trở thành nước cơng lìglĩiệp văn m inh, đại T rong n ghiệp cách m n g to lớn đ ó , n g tác đ o tạo n h ả n lực ln g iữ va i trị q u a n trọng B áo cá o C h ín h trị B an C h ấ p h n h T rung ương Đ n g C ộ n g sán V iệt N a m Đ i h ộ i Đ ả n g toàn q uố c lần th ứ IX đ ã c h ỉ rõ : “ P hát triển g iáo dục đ tạo m ộ t tro n g n hữ ng đ ộ n g lực q u a n trọng th úc đẩy n g h iệp cơng n g h iệp h óa , h iện đ i h ó a , điều k iện để p h át triển n g u n lực co n ngư ời - y ếu tố để phát triển xã hội, tăn g trưở ng k in h tế n h an h b ền vữ ng” Q uán triệt chủ trương, N g h ị q u y ế t c ủ a Đ n g N h nước nhận thức đ ắ n v ề tầm q u a n trọng củ a clìươììg trình, giáo trình đ ố i với việc nâng ca o c h ấ t lư ợng đ o tạo, theo đê nghị củ a S G iáo d ụ c Đ o tạo H N ộ i, n g y 23/912003, Ú y ban nliân dân thànli p h ô ' H N ộ i đ ã Q u yết định s ố 56 /Q Đ -U B ch o pliép S G iáo d ụ c Đ o tạ o thự c đ ề án b iên soạn chương trình, g iá o trìn h tro n g c c trường Trung h ọc ch u yên n g hiệp (T H C N ) H N ộ i Q u y ế t đ ịn h n y th ể s ự q u a n tâm sâu sắc củ a T h n h ủy, U B N D rliànli p h ô ' việc n â n g ca o c h ấ t lượng d o tạ o p h t triển nguồn nhãn lự c T h ủ Trên c s chương trình kh u n g củ a B ộ G iáo d ụ c Đ tạo ban h n h kinh n ghiệm rú t từ thực t ế đà o tạo S G iá o d ụ c Đ tạo đ ã c h ì đ o trường T H C N tổ chức biên so n chương trình, giáo trình m ộ t cá ch kh o a h o c thống cậ p n h ậ t kiến thức thực tiễn p h ù hợ p với đố i tượng h ọ c sinh T H C N H N ộ i B ộ giáo trình tài liệu g iả n g d y h ọ c tậ p tro n g cá c trường T H C N H N ộ i, đ ng thời là i liệ u th a m klìảo hữu ích ch o trườiig có đ o tạo cá c n g n h k ỹ th u ậ t - n g h iệp vụ đ ô ng đ ả o bạn đ ọ c quan tâm đ ến vấn đ ề hướ ng n g h iệp , d y nghề V iệ c t ổ ch ứ c b iên so n b ộ ch n g tr ìn h , g iá o trìn h n y m ộ t tro n g n h iề u h o t đ ộ n g th iế t th ự c c ủ a n g n h g iá o d ụ c đ o tạ o T h ủ đ ô đ ể kỷ n iệ m đ‘5 n ă m g iả i p h ó n g T h ủ đ ô ", "5 năm thànli lập ngành " hướng tới kỷ n iệ m "1 0 năm Thăng Long - H N ội S G iáo d ụ c Đ tạo H N ộ i chân tlìànli cá m ƠII T liủnh ủy, U B N D , sở, ban, ngành T h n h phô', V ụ G iá o dục ch u yên n g hiệp Bộ G iáo d ụ c Đ tạo, cá c n h k h o a liọc, ch u yên gia đ ầ u n g n h , giảng viên, cá c n h q u ả n lý, n h d o a n h n g hiệp đ ã tạo đ iêu kiện g iú p đỡ, d ó n g g ó p ý kiến, tliam gia H ộ i đ n g p h ả n biện, H ộ i đ n g th ẩ m địnlì H ộ i đ ổ n g n g h iệm thu chương trình, giá o trình Đ â y lần đ ầ u tiên s ỏ G iá o d ụ c Đ o tạ o H N ộ i lổ ch ứ c b iên so n chư ng trin h , g iá o trìn h D ù đ ã h ế t sứ c cô g ắ n g n h n g ch ắ c c h ắ n kliơng tránli k h ỏ i th iếu só t, b ấ t cập C h ủ n g tô i m o n g n h ậ n đượ c n h ữ n g ỷ k iế n đ ó n g g ó p c ù a bạn đ ọ c đ ể bước h o n th iện b ộ g iá o trìn h tro n g c c lần tái b ả n sau GIÁM ĐỐC SỞ GIÁO DỤC VÀ ĐÀO TAO INTRODUCTION AIMS OF THE BOOK E n g lish f o r B u sin e s s I I is a course book in E nglish d esig n ed for stu d en ts w ho are learning courses on business application The book covers the four language skills o f listening, speaking, reading and w ritin g , as well as im proving pronunciation and building vocabulary P articu lar em p h asis is placed on reading The prim ary goal o f the book is to provide g ram m atical know ledge, som e technical term s, w ords relating to b u sin ess area, that is, to better the stu d en ts’ ability to use the language acco rd in g to professional situations and apply to practical job COURSE LENGTH T he course co n tain s 150 hours o f class instruction tim e, o