Level : Third Year (All streams)

Unit One: Ill-Gotten Gains Never Prosper.

Topic: Ethics In Business.
Ill-gotten / /(adj): Obtained illegally or by improper mean E.g. "ill-gotten gains"
Gains(n):/ /Increase in an amount or wealth.
Prosper (v):/ / To develop in a successful way.
Ethics (n): / /Moral principles that control or influence a person’s behaviour.
Ill-gotten gains - money gained by questionable means.
This is all that is left in general use of a proverb that ran 'Ill-gotten gains never prosper'. This first
appeared in English in 1519 in the form 'Evil gotten riches will never prove long', and Shakespeare
has it in the form 'Didst thou never hear / That things ill got had ever bad success ( Henry VI, part
3, II.ii). Ill-gotten gains had become separated from their proverb by the late 17th century, and
were a cliché by the 19th.

Sequence One: Listen And consider.

Getting started: P 46.
What does the picture represent or show?
Possible answers:
Learners: Two men are sitting in a café, one of them is handing a sum of money under the table to
the other.
Teacher: Why is he handing him money under the table? Why is he hiding the money?
Learners: He is handing him money under the table, may be because they are doing something illegal.
Teacher: Now, read the items written bellow and tell me which situation the picture represents.
The picture represents’ Bribing’.
Bribe(v/n)/ /
Noun: Payment made to a person in a position of trust to corrupt his judgment.
Verb: Make illegal payments to in exchange for favours or influence.
Bribery (n):/ / The practice of offering something (usually money) in order to gain an illicit
advantage.
Task One:
Complete the following table with items from task one page 46.
Ethical action (morally acceptable). Unethical action (morally wrong).
B – E. A – C -D
Lobbying:/ / try to influence a politician and the government to change a law.
The aim: To brainstorm and introduce the topic of the unit.

Let’s hear it: P 47.

The dialogue for listening:
Radio Host: We welcome the head of The Right-to Know association
Mr Karim: Thank you.
Radio Host: Can you tell us a bit about the purpose of your association?
Mr Karim: Well, our association is basically an anti –corruption association body.
Radio Host: How did the idea of creating such an association crop up?
Mr Karim: It all started with last year’s transparency international report which is published
annually about the level of corruption in most countries of the world, we organised ourselves into an
association to fight corruption.
Radio Host: Do you think there are chances of winning the fight against corruption?
Mr Karim: Yes, but only if we act swiftly and collectively?
Radio Host: Sorry to interrupt you, but should citizens be involved in this fight to stop corruption?
Mr Karim: Yes, they should. Both of government and citizens are concerned in the fight against
corruption.
Keys:

A. The Right-to-Know Association is an anti-corruption body.

B. Transparency International publishes an annual report about the level of corruption in most
countries of the world.
C. So you think there are chances of winning the fight against corruption.
D. Sorry to interrupt you, but should citizens be involved in this fight to stop corruption?
Nepotism:/ / Favouritism shown to relatives or close friends by those in power (as by
giving them jobs) .
The aim: To listen for specific information.

Around the Text (pp.47-50)

Grammar explorer (p.47)

A. but only if
B. Condition
C. We will eradicate corruption (main clause) providing that we act now (subordinate clause).
The chances of eradicating corruption will increase (main clause) as long as all countries are
committed to fighting it (subordinate clause).
D Future in the main clause and present in the subordinate one. The time they refer to is the
future.
The aim: to introduce the grammar notion of condition with provided that/providing that and as
long as.

What is the difference between a main clause and a subordinate clause?

Clauses can be either main or subordinate.
A main clause is one which is independent.
A subordinate clause depends on the main clause which it often modifies. Subordinating conjunctions
(as, since, because, if..) or relative pronouns (who, which, that) usually introduce dependent clauses.
Example:
I will help him but only if he stops stealing.

