market_leader_3e_-_intermediate_-_teachers_book (852197), страница 30
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Someone doing this is a whistleblower.• Financial institutions try to prevent insider trading by erecting notional barriers calledChinese walls between different departments: to prevent someone in share trading fromdiscovering from the mergers department that a particular company is involved in mergertalks and that its share price will soon rise.•Financial institutions also have to guard against money laundering, where money passesthrough the banking system in a way that disguises its criminal origins.• Manufacturers increasingly claim that their products are green or environmentally friendly inall stages of their production, use and disposal.• Clothing companies claim to trade fairly and that their products were not made in sweatshopspaying subsistence wages and using child labour.• Companies in general will talk about equal opportunities or, in the US, their affirmative actionprogram, to ensure that people are recruited and promoted on the basis of merit and notdiscriminated against on the grounds of race or gender.
Women who get promoted so far andno further complain of the glass ceiling. These are part of the social issues of equality anddiversity.And, of course, the near-collapse of the banking system in 2008 was blamed by many on thegreed of those who ran them, including their willingness to sell ultimately worthless securities ashigh-grade financial investments.Codes of ethics and mission statementsA company's internal code of ethics contains its ethical credo and may cover any of the issuesmentioned above. Some of the financial, environmental and diversity-related issues may also bereferred to in its mission statement. And there may even be an ethics ombudsman to check thatthey are put into practice and deal with complaints when they are not.
All the issues mentionedhere are part of the wider picture of corporate social responsibility (CSR). Companies have topay attention to the triple bottom line of economic, social and environmental sustainability.Read onWayne Visser et a/: The A to Z of Corporate Social Responsibility, Wiley, 2007Simon Webley and Lise More: Does Business Ethics Pay? I nstitute of Business Ethics, 2003Doris Rubenstein: The Good Corporate Citizen, Wiley, 200488UNIT 10._.ETHICSWarmerVocabulary: Right or wrong?• Get students to look at the words ethics and ethicalin a good monolingual dictionary, e.g.
LongmanDictionary of Contemporary English, or in a goodbilingual one. What do they find?Students look at words related to the ethics of differentsituations and practise using them.aOverview• Tell students they will be looking at the subject ofethics. Tell them they may also see the terms corporateresponsibility or corporate social responsibility.•Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.• Ask students if some professions, and the people inthem, are by their nature more ethical than others.• Get them to score the professions given, where 7 isvery ethical and 1 is unethical.
Go round the roomand help where necessary.,.,1bribery and corwtion6 tax fraud2price fixing7 counterfeit goods3environmental poi!JJ.t ion8 money laundering4sex discrimination9 animal testing5Insider trading10 industrial espionage•With the whole class, go through the answers tothe word partnerships. For light relief, try to say theexpressions stressing all syllables equally so as notto pre·empt the next activity.•Play the recording and get students to check thestresses in each expression.•Explain any remaining difficulties and work o npronunciation a n d stress, getting individual studentsto say each expression. (Don't ask them to 'think up'sentences containing them, as this is very difficult.)1!1-11•• With the whole class, ask for results and discussthem.
You could point out that, in the UK, journalists,estate agents and politicians are at the bottom ofthe league in many surveys and nurses and teacherstowards the top.Get students to work o n the questions and issues insmall groups. Go round the class and assist wherenecessary. Monitor the language being used.
Notedown good points and those that need further work.•Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.B• Then get a member of each group to talk to abouttheir findings, giving their reasons and being sure toincorporate the corrections that you just made.•Get students to discuss these in pairs. Go roundthe room and help where necessary. Explain anydifficulties.•With the whole class, ask for answers. Ask them whatthey think of the economist Milton Friedman, whosaid, 'The only social responsibility of a businessis to increase its profits' - that is, to take care of itsshareholders.�Vl• Get students to do the exercise in pairs, marking thestressed syllables. Do not play the recording yet. Goround the room and help where necessary.a• Get students to discuss these in pairs, then askmembers of pairs to talk about their findings withthe whole class.