f w hich hours for theory and 80 h ours for practice ORGANIZATION OF THE BOOK T he book is divided into 10 m ain units and review units E ach m ain unit focuses on a topic related to a professional situation and fo llo w s the sam e teaching sequence K eys, w ordlist, appen d ix , tape-script, inform ation file and lan g u ag e reference are at the back o f the book as the reference for teach ers and students Structure of a main unit P resen ta tio n includes suggested q u estio n s aim ing to provide useful inform ation involved in the topic given in the unit and to d ev elo p vocabulary as well as speaking skill L isten in g The listening activities develop a wide variety o f listening strategies, including listening for gist, listening for details and inferring m ean in g from context C harts or grap h ics are often accom pany red w ith th ese ta sk -b ase d exercises to lend support to students R ea d in g The read in g has tw o parts: a text and intro d u ctio n to d iffe re n t k in d s o f business level T he read in g s develop a variety o f read in g stra te g ie s, in clu d in g reading for details, sk im m in g , scanning and m akin g in feren ces S o m etim es included are p re-read in g and post-read in g q u estio n s in w hich the topic o f the reading is used as a sp ringboard to discussion L a n g u a g e S tu d y The new g ram m ar o f each unit is p resen ted an d is follow ed by practice activities D ifferent kinds of ex ercise s for sp eak in g and gram m atical drills such as pair w ork, gro u p w ork, o r ro le-p la y pro v id e m ore opportunities fo r student practice o f the new lan g u ag e item s th at have ju s t been presented V ocabulary d evelops students' vocabulary thro u g h a v ariety o f in terestin g tasks, such as w ord m ap and collo catio n ex ercises V o ca b u lary a ctiv ities are usually follow ed by w ritten o r oral p ractice that help s stu d en ts u n d e rsta n d how to use the vocab u lary in context S p ea kin g teaches stu d en ts how to present an issue S peak in g task s involve the use o f new stru ctu res and w ords, co n cen tratin g on the topic o f th e unit W ritin g T he w ritin g e x e rc ise s in clu d e p ractical w ritin g task s th a t e x te n d and reinforce the te a c h in g p oints in the un it and h e lp d e v e lo p stu d e n ts' w ritin g skills Review units The review units consolidate the students' know ledge learned from five prev io u s units with a variety o f p ractical exercises METHOD OF STUDY E n g lish f o r B u s in e s s I I teach es stu d en ts how to use E n g lish fo r very po p u lar professional situations S tudents are provided w ith u sefu l lan g u ag e from the course book In ad d itio n , stu d en ts have the o p p o rtu n ity to p erso n aliz e the language they have learnt, m ake use o f th eir ow n la n g u ag e and e x p e rie n c e s and express th eir id eas and opinions In o rd er to stu d y the m o st e ffe c tiv e ly , students m ust be h ard -w o rk in g , active, try to read m o re re fe re n ce s an d to m em orize v ocab u lary as w ell O u tsid e classro o m practice is also a good studying m ethod U N IT LANGUAGE FUNCTIONS M E E T IN G P E O P L E Page 11 • G etting inform ation O N T H E P H O N E Page 28 • Starting calls • D escribing jobs • T ak in g and leaving • W riting personal profiles m essages • A sk in g for and giving repetition • E nd in g a call LANGUAGE STUDY • Introduction • C an / c o u ld / m a y • Prepositions- jobs • C an / could / w ould you? • W h- question form s, • Instant decisio n s: I 'll Present