Mergers and acquisitions

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Vocabulary - mergers and acquisitions


In this lesson, students learn and practise some advanced Business English vocabulary. They also watch a video and talk about mergers and acquisitions. 

C1 / Advanced60 minStandard LessonPremium Plan


The lesson starts with a warm-up task in which students read a definition and decide if it refers to a merger or an acquisition. They also need to explain how the other term is different. Then, students briefly discuss reasons for pursuing mergers or what makes a merger successful. After that, students work with some advanced Business English vocabulary. They need to complete gaps with the correct form of words in capitals (e.g. monopoly – monopolistic, oversee – oversight, acquire – acquisitive) to create different categories. They also need to say the words you created out loud to make sure they know how they are stressed. Students look at the categories and think of one example for each one. 

After that, students learn some more vocabulary. They need to choose correct meanings of words and phrases in context (e.g. exercise due diligence, make concessions, antitrust laws). Students also have to finish some sentences containing the advanced Business English vocabulary from the lesson. 


Before watching the video, students say what they know about some topics related to aviation. They watch the first part of the video and answer two comprehension questions. Then, they watch the second part of the video and have to take some notes. Next, students discuss some questions about the video and about mergers and acquisitions. Finally, students read three short texts about successful and unsuccessful mergers and try to guess what companies were involved. They also discuss the questions about each of the cases. 


This lesson also includes an additional task that you can use as homework or revision. In the task, students practise the use of the advanced Business English vocabulary from the lesson. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.



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  1. Jasmine Green

    I would just like to mention that I am very grateful for your interesting lessons. I am having a bit of a problem however with the recently modified worksheets, I feel that as a teacher who may be engaged in class while flicking their eyes down occasionally to look at the teachers version, be it on their phone or on a printed page, the new format is more difficult to read. The previous teachers’ version was spaced out with answeers in red. In the new one, there is a lot of text in bold, with colourful parts, a lot of highlighting, lists not presented in bulletpoint form and it ends up being a bit more challenging to decipher while you are teaching.

  2. Jasmine Green

    I would like to mention that I am very happy with the content that your service provides. You never fail to generate interesting lessons which are visually stunning. I was not under the impression that these comments would be public.

    1. Ewa

      Hi Jasmine, thanks for the feedback. We’re happy you like the ESL Brains content 🙂
      The reason we decided to change the worksheet design was to make it more visually appealing to students. Hence the colours and the boxes. I understand there is a big difference between the old and the new design which takes time to get used to but I think the answers and the teacher’s notes are now clearer because they are highlighted (in yellow and green respectively), which makes them easy to notice. This is also important for teachers who print the pdfs in black and white. And regarding the text in bold, I think if the lesson author decides to put something in bold, they do it both in the student and the teacher pdf because there is a learning/teaching purpose to it.
      I hope that with time you’ll find the new design satisfactory. And don’t worry about the comments being public – we really appreciate all feedback 🙂


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