The second clause, But only if he stops stealing, is a subordinate

clause introduced by the subordinate conjunction ".providing that" The
clause is subordinate because it cannot stand by itself as a complete sentence.( dependent)
The first clause is the main clause. By itself, I will help him
can be a whole sentence.( independent)
"Provided/Providing that"
The link words above introduce condition. They mean the same as “but only if” or “if “and “only if”.
E.g.
Provided/Providing that you work harder, you will pass your exam. Or you will pass your exam
provided/ providing that you work harder.
“As long as/ So long as”
As Long as / so long as she studies harder, she will pass the exam. Or She will pass the exam as
Long as/ so long as she studies harder.
The rule
as Long as/ so long as + present simple + will (future simple).
Provided/Providing that

Task ( top of p.48)

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

The aim: Remedial work.

Grammar Explorer (p.48)

A. B. D (Present wish)
E. (Future wish)
C.(Past wish)
The aim: Expressing condition, regret and desire with ‘wish’ and ‘It’s high time’

The verb to wish

We use wish + past simple to express a regret about a present situation by imagining its
opposites: E.g.

 I wish I had more money (=but I haven't)

 She wishes she was beautiful (= but she's not)

 We wish we could come to your party (but we can't)

 N.B. “Were” is often used instead of” was” in the first and singular, especially in formal
English. E.g. I wish he were here with me.

UNREAL PAST: The past tense is sometimes used in English to refer to an 'unreal' situation.
So, although the tense is the past, we are usually talking about the present, e.g. in a Type 2
conditional sentence:

If dogs had wings, they would be able to fly.

Although “had” is in the past tense, we are talking about a hypothetical situation that might exist
now or at any time, but we are not referring to the past. We call this use the unreal past.

Other situations where this occurs are:

 after other words and expressions like 'if' (supposing, if only, what if);

 after the verb 'to wish';

 after the expression 'I'd rather..'

 we use wish + the past perfect to express a regret about something in the past .

 I wish I hadn't said that (= but I did)

 He wishes he hadn't bought the car (= but he did buy it.)

 I wish I had taken that job in New York (= but I didn't, so I'm stuck in Bristol)

 We use wish + would to express a desire for change in the near future, especially when
some one or something is annoying.

 I wish he would stop smoking. (= I don't like it, I want him to change it)

 I wish you would go away. (= I don't want you here, I want you to take some action)

 I wish you wouldn't squeeze the toothpaste from the middle! (= I want you to change your
habits.)
when we want to say that now is a suitable moment to do something, either for ourselves or for
someone else, we use it's time + past tense:

 It's (high) time I went.

 It's time you paid that bill.

 Don't you think it's time you had a haircut?

Task 1 (p.49)

A. It’s about/ high time the government took measures to stop tax evasion.
B. It’s about/high time the public authorities did something to eradicate the ‘underground’
economy in our country.
C. It’s about/high time speculators of all sorts were arrested.
D. It’s high/about time public authorities made anti-smuggling laws more stringent.
Eradicate (v):/ / Destroy completely, as if down to the roots./ put an end to sth bad.
Underground (adj):/ /operating secretly and often illegally, especially against
government.
Speculator (n):/ / a person who buys and sells goods or shares in company in the
hope of making a profit with the risk of losing money.

Task 2 (p.49)
A. I wish I hadn’t stolen the public funds.
B. I wish I were at home and not in prison.
C. I wish I were out of the affair.
D. I wish you would give me a second chance. / I wish I could be given a second chance.
E. I wish I could eradicate nepotism.
F. I wish I could live in a corruption-free society someday.
The aim: To practise what they had learnt before.

Grammar Explorer III (p.49)

A. They express strong advice/recommendation
1. Citizens ought to/should stop shrugging their shoulders at bureaucratic abuse.
2. They ought not to/should not say that the fight against corruption is not their own business.
B. ‘’d better’ can be used in the second sentence only.
The aim: Advising using ‘Had better, should and ought to +stem’.

Had better

We use “had better” plus the infinitive without “to”  to give advice. Although “had” is the past form
of “have”, we use “had better” to give advice about the present or future.

 You'd better tell her everything.

  I'd better get back to work.

 We'd better meet early.

The negative form is “had better not”.

 You'd better not say anything.

 I'd better not come.

 We'd better not miss the start of his presentation.

The short Form is:

We'd better not miss the start of his presentation.