Simple tense PRONUNCIATION • W ord stress • Spelling the alphabet, saying telep h o n e nu m b er VOC ABU LARY • Countries and • T elep h o n in g expressions nationalities • le n d and b o rro w • Job titles U N IT LANGUAGE FUNCTIONS M E E T IN G C O M P A N Y Page 50 Page 68 • Stating and asking for • C om pany p rofiles opinions • F acilities • Interrupting and handling • O rg an izatio n s interruptions • D escrib in g • M aking suggestions resp on sibilities • A sking for and giving • T alk in g about current clarification activities • Ju stify in g decisions • C om pany strengths • D elaying decisions • E nd in g the m eeting LANGUAGE STUDY • P resent c o n tin u o u s, • S h o u ld • E xpressing opinions • H a vel H a s got • G oing to (future) • Wliv d o n 't we • S h a ll w e presen t sim ple ten ses ?/ • It is/ T h e re is/ T h e re a re We co u ld PRONUNCIATION • V ow el sounds • -s endin g : /s/, VOCABULARY • Phrasal verbs /z /, / iz / • C o m p an y d ep artm en ts • C o m p an y activ ities U N IT P R O D U C T S - SERV IC E S V IS IT IN G A C O M P A N Y Page 1 Page 85 LANGUAGE FUNCTIONS • E xplaining technical processes LANGUAGE STUDY • A ch iev em en ts • D escrib in g sy stem s and • D escription pro cesses • Size and dim ension • C o m p an y histo ry • A djectives • Present P erfect and Past • was and w ere • W hat w as it like? Sim ple tenses • F o r and s in c e , e v e r and n ever • D im ensions • P assive voice • S eq u e n ce rs PRONUNCIATION • W o rd s w ith differen t • V ow el sounds sp ellin g s that sound the sam e VOCABULARY • M a ke and d o co llo c atio n s B m u st / P aris! 10 o'clock I f t sea t in econom y / give A afraid / w hole p lan e/ full N ext flight / 9.35 / too late? B No A see/ seat B W h a t/if not? A seat w ith a n o th er airlin e / have to LISTENING I Listen to the first conversation again and supply the missing words below Use one word per space {43} a get one in New Y ork? b No -c So apply from ousid e the USA get on this flight? What will happen if the trav eller goes to N ew Y ork? II Listen to the second conversation again What musn 'ith e traveller do? Why not? W hat doesn ’ tshe have to do? Why not? {44} III Listen to the third conversation again and supply the missing words below {45} a If th ere’s a seat in e c o n o m y , -b I ’ll see if c W hat happens if ? d W e’ll get you a seat w ith an o th er airline i f READING I What custom s surround a business lunch in you r country? W hat tim e d o you eat? H ow long d o es the m eal last? Do you talk about bu sin ess all the tim e or ju s t at the en d o f the m eal? Do you d rin k alco h o l? C om pare your an sw e rs w ith this article 133 /wr/aejMmsEr/mw? T Y P IC A L USUAL BUSINESS ALCO HO L LE N G TH TIM F TALK CO NSUM PTIO N UK hour 1.00 - 2.00 th ro u g h o u t the m eal T T S candinavia hour 0 - 1.00 th ro u g h o u t the m eal I 1.5 hours 0 - th ro u g h o u t the m eal T T T G erm any up to hours 1.00 - 2.00 th ro u g h o u t the m eal T T T B elgium / hour 0 - 1.00 th ro u g h o u t the m eal I hours 0 - 0 o n ly a fter the R ussia T T N eth erlan d s F ran ce/ T T T ch eese L u x em b o u rg Italy Spain/ Portugal hours 0 - 0 + late in the m eal T T T T T h ours + - 0 late in the m eal I m ore likely o ccasio n ally several hours G reece I T I I T T to be d inner Forget the Forget the travelling lan g u ag e je t lag abroad your m ost If on d ifficu lt barriers siesta Som e G reek p eo p le actually y o u ’re have a siesta in stead o f lunch, so business, p roblem they can p rep are fo r a very is su b stan tial late d