ethics in business

[ltr]LEVEL: THIRD YEAR SCIENTIFIC/LITERARY STREAM[/ltr]
[ltr]UNIT TWO: ILL-GOTTEN GAINS NEVER PROSPER[/ltr]
[ltr]SEQUENCE 1: LISTEN AND CONSIDER[/ltr]

[ltr]

[/ltr]

[ltr]Objective: by the end of this sequence, learners should be able to:[/ltr]
[ltr]-         Express wish and desire [/ltr]
[ltr]-         Ask and give advice[/ltr]
[ltr]-         Express condition [/ltr]
[ltr]-         To pronounce words in “ics”[/ltr]
[ltr]-         Make a public statement.[/ltr]
[ltr]Function: - expressing condition[/ltr]
[ltr]                  - expressing wish and regret [/ltr]
[ltr]                  - advising[/ltr]
[ltr]Skills: - listening for detail[/ltr]
[ltr]            - making a public statement[/ltr]
[ltr]Language forms:[/ltr]
[ltr]                          - as long as/ provided that[/ltr]
[ltr]                          - I wish/ it’s high time [/ltr]
[ltr]                          - should, ought to, had better[/ltr]
[ltr]Phonology: - syllables[/ltr]
[ltr]            - Pronunciation of words in “ics”[/ltr]
[ltr]Material needed: laptop – datashow - Textbook.[/ltr]

[ltr]Step one: Getting started[/ltr]
[ltr]Task: looking at the pictures and answering questions.[/ltr]
[ltr]Step two: Let’s hear it[/ltr]
[ltr]Task1: Watching the 1st excerpt and inserting missing words.[/ltr]
[ltr]Task2: Watching the 2nd excerpt and completing a diagram.[/ltr]
[ltr]Task3: Watching the 3rd excerpt and reordering sentences.[/ltr]
[ltr]Task4: Watching the 4th excerpt and matching pairs of sentences.[/ltr]
[ltr]Task5: reordering words to make coherent sentences.[/ltr]

[ltr]Step three: Around the text[/ltr]
[ltr]Grammar explorer[/ltr]
[ltr]I-                 Expressing Condition:[/ltr]
[ltr]Task1: putting verbs in the right form[/ltr]
[ltr]Task2: combining pairs of sentences using: provided/ providing (that), [/ltr]
[ltr]II- wish:[/ltr]
[ltr]Task1: putting verbs in the right form[/ltr]
[ltr]Task2: Completing sentences [/ltr]
[ltr]        III- It’s high (about) time[/ltr]
[ltr]Task: Rewriting sentences [/ltr]
[ltr]        IV- Expressing advice [/ltr]
[ltr]Task1: rewriting sentences using « should/ ought to/ if I were you ».[/ltr]
[ltr]Task2: Completing statements using: had better or had better not[/ltr]
[ltr]Vocabulary Explorer[/ltr]
[ltr]Task1 : Crossing the odd one out.[/ltr]
[ltr]Task2: Completing blanks with the words in the box[/ltr]
[ltr]Pronunciation and spelling[/ltr]
[ltr]Task1: dividing words into syllables[/ltr]
[ltr]Task2: classifying words according to the number of syllables[/ltr]
[ltr]Task3: underlining stressed syllables (ics/ic)[/ltr]

[ltr]Step four: Think, pair and share[/ltr]
[ltr]Task: Writing a composition about possible solution to corruption [/ltr]

[ltr]

[/ltr]

[ltr]Step one: Getting started[/ltr]
Aim: to introduce the topic of the video
[ltr] Procedure:[/ltr]
[ltr]-         T asks students to look to the picture[/ltr]
[ltr]-         T asks questions [/ltr]
[ltr]-         Pps answer the questions.[/ltr]
[ltr]Task: look at the pictures and answer these questions.[/ltr]
[ltr]1. How do we call such practices?[/ltr]
[ltr] a. Ethical practices.               b. Legal practices            c. Unethical practices.[/ltr]
[ltr]2. Where do we find these practices?[/ltr]
[ltr]3. Do you like these practices?[/ltr]
[ltr]4. What do you advise other people?[/ltr]
[ltr]5. Do you know any international organization whose aim is fighting corruption?[/ltr]
[ltr]Possible answers:[/ltr]
[ltr]1-      Unethical practices[/ltr]
[ltr]2-      In business/ work[/ltr]
[ltr]3-      No, I don’t[/ltr]
[ltr]4-      Transparency international[/ltr]

