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Essential Business Terminology for Native Speakers of Greek
Revised edition
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The book has been designed to serve a variety of Business English audiences and cover a range of terminological aspects:
If the audience is Business Administration oriented, the teacher is advised to focus on Chapter 3, and parts of Chapters 1, 2, 4 and 5.
If the audience is Marketing & Communication oriented, the teacher is advised to focus on Chapters 5 and 3, and parts of Chapters 1, 4 and 6.
If the audience is Accounting & Finance oriented, the teacher is advised to focus on Chapters 2 and 1, and parts of Chapters 4 and 6.
Finally, if the audience is oriented towards European Economic Studies, the teacher is advised to focus on Chapters 6, 1 and 2, and parts of Chapters
3 and 4.
The current Revised Edition comes with Sample Translations for all reference texts. These Sample Translations may be used by students to solve Exercises A and C, since the terms that are sought in these two exercises appear in the Sample Translation of each corresponding Unit; hence, they may be correctly spotted if the reference text and its sample translation are approached in a manner of parallel contrastive study. Moreover, the Sample Translations may serve as discussion point to teachers, asking students to rewrite or modify them, hence viewing Exercise D from a more creative angle.
If the audience is Business Administration oriented, the teacher is advised to focus on Chapter 3, and parts of Chapters 1, 2, 4 and 5.
If the audience is Marketing & Communication oriented, the teacher is advised to focus on Chapters 5 and 3, and parts of Chapters 1, 4 and 6.
If the audience is Accounting & Finance oriented, the teacher is advised to focus on Chapters 2 and 1, and parts of Chapters 4 and 6.
Finally, if the audience is oriented towards European Economic Studies, the teacher is advised to focus on Chapters 6, 1 and 2, and parts of Chapters
3 and 4.
The current Revised Edition comes with Sample Translations for all reference texts. These Sample Translations may be used by students to solve Exercises A and C, since the terms that are sought in these two exercises appear in the Sample Translation of each corresponding Unit; hence, they may be correctly spotted if the reference text and its sample translation are approached in a manner of parallel contrastive study. Moreover, the Sample Translations may serve as discussion point to teachers, asking students to rewrite or modify them, hence viewing Exercise D from a more creative angle.
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