in n er A n d when lunch E very co u n try has differen t d in n e r co m e s, e v e ry o n e ’s attention custom s and you c a n ’t afford to is on th e food So d o n ’t w o rry if the get it w rong b u sin ess d iscu ssio n is slow starting Down in the south o f E urope, T he goal is to eat w ell, dem onstrate lunch breaks last a long tim e In h o sp itality and develop relationships Italy they can last three hours In Business can wait Spain they can be fo llo w ed by a 134 Som e lunches are lig h ter than The F rench like to take a long tim e others If y o u ’re in Scandinavia, over their lunch O ne trav eller can a business lunch is som etim es recall a F rench lunch th at lasted just a plate o f sandw iches A nd seven d o n ’t be surprised if yo u r hosts som etim es have a special ‘bu sin ess refuse alcohol and d rink m ilk m e n u ’ instead - and skim m ed m ilk at reasonably q uick three co u rse m eal that Not all places are so health designed for people w ho have no conscious R ussian business to If you w ant to “The business, ch o o se from the real m enu alw ays and take yo u r tim e A n y th in g u n d er businessm an A m ericans As one rem ark ed are hours T his F rench is a restau ran ts trick It’s a com plaining about sm o k in g and about tw o hours is classed as a drinking In R ussia we have no coffee break problem W e d o b o th ” II According to the writer, are these statem ents true or false? T F Lunch is a m ore serious problem than je t lag for □ □ People in Spain have a short sleep before lunch □ □ If y o u ’re din in g w ith G reek people, they w ill talk □ □ Scandinavians eat very substantial lunches □ □ A m ericans sm oke and d rink a lot at lunch □ □ □ □ business travellers about busin ess all the tim e French busin ess m en u s are not suitable for people w ho have to bu sin ess Do you know any o f the cou n tries in the article? If so, you agree w ith the w riter? W hich c o u n try ’s cu sto m s d o you like m ost? W hy? III W ork in groups of three or four Talk about business lunch in your country IV Underline the odd one out in these lists of w ords Then com pare you r answ ers with a partner Do you agree? 135 lunch d in n e r sandw ich b re a k fast A sandw ich is a kin d o ff o o d a n d the o thers a re a ll m eals Spain F rance G reek Italy cheese m ilk cow b u tte r spoon knife fork plate coffee w ater beer tea late skim m ed cold fresh b eef pork lam b pig if to on in eat drink consum e have strong light substantial heavy target objective p ro b lem 10 goal L A N G U A G E STUDY • M odals ex p ressin g o bligation • M u s tn ’t and d o n ’t have to • O pen d itio n als I Write sentences using the words in brackets Use m u s tri't or dorl'i have to E xam ple: T his info rm atio n is h ig h ly co n fid en tial, (tell an y o n e) You m u s tn ’t tell anyo n e T his report is n ’t u rgent, (finish it today) W e d o n ’t h a ve to fin is h it today T hese clien ts are very im portant, (upset th em in any w ay) W e have arran g ed c a r hire at the airport fo r you (fo rg et y o u r licen ce) 136 Y ou can pay by credit card if you like, (pay cash ) W e ’ve gu aran teed zero defects, (m ake any m istak es) T hey can d eliv er very fast, (order it straight aw ay) You can spend the w eekend in Athens if you like, (be back until M onday) W e c a n ’t afford m ore than $6,000 (o ffer $7,000) T hey speak good E nglish, (em ploy a translator) II Put the verbs in brackets into the Present tense or the Future using will A W hat tim e es M r A la in 's flight arrive at H eathrow ? B He gets in at 10.30 tonight If