[ltr]Step two: Let’s hear it[/ltr]
[ltr]Procedure: [/ltr]
[ltr]ü T reads the instructions and explains them.[/ltr]
[ltr]ü T makes sure the instructions are understood by pps.[/ltr]
[ltr]ü Pps watch the video and do the task[/ltr]

[ltr]ü If they failed, T plays the video again[/ltr]

[ltr]Task1: Watch the 1st excerpt and insert the missing words.[/ltr]
[ltr]Aim: to enable pps to spell words while watching a video.[/ltr]
[ltr]Twenety years ago, Peter Eigon and a group of …1… who worked very closely with him launched …2… International because they wanted to …3… the conspiracy of silence about …4… . They wanted to seek it and dealt with it. They wanted to see corruption …5… in the future.[/ltr]
[ltr]Key:[/ltr]
[ltr]1- individuals 2-transparency 3- break 4- corruption 5- prevented[/ltr]

[ltr]Task2: Watch the 2nd excerpt and complete the following diagram.[/ltr]
[ltr]Aim: to enable [/ltr]

[ltr] ethics in business Clip_image005

[/ltr]
[ltr]Key[/ltr]
[ltr]Human rights – environmental sustainability – development – security[/ltr]

[ltr]Task3: Watch the 3rd excerpt and reorder the following sentences.[/ltr]
[ltr]Aim: to enable pps to follow a sequence of information in a video and order them.[/ltr]
[ltr]a) Some business leaders have adopted intolerance to corruption.[/ltr]
[ltr]b) Now, we have conventions against corruption.[/ltr]
[ltr]c) New institutions have been established.[/ltr]
[ltr]d) Over the last 20 years, there have been many successes.[/ltr]
[ltr]Key:[/ltr]
[ltr]d - b- c – a[/ltr]

[ltr]Task4: Watch the 4th excerpt and match the pairs of sentences.[/ltr]
[ltr]Aim: to enable pps to match parts of sentences.[/ltr]
[ltr]1. We still have a mass of               a. corruption is a major contributor to instability.[/ltr]
[ltr]2. We have a world where              b. for illicit trade and money laundering to take place.[/ltr]
[ltr]3. This made it much easier            c. amount of work to do.[/ltr]
[ltr]Key:[/ltr]
[ltr]1-     c      2- a       3- b[/ltr]
[ltr]Task5: reorder the following words to make coherent sentences.[/ltr]
[ltr]Aim: to make pps able to order words to form a sentence while watching a video.[/ltr]
[ltr]a) shared / on / is / future/ Corruption / our / an /attack .[/ltr]
[ltr]b) this / together /struggle / We / in / join/need to .[/ltr]
[ltr]key:[/ltr]
[ltr]- Corruption is an attack on our shared future.[/ltr]
[ltr]-We need to join together in this struggle.[/ltr]

[ltr]Step three: Around the text[/ltr]
[ltr]Grammar Explorer[/ltr]
[ltr]Procedure: [/ltr]
[ltr]-         T reads the instructions and explains them.[/ltr]
[ltr]-         T makes sure the instructions are understood by pps.[/ltr]
[ltr]-         Pps do the activity and draw a rule.[/ltr]
[ltr]I-                 Expressing Condition:[/ltr]

Study the following examples

ü We will eradicate corruption providing (that) we act now.
ü The chances of eradicating corruption will increase as long as all countries are committed to fighting it.

Rule

[ltr]provided/ provinding (that), as (so) long as express condition. They mean : but only if[/ltr]
[ltr]Will + stem   +   providing/ provided (that) +      present simple [/ltr]
[ltr]                                     as (so) long as                            (stem+s)[/ltr]
[ltr]providing/ provided (that) +   present simple , Will + stem      [/ltr]
[ltr]         as (so) long as                         (stem+s) [/ltr]

Task1: put the verbs in the right form
Aim: to enable pps to use the right form of verbs

[ltr]- Providing that the weather (to be) good, we (to spend) the day in the mountains.[/ltr]

[ltr]- You (to borrow) my car as long as you (to promise) not to drive too fast.[/ltr]

[ltr]- He (to pass) the test as long as he(to study) hard.[/ltr]

[ltr]- So long as you (to eat) well, you (not get) sick[/ltr]

[ltr]- She (to go) to the party provided you (to apologize)[/ltr]

[ltr]Key:[/ltr]

[ltr]- Providing that the weather is good, we will spend the day in the mountains.[/ltr]

[ltr]- You will be prepared to work very hard, you (not to be) a doctor[/ltr]

[ltr]- You will borrow my car as long as you promise not to drive too fast.[/ltr]

[ltr]- He will pass the test as long as he studies hard.[/ltr]

[ltr]- So long as you eat well, you won’t get sick[/ltr]

