business builder %281-3%29

BUSINESS BUILDER

(1-3)

CONTENTS

(TN-Teaching Notes; WS – Worksheets) t

PART1 1. Needs Amalysis 2. Introductions_TN 3. Introductions_WS 4. Hello and goodbye_TN 5. Hello and goodbye_WS 6. Showing Interest_TN 7. Showing Interest_WS 8. Making a Personal Comment_TN 9. Making a Personal Comment_WS 10. Requests_TN 11. Requests_WS 12. Offering Help_TN 13. Offering Help_WS 14. Saying Yes_TN 15. Saying Yes_WS 16. Saying No_TN 17. Saying No_WS 18. Disagreing_TN 19. Disagreing_WS 20. Describing Food_TN 21. Describing Food_WS 22. In a Restaurant_TN 23. In a Restaurant_WS 24. Your free time and home_TN 25. Your free time and home_WS 26. Your Country_TN 27. Your Country_WS 28. The Biggest And The Best_TN 29. The Biggest And The Best_WS 30. Which Is Better_TN 31. Which Is Better_TN 32. Mini Bar Checklist_TN 33. Mini Bar Checklist_WS 34. Your management abilities_TN 35. Your management abilities_WS 36. Using a case-study_TN 37. Using a case-study_WS

PART2 1. Presentations: Giving And Asking For

Opinion_TN 2. Presentations: Giving And Asking For

Opinion_WS 3. Presentations: Developing an

Argument_TN 4. Presentations: Developing an

Argument_WS 5. Presentations: Agreeing and

Disagreeing_TN 6. Presentations: Agreeing and

Disagreeing_WS 7. A Complex Argument_TN 8. A Complex Argument_WS 9. Making Suggestions_TN 10. Making Suggestions_WS 11. Checking Understanding_TN 12. Checking Understanding_WS 13. Diplomatic Language_TN 14. Diplomatic Language_WS 15. Opening the Meeting_TN 16. Opening the Meeting_WS 17. Managing the Discussion_TN 18. Managing the Discussion_WS 19. Problems_TN 20. Problems_WS 21. Chairperson_TN 22. Chairperson_WS 23. Current Affairs In Economy_TN 24. Current Affairs In Economy_WS 25. World leaders_TN 26. World leaders_WS 27. At The Hotel_TN 28. At The Hotel_WS 29. In The Restaurant(2)_TN 30. In The Restaurant(2)_WS 31. Using notes to write a report_TN 32. Using notes to write a report_WS 33. Personal management skills_TN 34. Personal management skills_WS 35. Impact of information technology_TN 36. Impact of information technology_WS

PART3 1. Introduction to presentations_TN 2. Introduction to presentations_WS 3. Presentations: Signposts_TN 4. Presentations: Signposts_WS 5. Presentations: Using Your Voice_TN 6. Presentations: Using Your Voice_WS 7. Dealing With Questions_TN 8. Dealing With Questions_WS 9. Persuasion 1_TN 10. Persuasion 1_WS 11. Persuasion 2_TN 12. Persuasion 2_WS 13. Presenting a project_TN 14. Presenting a project_WS 15. Presenting a Process/System_TN 16. Presenting a Process/System_WS 17. Describing Trends 1_TN 18. Describing Trends 1_WS

19. Describing Trends 2_TN 20. Describing Trends 2_TN 21. Company Trends_TN 22. Company Trends_WS 23. Presentation Topics_TN 24. Presentation Topics_WS 25. Mini Presentation_TN 26. Mini Presentation_WS 27. Your Company And Job_TN 28. Your Company And Job_WS 29. Selling Your Products_TN 30. Selling Your Products_WS 31. Lamps_TN 32. Lamps_WS 33. A salary increase_TN 34. A salary increase_WS 35. Generation gap_TN 36. Generation gap_WS 37. Dialogue-real-life negotiation_TN 38. Dialogue-real-life negotiation_WS

PART 1

You and your job

Which company do you work for? What is your position in the company?

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

What is their main area of business? What do you do?

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Communication skillsHow much time do you want to spend on different communication skills on this course?

Circle a number, from 0 (no time) to 4 (a lot of time).

Discussions and meetings 0 1 2 3 4 ______________________________

Telephoning 0 1 2 3 4 ______________________________

Social English 0 1 2 3 4 ______________________________

Company, products and customerrelations 0 1 2 3 4 ______________________________

Presentations 0 1 2 3 4 ______________________________

Negotiating 0 1 2 3 4 ______________________________

Business correspondence 0 1 2 3 4 ______________________________

Business reports 0 1 2 3 4 ______________________________

Job interviews 0 1 2 3 4 ______________________________

Now give more details about each skill. Who do you communicate with in English? What about?