Task (top of p.50)

A. You ’d/ had better stop buying and selling securities ….Otherwise you’d be guilty…
B. We ’d /had better not neglect to take the necessary measures… Or We ’d/had better take
the necessary measures…
C. They ’d/had better reconsider their decisions very quickly…
D. They’ d/had better give it up because this is a financial wrongdoing…
The aim: Remedial work.

Vocabulary explorer p.50

Task 1 (p.50)
A. business (odd one out)
B. auditing (odd one out)
C. to trade (odd one out)
D. customs officer (odd one out)
E. abuse (odd one)
Fraud(n) : The crime of deceiving somebody in order to get money.
Launder(v): Convert illegally obtained funds into legal ones.
Audit(v): an official examination of business to see that they are true and correct.(inspect)
Smuggle(v): Import or export without paying customs duties E.g. "She smuggled cigarettes
across the border"
Counterfeit (v/adj/n):
Noun: A copy that is represented as the original. (synonym: forgery).
Verb: Make a copy of with the intent to deceive. E.g. they counterfeited dollar bills" (synonyms:
forge/fake)
Adjective: Not genuine; imitating something superior. E.g., "counterfeit money"; "counterfeit
works of art". (Synonym: imitative)
 Probity(n): Complete and confirmed integrity; having strong moral principles.
Honest(adj): always telling the truth about something and never stealing or cheating /Not
disposed to cheat or defraud; not deceptive or fraudulent.
Abuse: (v/n)
Verb:/ /:to make bad use of something.
Noun:/ / the use of something in a way that is wrong or harmful.
Corruption(n):dishonest or illegal behaviour.
Evasion(n): escape/non-payment.
Loyalty(n): the quality of being faithful in your support of sb or sth.
The aim: To build relationships between new vocabulary.

Money laundering Counterfeit Smuggling

Task 2 (pp.50-51)
§A 1 ( bribe) 2 (bribe) 3 (corrupt) 4 (a bribe /bribery)
5 (corrupt) 6 (corruption)
§B 1(embezzlement) 2 (fraud) 3 (accountant) 4 (false invoices)
5 (bank accounts) 6. (embezzler)
§C 1 Money laundering 2 (money) 3 (criminal organisations)
4 (tax inspectors) 5 ( Money laundering ) 6 (deposit)
§D 1 ethical behaviour 2 (right) 3 (wrong) 4 ( ethical issues).
5 (a code of ethics) 6 (unethically)

Embezzle(v):/ / to steal the money that you are responsible for or that belongs to your
employer.

The aim: Introduce new vocabulary related to the theme.

Pronunciation and spelling (p.51)

A. Ethics (moral beliefs)
B. Ethics ( scholarly discipline)
C. figures
D. a scientific discipline
1. All of them end with –ics.
2. Singular when the word refers to a scientific discipline and plural when it refers to something
else.
3. Stress in words ending in –ics generally falls on the penultimate syllable. E.g. staTistics …
4. Physics, economics,
The aim: To learn the pronunciation of words ending with ‘ ics’.
Think, pair, share (p.52)
If you were elected as the head of a state, what would you do to fight corruption? Prepare a short
public statement in which you present your anti-corruption programme.
Use the following notes:
-pass stringent laws
-appoint honest servants
-fight tax evasion
-rehabilitate the value of work
Rehabilitate (v): Reinstall politically.
Use also:
-to begin with, first, next, finally…
-because, since, for, as, as a consequence, therefore …..
-in order to- so as to- so that………….
Start like this:
Dear fellow citizens,
Corruption is an evil that must be fought now!
Possible answer:

Dear fellow citizens,

Corruption is an evil that must be fought now! In order to win this fight I urge all people of good
will to unite around me.
If I were elected Head of State, I would implement the following anti-corruption programme. To
begin with, I would appoint dedicated civil servants who would work honestly for the country:
stealing money or accepting a bribe in exchange for a service is unethical

and illegal. Next, I would pass stringent laws to protect citizens and punish embezzling and bribe-
taking. I cannot tolerate that honest citizens be the victims of corrupt civil servants.
I would also fight tax evasion and capital flight. Those who earn a lot of money must pay their
taxes and contribute to the development of the country. Therefore, any tax evader would be
severely punished by specially appointed tribunals.
Finally, I would rehabilitate the value of work. Mutual trust is a moral value that we should
teach our children from infancy. A little money earned honestly brings a lot of happiness and peace
of mind.
To conclude, I could tell you, fellow countrymen that your role as citizens is indispensable to
fight corruption. No government can succeed without the help of civil society. Therefore, I urge you
again to gather around me to win this decisive battle. Vote for honesty! Vote for me!