h e (tak e) about h a lf an hour to get th ro u g h cu sto m s, w e (leave) ju s t a fte r 1.00 Then w e (get) to the hotel ju s t before m idnight if th ere (n o t/ be) any problem s A I ’m afraid there probably will be problem s I phoned the airport, and the (Of* w eath er’s bad If it (n o t/ im prove), th e re (be) som e long delays B T h a t’s O K If h e (be) late, (w ait) for him A Y es, but if the fo g (get) w orse, th e y 10 (start) d iverting flights to other airports If h e 11 (land) in M anchester and th e re 12 (be) n obody th ere to m eet him , h e 13 (not/ be) very pleased B I'm sure h e 14 (u n d erstan d ) if th a t 15 (happen) I'll g o to H eathrow , and if his flig h t 16 (not/ arrive), 17 (find out) w h a t’s hap p en in g 137 P R O N U N C IA T IO N VO ICED AND UNVOICED SO UNDS I Listen to the first halves of some of the sentences below Choose the correct ending then listen to the com plete sentences and check your answer {46} a If you like, we can ride b If you like, w e can w rite a If the price b If the prize a If you chan g e yo u r glass b If you chan g e y o u r class a If you w ant a view b If you w ant a few a If we back b If w e pack o ur suitcases now , w e ’ll be read y to leave straig h t aw ay a letter to the sh areh o ld ers is a bottle o f ch am p a g n e , I ’ll share it with you to the m eetin g in th e new car from b u sin ess to e c o n o m y , we c a n ’t travel together o f the sea, w e ’ll ch an g e y o u r room y o u r idea at the m e e tin g , w ill you back ours? you can have so m e o f th is w ine is $500, we c a n ’t affo rd it m o m en ts to thin k , I ’ll leave you alone II Practise the sentences with a partner One person should read the first half The other should listen carefully and say the correct ending V O C A B U LA R Y I W ork with a partner to com plete the table below with w ords from the box W ords can go in more than one colum n, as in the example 138 a time table a car park single/ double one-w ay/ a platform to rent to be delayed to check in an arrivals hall return a m otorw ay to board a petrol station a shuttle bus to land to check out departure a gate a safe insurance a fare a seat-belt a term inal a connection a bill — TR A IN H O TEL to take o ff to book a key rL A N b _ a t im e t a b l e C A R - a t im e t a b l e II Complete these notices with words from I Som etim es you need to change the form of the word E xam ple: to b o a rd G uests are req u ired boarding to (1) before 11 a.m B efore vacating room , please rem em b e r to rem ove (2) all valuables and to from return (3) card to the reception F ligh t BA 12 D e s tin a tio n T im e H ong K ong 14.45 S ta tu s lo u n g e U A 345 S eattle 15.3Ü N o w (5 ) a t .(6 ) 26 139 O ffice closed 1 p.m - a.m If returning a (7) car from this station: betw een these tim es, please leave Single: £25 in (12): £ (sam e day) (8) p o st letterbox N.B (9) and through C u sto m ers are advised to fill tank before leaving vehicle T here h o u r is (10) (1 ) to L ondon a 24500m F or in fo rm atio n on departure tim es, p lease c o n s u lt ( 13) in m ain co n co u rse area from this office III Complete this puzzle about travel and transport and find the key word in 10 down A cro ss W hat are C harles G aulle, JF K , and G atw ick? (8) W hat can be ex cess, h and or lost? (7) W hat can be valid for ten years, out o f date, or B ritish? (9) 140 W here can you be stopped, go through the green ch an n el, o r have som ethin g to d eclare? (7) W hat can land, take off, or crash? (6) W hat can be derailed , high speed, o r late? (6) W hat