[ltr]- She will go to the party provided you apologize[/ltr]

[ltr]Task2: combine the following pairs of sentences using: provided/ providing (that), so/as long as. Use the correct form of the verbs in brackets.[/ltr]

[ltr]Aim: to enabkle pps to use link words and the appropriate tense of verbs.[/ltr]

[ltr]A a. Banks (lend) you money to start a business.[/ltr]
[ltr]b. You (promise) in writing to pay them back.[/ltr]
[ltr]B a. Your business (continue) to prosper.[/ltr]
[ltr]b. You (keep) your probity and integrity.[/ltr]
[ltr]C a. The Mayor (elect) for a second term.[/ltr]
[ltr]b. He (manage) to avoid corruption scandals.[/ltr]
[ltr]D a. Algeria (attract) more foreign investments.[/ltr]
[ltr]b. It (pass) stricter anti-corruption laws.[/ltr]
[ltr]E a. The government (regain) the confidence of the citizens.[/ltr]
[ltr]b. They (fight) bribery, embezzlement, and nepotism.[/ltr]
[ltr]Key :[/ltr]
[ltr]A- Banks will lend you money to start a business providing that you promise in writing to pay them back.[/ltr]
[ltr]B. Your business will continue to prosper as long as you keep your probity and integrity.[/ltr]
[ltr]C. The Mayor will be elected for a second term provided that / as long as he manages to avoid corruption scandals.[/ltr]
[ltr]D. Algeria will attract more foreign investments providing/provided (that) it passes[/ltr]
[ltr]stricter anti-corruption laws.[/ltr]
[ltr]E. The government will regain the confidence of the citizens as long as bribery,[/ltr]
[ltr]embezzlement and nepotism are fought.[/ltr]

[ltr]II- wish:[/ltr]
[ltr]Study the following examples[/ltr]
[ltr]ü I am not very tall. I wish I were taller.[/ltr]
[ltr]ü I failed in my Bac exam. I wish we had studied harder.[/ltr]
[ltr]ü [/ltr]

[ltr]     Rule:[/ltr]
[ltr]    We use past tenses form to express wishes.[/ltr]
[ltr]S + wish + s + had +PP                  regret about something in the past.[/ltr]
[ltr]S + wish + s + past simple             regret about the present situation[/ltr]
[ltr]S + wish + s + would + stem         a desire to change in the near future [/ltr]

I have a test today. I wish it would be postponed.

Remark

[ltr]- With wish we use only the form « were » of « to be »[/ltr]

eg: I wish he were with me now.

[ltr]- We use « could » instead of « would » to express a wish about ourselves[/ltr]

eg: I wish I could lose weight.

[ltr]Task1: put the verbs in the right form[/ltr]
[ltr]Aim : to practise the use of tenses with wish[/ltr]
[ltr]- I wish I (not to spend) so much money last month.[/ltr]
[ltr]- That’s a dreadful noise. I wish it would stop.[/ltr]
[ltr]- I don’t like my work. I wish I (to get) a better job.[/ltr]
[ltr]- I don’t like this place. I wish I (to live) in somewhere more interesting.[/ltr]
[ltr]- These seats are very uncomfortable. I wish we (to be) in the first class.[/ltr]
[ltr]- I always have to get home early. I wish my parents (to let) me stay out later[/ltr]
[ltr]- I wish I (to work) harder when I was at school.[/ltr]
[ltr]Key:[/ltr]
[ltr]- had not spend - would stop – got – lived – wee - would let - had worked.[/ltr]

[ltr]Task2: Complete the second sentence so that it mans the same as the first[/ltr]
[ltr]Aim : rewrite sentences using wish.        [/ltr]
[ltr]A- I ate too much and now I have stomachache[/ltr]
[ltr]   - I wish …………………………………………………………..[/ltr]
[ltr]B- I regret having stolen public funds. [/ltr]
[ltr] - I wish ……………………………………………………………..[/ltr]
[ltr]C- Fraud is widespread in Our country.[/ltr]
[ltr]   - I wish ……………………………………………………………[/ltr]
[ltr]D- I’m afraid the judge will not give my brother a second chance.[/ltr]
[ltr] - I wish ………………………………………………………………………[/ltr]
[ltr]E- I regret not having studying hard last year.[/ltr]
[ltr] - I wish ………………………………………………………………[/ltr]

Key:

[ltr]A-   I wish I hadn’t eaten too much[/ltr]
[ltr]B-    I wish I hadn’t stolen public funds.[/ltr]
[ltr]C-    I wish fraud were not widespread in our country.[/ltr]
[ltr]D-   I wish the judge would give another chance.[/ltr]
[ltr]E-    I wish I had studied hard last year.[/ltr]

      III- It’s high (about) time

Study these examples
ü It’s high time we organized ourselves into an anti-corruption association.
ü It’s about time to fight corruption.