The aim: Re-invest the thematic and language elements acquired throughout the unit.

Level : Third Year (All streams)

Unit One: Ill-Gotten Gains Never Prosper.
Topic: Ethics In Business.
Sequence Two: Listening And Speaking.
Warm up: What does the picture represent?
Before Listening (p.61)
1. It’s ethically wrong because he is polluting the environment. All he is concerned with is profit.

2. There are too few business regulations in our country because we hear a lot of factories which
produce chemical products are built in the middle of the town and others which there smokes are
causing a lot of diseases to people.

3-Unhealthy citizen means unhealthy worker that means he will not be able to work as he must.

4. They don’t, because most of the Algerian factories are built in the middle of the town and this
threaten the Algerians’ economy, health and safety.
5. The statements which describes the practice of business in Algeria is ‘A’.

The aim: Brainstorming.

As you listen (p.62)

Task 1 (p.62)
A. George B. Mark C. None D. George E. None F. George
G. Mark
The aim: To check the comprehension of the listening passage.

Task 2 (p.62)

The students will give their opinions.

The aim:. To use language forms to give and ask for opinion.

Say it in writing (p.64)

Ladies, gentlemen
Some people say that businessmen should apply their own personal ethical standards when
doing business. They tell us that you need money to make money; that the world of business is a
jungle; and that if we respect ethics, we can undermine the values of hard work and freedom. Let
me tell you that I don’t agree with these arguments at all. I believe that such arguments are only
excuses to escape the responsibility of business companies towards the welfare of society as a
whole. As far as I am concerned, I say that ethics has everything to do with business.
The aim: expressing opinion.
Level : Third Year (All streams)
Unit One: Ill-Gotten Gains Never Prosper.
Topic: Ethics In Business.
Sequence Two: Read And Consider.

Warm Up: What does the picture represent?

It represents medicines.
Are the boxes in the left the same as the right?
No, they aren’t.
They seem to be alike but they aren’t, according to you why are they different?
Maybe the first product is not the same as the second one.
We will know more when we move to getting started.
Before reading P 53:
1. It represents a customs officer holding the counterfeit of a famous European painting.
2. No, we don’t, because most of the imitations are of bad quality.
3. The difference between the genuine and counterfeit product is in quality, price and safety.
4. There is a lot of examples especially car parts made in Taiwan (China) and household
appliances such as food processor.
4. Yes, I had. I knew that the product was a counterfeit by using it.
5. It’s wrong to imitate products because imitations are of poor quality, not safe, illegal and
dishonest practices.
Genuine: real, exactly what it appears to be. E.g., Is the painting a genuine Picasso?

The aim: Brainstorming.

As you read: Skim through the text, and do task one.
Task One: Match each paragraph with its corresponding title.
Paragraphs Titles.
Paragraph 1 a- Counterfeiting has touched even car parts and medicines.
Paragraph 2 b- Definition Of Counterfeit.
Paragraph 3 c- The writer’s conclusion.
 Paragraph 4 d- The consequences Of Counterfeiting On The Europe Union.
The aim: To skim through the text for specific information.
Task two P 54:
A. It is difficult to distinguish between imitations and genuine products because the
counterfeiters are very skilful and make perfect copies of the original.
B. Counterfeit medicines are harmful because they have a lack of active ingredients.
C. Counterfeiting has negative consequences on health, (public) safety, and the economy.
D. Imitation is just like stealing someone else’s property. (Inference question)
E. Companies should reduce the prices of their products rather than spend huge amounts of
money on advertising against counterfeiting.
F.I agree with the author’s conclusion because consumers won’t buy imitations if the brands are
at affordable.
Forge :( v) To make a copy of with the intent to deceive.
Distinguish(v):differentiate/ to show or make the difference between A and B.
Imitation (n/ adj)
Noun: Something copied or derived from an original.
Verb: Not genuine or real; being an imitation of the genuine article.
Ingredient (adj):/ / One of the things that is necessary to make sth successful.
The aim: To scan the text for specific information.
Task three: Find in the text words that match the following definitions.
A- make a copy of with the intent to deceive. §1 (Forge)
B- Make somebody believe something that in not true. §1 (deceive)
C- A notice, picture or film telling people about a product, job or service. §3
(advertisement)
D- Buy something. §4 (purchase)
E- Make something less or smaller in size, quantity, price, etc. §4 (reduce)
F- A type of product made by a particular company. §4 ( brand)
The aim: Guessing meaning of words from a context.
After Reading: Have a look at the box. Then do the tasks that follow.