can you m iss, catch, o r change? (7) W hat can be single, return, o r A PEX ? (7) W hat can be boarding, business, or credit? (5) Down 10 W hat can be first class, tired , o r unacco m p an ied ? (5) SPEAK IN G I Imagine that you r com pany is going to send you on a business trip to South Am erica A colleague has recom m ended the Rio Othon Palace Hotel and the Caesar Park Hotel One o f you should look at File 14 on page 217, the o th er at File 18 on page 219 Y o u ’ll be callin g one o f the hotels to book a room Draft a fax to the hotel confirm ing the reservation you m ade on the phone Rio O ill on P alace H otel 141 II Think of som e changes you would like to m ake to a system at work Im agine changes to • m ethods o f w ork • com m un icatio n p rocedures • production system s • the p ro d u c ts/ services that you provide • your prem ises (the b u ild in g s you operate in) • m ethods o f supply o r distribution • any other p rocess o r arran g em en t that you can th in k of A rgue the case fo r intro d u cin g changes O utline the presen t system or arrangem ent E xplain the ch a n g es you w ant to m ake E xplain w hy you w ant to m ake the changes (W h at w ill h ap p en if you d o / d o n ’t?) A n sw er q u estio n s from yo u r colleag u es III A client/ colleague/ custom er is visiting y o u r place o f w ork next week You are not sure how long they are staying o r w hat they want to see W rite down som e possible things to T h in k of: • people they co u ld m eet • a g uided to u r of • processes to show them • a p resen tatio n by on • place to have lunch • an interestin g place to visit nearby Work with a partner Take it in turns to be the host(ess) Explain the different possibilities and find out what your visitor w ants to The following phrases will help you I f yo u like, w e can I f th e r e 's tim e, w e could I f y o u 'r e in terested , w e ’ll I f the w e a th e r’s O K, If- 142 IV Your com pany is reviewing its policies for business travel arrangem ents and expenses Study the proposals below W hat will happen if you im plem ent them? I f s ta ff tra vel eco n o m y class on flig h ts, we can sa ve a lo t o f m oney I f s ta ff have to tra vel econom y class, they w on't like it NILSSON AB PRO PO SA LS S taff should travel eco n o m y class instead o f b u sin ess class on flights W e should stop p ay in g for alcoholic drinks at b u sin ess lunches W e should have a c a r pool instead o f providing individual staff m em bers w ith cars W e should lease the com pany cars instead o f bu y in g them W e should o n ly b u y / lease sm all cars (m ax im u m e n g in e size 1,000 cc) W e should install m eters in the com pany c a r park V Work in groups o f four or five Hold a m eeting to discuss the proposals Decide which proposals to im plem ent Now take it in turns, give a presentation on the proposals your group has decided to im plem ent to the whole class VI Work in small groups Agree on your com pany ’ sregulations and systems Talk about the topics below travel expen ses lunch breaks retirem en t h o lid ay s sm oking c o m p an y cars sta ff disco u n ts safety c lo th e s/u n ifo rm s secu rity W e can W e c a n 't W e m u st W e have to W e m u stn ’t W e d o n 't h a v e to sickness w orking hours Make sentences b eg in n in g : 143 W R IT IN G I Match words from list A to words from list B to m ake nine com pound nouns E xam ple: If d ep a rtu re lounge A B departure a desk travel b E xpress duty-free c flight long-haul d class econom y e luggage boarding f lounge hand g shop check-in h card A m erican i agency II Now com plete this memo, using the com pound nouns from Exercise I Use each com pound noun once B E D C U K U TCA From: Frank Shaw Pate: July To: Jin S ubject: My flig h t to En gla nd la s t week Why did you buy me (a )a n .