[ltr]Rule:[/ltr]
[ltr]It’s high/about time expresses a wish in the present[/ltr]
[ltr]-It’s high/about ime+S+past simple → you’re complaining about the dely.[/ltr]
[ltr]-It’s high/about time+to+stem → it’s the right moment to do something.[/ltr]

Task: Rewrite the following sentences starting with “it’s high(about) time
Aim: to enable pps to express a wish using “it’s high time.
[ltr]A. Government should take measures to stop tax evasion.[/ltr]
[ltr]B. Public authorities should do sompething to eradicate the underground' economy in our country.[/ltr]
[ltr]C. Speculators of all sorts should be jailed.[/ltr]
[ltr]D. Public authorities should make anti-smuggling laws more stringent.[/ltr]
Key :
[ltr]A. It’s about/ high time government took measures to stop tax evasion.[/ltr]
[ltr]B. It’s about/high time public authorities did something to eradicate the underground’ economy in our country.[/ltr]
[ltr]C. It’s about/high time speculators of all sorts were arrested.[/ltr]
D. It’s high/about time public authorities made anti-smuggling laws more stringent.

IV- Expressing advice

Study the following examples
[ltr]ü Citizens had better stop shrugging their shoulders at bureaucratic abuse.[/ltr]
ü 2. They had better not say that the fight against corruption is not their own business.

Rule:
- We use the modal « had better » to express advice.
Positive                had better + stem
Negative               had better + not + stem

had better = should/ ought to/ if I were you

Remark
The use of « if I were you » is different form “should/ ought to/ had better”
Eg: You’re sick. You should see a doctor.
If I were you, I would see a doctor.

Task1: rewrite the previous sentences using « should/ ought to/ if I were you ».
Aim: to make pps able to use should, ought to, if I were you”
a- Citizens had better stop shrugging their shoulders at bureaucratic abuse.
b- They had better not say that the fight against corruption is not their own business.
c- You had better not make calls to your relatives from your office. It’s unethical.
Key:
a- Citizens ought to stop shrugging their shoulders at bureaucratic abuse.
b- They should not say that the fight against corruption is not their own business.
c- If I were you, I would not make calls to your relatives from your office. It’s unethical.

Task2: Complete statements A‐E below using: had better/’d better or had better not/’d better not” and a verb in the list below: follow – keep – accept – be‐ use
Aim: to use had better
A. You….. regular and punctual at work.
B. You ….. files containing top secret information about the company in the safety deposit box.
C. You …. the office telephone for private calls.
D. Employees ….. the rules, policies and procedures of their work strictly.
E. Employees ….. gifts from clients. These can be bribes.
Key:
A. You had better be regular and punctual at work.
B. You had better keep files containing top secret information about the company in the safety deposit box.
C. You had better not use the office telephone for private calls.
D. Employees had better follow the rules, policies and procedures of their work strictly.
E. Employees had better not accept gifts from clients. These can be bribes.

[ltr]Vocabulary Explorer[/ltr]

[ltr]Procedure: [/ltr]
[ltr]-         T reads the instructions and explains them.[/ltr]
[ltr]-         T makes sure the instructions are understood by pps.[/ltr]
[ltr]-         Pps do the task[/ltr]
[ltr]-         T walks around and check[/ltr]
[ltr]Task1 : There is a logical connection among three of the four items in each of the groups of items below. Which is the odd one out?[/ltr]
[ltr]Aim: To identify the odd words[/ltr]
[ltr]A- fraud - corruption - business - money laundering[/ltr]
[ltr]B- false accountiung - creative accounting - auditing - tax evasion[/ltr]
[ltr]C- to smuggle - to bribe - to trade - to counterfeit[/ltr]
[ltr]D- auditor - accountant - economist - customs officer[/ltr]
[ltr]F- probity - honesty - loyalty - abuse[/ltr]
Key:
Business –auditing - to trade – custom offiocer

Task2: Complete the blanks in texts A-D with the words in the box that precedes each of them. Some words can be used more than once.
Aim: To complete the blanks with appropriate words

corrupt (v) – bribery (n) – corruption (n) – bribe (n) – bribe (v) – corrupt (adj)