Writers use words such as articles (a, the, etc.) possessive adjectives (my, your, etc)
demonstrative adjectives (this book), (those books), pronouns, synonyms and antonyms to refer back to
things already mentioned or to refer forward to things that will be mentioned. These words are called
reference words. They help writers avoid repetition and create lexical and grammatical cohesion between
both sentences and paragraphs. It is important to pay attention to these reference words because they help
us better understand texts.

Task One: What do the underlined words refer to?

Words The reference
That §1 A counterfeit.
Them§3 Companies.
Their§4 Consumers.
They§4 Consumers.
Them§4 Imitations.
Those§4 Consumers.
The aim: To identify the reference.

Around The Text:

Grammar Explorer 1 P 55:
Task 1 P 55:
A. There are so many marketed imitations of these brands that consumers have lost confidence
in them.
B. Copies of brands are so cheap that consumers don’t hesitate to buy them.
C. Counterfeits are of such a bad quality that it is a waste of money to buy them.
Task 2 P 55:
 These products are imitated to such a perfection that it is difficult to distinguish between the
genuine and the fake products.
 The loss in profitability is so big that most of them have launched advertisement campaigns
against counterfeiting.
Have the students check their answers and identify the problem areas in the answers they have
provided to task 1 above.
Task 3 P 55:
A-These products are imitated to such a perfection (main clause) that it is difficult to distinguish
between the genuine and the fake products (subordinate clause).
B-The loss in profitability is so big (main clause) that most of them have launched advertisement
campaigns against counterfeiting. (Subordinate clause).
C-Result
D. These products are perfectly imitated/ are imitated to perfection. As
consequence/Consequently/As a result,…
The loss in profitability is very big. So/As a consequence……

The aim: Expressing result.

Grammar Explorer 2 p 56:

A. Present simple passive. A counterfeit is something that counterfeiters forge or imitate.
B. Present continuous passive
C. Counterfeiters are copying products of all sorts everyday.
D. The sentences from the text are in the passive. They are impersonal whereas the others are
personal (agency underlined).
 The aim: To study present and present continuous in the passive.
The passive Voice

form :
Verb to be in the tense of the active verb plus the past participle of the active verb
To be in the tense of the verb + PP (v).