(1) tic k e t fo r my tr ip t o England? I know we have to save money, b u t It was a (2) When I got to H eathrow th e (3) I had a irp o rt, to th e re w a it was h a lf a an long queue at hour to get my .(4), and th e y only allowed me to ta k e one small piece o f (5 ) onto th e plane I was th e .(6 ), so th e re was no th e (7) and buy th e clie n ts a present 144 la te going into tim e to visit On th e plane, th e s e a ts were small and uncom fortable, and I couldn’ t sleep or any work When I arrived in London, I was tire d , je t-lagged, and u n fit fo r th e meeting I needed to change my tic k e t fo r th e flig h t home, b u t th e (&) to ld me I couldn’ t I had to buy a new one which was very expensive I paid by (9 ) and travelled f i r s t class Pteaee refund th e a tta c h e d invoice III Match the two halves of the following sentences If you keep the receipts, If I c a n ’t get a flight hom e, a you must have a typhoid inoculation If it's 11a.m in L ondon, b there are no ho v ercraft flights If th e y ’ve caught the from c w e ’ll refund y o u r travel Paddington, • expenses If you haven’t got anything to declare, d she w o n ’t be able to ch an g e it If y o u ’re travelling to M ozam bique, e how w ill you reco g n ize him at the airport? If the sea is rough, f y o u ’d b etter h u rry up If she bought a d isco u n t ticket, g sh e 'll be on the next one If y o u ’re traveling from L ondon to h go through the g reen door New Y ork, i th e y ’ll be h ere in h a lf an hour 10 If y o u ’ve to be th ere by ten, j put yo u r w atch back five hours 11 If you h a v e n 't m et before, k it's p.m in T okyo 12 If she w asn ’t on that flight, I ’ll have to stay overnight IV You are going on a very im portant business trip to negotiate a large contract with a new supplier W hat will you if: • you m iss y o u r flight? • you lose y o u r luggage? • y o u r su p p lier is ill? 145 • your counterpart c a n ’t speak E nglish? • your su p p lie r’s price is too high? • your sup p lier invites you to lunch? • your sup p lier o ffers you a bribe? I f I m iss m y flig h t, I 'll catch the next one I ’ll have to p h o n e m y su p p lier a n d explain V Study the table below then use each verb once to com plete the regulations can possible c a n ’t/ c a n n o t im possible m u st n ecessary or have to o b ligatory d o n 't ve to not n ecessary m u stn 't p rohibited o r forb id d en P assen g e rs m ake sure th eir lu g g ag e is c le a rly labeled P assen g ers take a sm all bag o n to th e p lan e w ith them P assen g ers carry d angerous articles such as compressed gases, w eapons, explosives, or firew orks P assen g ers check in 60 m in u tes b efo re departure on international flights P assen g ers check in 60 m in u tes befo re departure on dom estic flig h ts - 30 m inutes is sufficient The a irlin e accept resp o n sib ility fo r d e la y s du e to bad w eather N EW W O R D S be due to do, boarding card thè m áy bay buttonhole (n) khuyết áo carnation (n) hoa cẩm chướng connection (n) đường bay nối 146 departure lounge phòng chờ elastic (n) dây thun expired (adj) hạn hovercraft flight chuyến tàu lướt im plem ent (v) thực thi lim ousine (n) xe hòm receipt (n) biên lai shuttle (n) xe buýt đi/về terminal (n) trạm đưa đón khách travel expenses cơng tác phí typhoid inoculation phịng ngừa bệnh thư ơng hàn 147