[ltr]A ( …1… ) is the illegal payment made to a person in order to persuade her / him to do you a favour. In formally, it is called a backhander, a kickback or a sweetener. To ( ..2… ) a civil servant is to ( …3… ) her / him. Anyone who accepts (…4… ) is ( …5… ) and is involved in (… 6. ). In formalEnglish, this is called a sleaze.[/ltr]
[ltr]Key[/ltr]
[ltr]bribe (1) - bribe(2) - corrupt (3) - a bribe / bribery(4) - corrupt (5) - corruption (6).[/ltr]

[ltr]embezzler – accountant– embezzlement – false invoices – fraud– bank accounts[/ltr]

[ltr]B) (…1...) is a type of (… 2 … ) where someone illegally gets money from their employer. For example, an (… 3… ) who sends (…4…. ) to the company he works for, and pays money from his company into ( …5…) of false companies he has ‘created’ is an (… 6…. ).[/ltr]
[ltr]Key :[/ltr]
[ltr]Embezzlement (1) - fraud (2) - accountant (3) - false invoices (4) - bank accounts (5) - embezzler (6)[/ltr]

[ltr]money – cash deposit – money laundering – tax inspectors – criminal organisations[/ltr]

[ltr]C) (…1… ) consists in hiding the illegal origin of (… 2… ) . For instance, (… 3…) may buy property with money from drugs in order to disguise its origin from ( …4… ) . When they sell the property, the money becomes ‘legal’ . Most banks now help stop ( …5… ) by telling the police and tax inspectors when someone makes a large ( …6… ) .[/ltr]
[ltr]Key:[/ltr]
[ltr]Money laundering (1) - money (2) - criminal organisations (3) - tax inspectors (4) [/ltr]
[ltr]money laundering (5) - cash deposit (6)[/ltr]

[rtl]wrong – right – ethical behaviour – unethically – ethical issues – code of ethics[/rtl]

D) To have an (…1…) consists in doing things that are morally right. Areas where choices have to be made about what is (…2…) and what is (…3…) are called (…4…). Some organisations have a (…5…) where they saywhat their managers' and employees' behaviour should be in order to prevent them from behaving (…6…).
[ltr]Key:[/ltr]
[ltr]ethical behavior – right – wrong - ethical issues - code of ethics - unethically[/ltr]

[ltr]Pronunciation and Spelling[/ltr]

[ltr]Activity: Cross the silent letters in each word.[/ltr]
[ltr]Aim: to recognize the silent letters[/ltr]

Keys:

[ltr]Step four: Think, Pair , Share[/ltr]
Procedure:
-         T interacts with the students about the topic.
-         T elicits information from pps and write them on the board..
-         T sets students to do the task.
[ltr]Activity: Suppose you’re an agony aunt keeping an advice column in a magazine for teenagers. Use the pals below to apply for this letter.[/ltr]
[ltr]Aim: to write a letter of advice using modals[/ltr]

[ltr]Dear Aunt Hillary,[/ltr]

[ltr]I’m secondary school students revising for my final examination. Usually, I’m quite a cheerful person, but now I feel like an underdog. I run away from the company of my friends and I have become a very irritable person. I wake up weeping at night and I no longer enjoy the simple pleasure of life as I used to. Please tell me what I should do.[/ltr]

[ltr] miserable[/ltr]

[ltr]Keys:[/ltr]

[ltr]Dear Miserable,[/ltr]

[ltr]I’m very sorry to hear that you are having difficulty coping with stress and anxiety, due to the forthcoming final examination. I more than sympathise with your being depressed. Let me tell you however that taking a few commonsense steps would restore confidence and cheerfulness in you.[/ltr]

[ltr]I think you are working too hard, and not taking enough time for breaks. Do you know that cramming and doing exercises endlessly produce more anxiety in you? That’s why you don’t feel you have time to spare for your friends, and to enjoy some of the pleasures of life you are entitled to.[/ltr]

[ltr]So, as I said, you should relax and sleep regularly, meanwhile leaving your brain to process the hardest points of lessons and activities. You should go out for walks or practise some sport everyday to help you relax. You ought not to worry constantly about the time when your exam occurs, lest you would lose your concentration on the appointed day.[/ltr]

[ltr]Think that after all, you have reached a good level of competence, and that you have enough strategies at this stage to decide how to organise your work. Let me tell you again that when the exam comes, always start with the things you can do easily and leave time for the most tricky parts.[/ltr]

[ltr]I’m sure that when the time comes, you will be able to overcome your stress and perform quite successfully.[/ltr]

[ltr]I wish you all the best.[/ltr]

[ltr]Aunt Hillary[/ltr]

Site Owner

Thank you Mr.karimhr for this useful post

By the way ,step 4 ( Think ,Pair and Share ) of this lesson plan relates to Unit Four (Keep Cool) ,isn't it?