E.g. They make shoes in that factory. Active voice

Shoes are made in that factory. Passive voice

Tenses Active Voice. Passive Voice

Present simple E.g. They make shoes. To be in the present+ pp (v).
Shoes are made.
Present ( am/are/is)+ V + ing. To be in present continuous+ pp(v).
Continuous E.g. They are making shoes. Shoes are being made.
Present Perfect ( have/ has)+ pp (v). To be in the present perfect + pp (v).
E.g. They have made shoes. Shoes have been made.
Simple Past. E.g. They made shoes. To be in the past + pp (V).
Shoes were made+ pp(v).
Past perfect Had + pp(V). To be in the past perfect + pp (V).
E.g. They had made shoes. Shoes had been made.
Past continuous Was/were + pp( V). To be in the past continuous + pp (V).
E.g. They were making shoes. Shoes were being made.
Future simple Will/ Shall + V (inf) Will/ shall+ to be+ pp(V).
They will make shoes. Shoes will be made.
Models E.g. They can make shoes. Models+ be+pp(V).
Can/ should/ must Shoes can be made.
Could.
Practice:
Activity One: Rewrite the following sentences in the passive.
1- Most students speak English in this class.
English is spoken by most students in this class
2- They are building a new theatre.
A new theatre is being built.
3- They didn’t tell me the truth.
I wasn’t told the truth.
4-Someone will give you a black wallet.
You will be given by someone a black wallet
Activity Two: Rewrite the following sentences in active form.
1- The instructions have been changed.
He has changed the instructions
2-This car was manufactured in Japan by Toyota.
Toyota manufactured this car in Japan
3-Lunch was being served when we arrived.
They were serving lunch when we arrived.
4- The new product design has been finished.
They have finished the new product design.
The aim : To consolidate what they had learnt befor
Task 1 p 56:
Our copyright is being infringed (by many Internet users). Our music hits are being uploaded
and downloaded. These copyright thefts are being put in pirate sites in order to swap them with
other Internet users. These pirates must be reminded that a great deal of financial loss is being
caused to us by swapping music illegally.
The aim: To consolidate learnt forms.
Grammar Explorer 3 p 56.
1. These consumers know well that they mustn’t buy imitations. (prohibition)
2. They must refrain from buying them.(obligation)
3. They have to buy them. (necessity)
Answers:
A. must (obligation) and have to (necessity) B. mustn’t
D. Rich people don’t have to buy imitations.
The aim: Expressing prohibition, obligation, and necessity.
Vocabulary Explorer p 57 :

Task 1 (p.57)
Verbs: defraud, forge, imitate, deceive, steal …
Nouns: theft, fraud , forgery, imitation, counterfeiter …
The aim: :To enrich pupils’ vocabulary with words related to the text.
Task 2 (p.57)
Honesty - stupidity – responsibility – cruelty – morality – hospitability – legality
The aim: Derivation of nouns, using affixes.
Task 3 (p.57)
Dishonest – disapprove - disagree - disapproval – illegal – immoral – unfair – irresponsible – disappear
The aim: Derivation of opposites, using affixes.

Task 4 (p. 57)

It is both dishonest (1) and illegal (2) to imitate products. Piracy is due mainly to a lack of honesty
(3) and morality (4). I totally disagree (5) with those who say that counterfeiting is beneficial to
consumers.

The aim:Use formerly acquired words.

Vocabulary Explorer:

Verb Nouns Adjectives

eOnomize eOnomy ecoNOmic
ecoNOmics ecoNOmical
eCOnomist UnecoNOmical

Shift of stress: verb/noun –to adjective

 Words ending in "ian", "ion", "ic" , "ics", "ical", or "ically":

 have the stress on the syllable just before these endings

 (stressed on the penultimate syllable = second from the end)

 Examples:

 hri’stian, physi’cian, sta’tion, sess’ion, condi’tion, Idioma’tic, Mathema’tics, chem’ical,

typ’ically.

The aim: To recognise and use stress shift in words having the same root.

Think, Pair Share P 58:

Some people argue that counterfeiting benefits consumers by giving them access to lower-
price goods. This is a totally mistaken claim. First, imitated goods are poor quality and do not last
long. There is then no guarantee of value for money and more importantly, that fake goods are safe.
Imagine how much damage low quality parts fitted in a car can do to the driver and passengers when
they fail!
Secondly, if we think of fake foods or medicines, and the criminal procedures used by the
people who make them, we can only remain firm on buying genuine products. There are several cases
of substitute edibles which have caused dangerous diseases to people and which have resulted in
long-lasting law suits. The outcomes could only be compensations paid for irreparable damage but
the moral damage caused to the victims can never be repaired! Recent figures released by the
European Union show that the customs are confiscating 100 million fake items every year.
Thirdly, it is highly immoral to reap where other people have sown. Pirating products is indeed
imitating other people’s property, and refusing to engage in a creative act. It is much more
rewarding to turn one’s abilities to creating new objects of value that could serve the community, or
improve the performance of existing ones.
Fourthly, pirating objects is by essence theft, especially when the producer of a fake item
affixes the label of a well-known trade mark on it. Some countries are notorious for their practice
of counterfeit objects. One wouldn’t like Algerians to be known for practising this dubious trade, as
much as one wouldn’t like to see them buy cheap, fake products and head into unsuspected troubles.

The aim: Re-invest the thematic and language elements acquired throughout the unit.