You could then do a quick survey ofattitudes with a show of hands for each item.VlVl0zzExplain the activity. Get students to use a goodmonolingual dictionary like Longman Dictionary ofContemporary English, or a good bilingual one, forwords that they don't know.•Starting upStudents discuss some ethical issues, decide if thepeople in some jobs behave more ethically than inothers and comment on the degree to which someactivities in business are unethical.,.,D- B �))) CD2.25Quotation• Ask students what they understand by the quote.Ask them if they agree with it, or if moral rules areuniversal. If you did Unit 8 with them, students willalready have seen a quote from H ubbard there, too.If interested, and if students haven't already done so,they can find out more about him on Wikipedia.'You could do these as a quick-fire whole-classactivity or get students to work on them in smallgroups, following on from Exercise C in Startingup.
Get students to vote on the degree of unethicalbehaviour in each, for example on a scale 1 to 10.•C) i-Giossary89UNIT 10... ...ETHICSReading: The ethics of resume writingStudents look at the issues of lying on CVs and thereasons that people do it.Explain that resume is American English and CV is theequivalent in British English. Get students to discussthe question in small groups.Bring the class to order and ask students to report ontheir group's opinions.er""enen0zzeThen get a member of each group to talk to abouttheir findings, being sure to incorporate thecorrections that you just made.� Text bank (pages 1 5D-1 53)GListening: Helping environmental researchStudents listen to David H illyard, Director ofProgrammes at EarthWatch, an environmental researchorganisation.�>)) CD2.26�""0enooGet students, in pairs, �o anticipate five words, someconnected with dishonesty, that will appear in thearticleand write them down: e.g.
mislead, distort, untrue.Then get the pairs to read the article, underlineexpressions connected with dishonesty and see ifany of their words come up. Go round the class andassist where necessary.Bring the class to order and check the answers.Also elicit other words that students predicted butthat did not come up. Write them on the board if theyare relevant.With the whole class, get students to look throughthe text and suggest what the missing expressionsmight be.Then play the recording once or twice and elicit theanswers.
Get one of the students to read the wholetext aloud.eo5world6 scientists7 plants8 environment4 100Work on any difficulties, e.g. the pronunciation ofinternational2 conservation3 education1eenVIRonment.lie, stretch the truth, deception, dishonestyB -4>» co2.26o!'.:I2Get students to look through the questions and thenread the article again to find the answers.Get students to look at the questions. Then playthe recording once or twice again and explain anydifficulties, but don't give away the answers, ofcourse.Elicit the answers.(!):00 . . . . . . .
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. . . . . . :�1 Everyone else does it, companies lie about jobrequirements, it's hard to get a good jobThey can lose their jobs.3j (Ask for students' opinions.)! 4 You begin to fool yourself and develop habits ofdistorted thinking.5 It forces you to think clearly and creatively, itchecks the accuracy of your claims, it trains your:1'_,old boss in how to represent you during referencechecks, your old boss may give you better ways torepresent yourself.G Explain any remaining difficulties.: . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . le1.1�. .
. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 0 . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 00�...... .......................090Get students to discuss the points in small groups,recycling vocabulary from the rest of this section. Goround the class and assist where necessary. Monitorthe language being used. Note down good points andthose that need further work.Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.o o o o o o o o o o oo o o oo o o o o o o o o o o o o o •· · · · · · · · ..
• • • • • • • • • • • • • • • • • . . · · · · · · · · · · · • • o o o . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . ....... . .:J-�>» CD2.270G0•••••The US, the U K, India, Melbourne (Australia),Japan, China2 So that members of the public, companyemployees, teachers, young people and youngscientists can join researchers in the field as fieldassistants and collect real data that contributes tounderstanding what is happening.1!�I, 2Get students to look at the questions.
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