Make notes in the space above, next to the appropriate skills.

Business topicsWhich topics are you interested in? Choose from the list below. You can add another topic of

your own at the end.

Management ■■ Production ■■ Political/economic context■■ Travel ■■Sales and marketing■■ Human resources ■■ International trade ■■ Entertaining ■■Finance ■■ New technology■■ Recent business news■■ –––––––––––––––––––––––––––––––––––––––––––––––––––– ■■

GrammarHow much grammar have you studied before coming on this course?______________________________________

How much grammar would you like to do on this course? Any particular areas?_____________________________

Other objectivesDo you have any other objectives for this course that you have not mentioned?

______________________________________________________________________________________________

______________________________________________________________________________________________

Is there anything else you would like to tell your teacher to help him/her to plan your course?

______________________________________________________________________________________________

______________________________________________________________________________________________

© Paul Emmerson 1999. Published by Macmillan Heinemann English Language Teaching

Needs Analysis

AIM.To practise introductions, welcoming a visitor andmaking ‘small talk’.

TIME.40–50 minutes

PREPARATION.Make one copy of the worksheet for each student inthe class.

PROCEDURE.1 Write up on the board Introductions. Ask students

to introduce themselves to the people on either sideof them like in a first meeting.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Divide the classinto pairs: students think of possible replies to theintroductions.

3 Take class feedback. Discuss with the studentswhether in their business culture it is more commonto use title and family name (like A2) or first nameand family name (like A3).

4 Ask the students to practise the introductions andreplies by chaining each introduction in turn roundthe circle (Teacher-A, A-B, B-C, C-D etc.) withoutlooking at the worksheet.

5 Write replies on the board for the students to copy,including any alternatives that were used.

POSSIBLE ANSWERS.A1 How do you do. (But this formula is formal and

now quite rare. It is being replaced by‘Pleased/Nice to meet you’.)

A2 Pleased to meet you too, Doktor Strauss. Myname is Mike, Mike Atkins.

A3 Nice to meet you, Susan. My name’s PatriciaEvans, but please call me Pat.

A4 It’s Anna Romano. And you are ...?

6 Ask students why ‘How are you?’is not included(it is not used for first meeting, only for greetingsomeone you already know).

7 Refer to the instructions for section B. Appoint ahost, Student B and Student C. Ask the threestudents to read out the dialogue to the class as amodel using their real names and jobs.

8 Divide the class into threes to repeat the activity.Each person will take a turn as the host. Askstudents to turn over their worksheet (it is not amemory test). Start the activity and circulate.

9 Refer to the instructions for section C. Set up the activity: it is in the coffee break at aninternational conference. The pairs/threes have short conversations and then move on. Start theactivity: join in yourself.

10 Refer to the instructions for section D. Divide theclass into pairs. Ask the students to write theirsuggested responses on the worksheet.

11 Divide students into new pairs. Appoint hosts andvisitors and ask the visitors to turn over theirworksheets face down. The host reads all thequestions in turn and the visitor replies in a natural way. They change roles and repeat when they finish.

12 Refer to the instructions and useful phrases forsection E. Set up the activity: the host and visitorhave spoken on the phone but have never met. Thevisitors will start the activity outside the classroomand will knock on the door one by one. The hostswill stand by the door, inside the room, waiting fortheir visitor. Elicit the host’s response (Come in).They make small talk and stop at the point that thebusiness discussion would begin. Start the activityand circulate. When they have finished, ask thestudents to change roles.

13 Hold a short feedback slot.

CULTURAL HINTS.Ä Americans are informal and friendly from the

beginning of a conversation but move quickly ontobusiness.

Ä In the Middle East the hand can be held for sometime while your host asks you about your health andthe well-being of your family.

Ä In Japan and south-east Asia initial social conversationis modest and conservative, focusing on safe areas likethe trip to the office.

Business Builder Teacher Resource Series © 1999. Published by Macmillan Heinemann English Language Teaching.

1.1Introductions Teacher’s Notes

Business BuilderTeacher Resource Series

Think of possible replies to these introductions. It is the first meeting.

1 How do you do.2 Pleased to meet you. My name is Doktor Strauss.3 Hello, my name’s Susan – Susan Atkins.4 I’m sorry, I didn’t catch your name.

In the dialogue below there are three people. The host knows both Student B and Student C andintroduces them to each other. Practise a similar dialogue, using your real names and jobs.

Host: Student B, have you met Student C?Student B: No, I don’t think so.Host: I know Student C from Beijing. We’ve done a lot of work together.Student B: Really? Nice to meet you, Student C.Student C: Nice to meet you too.Student B: So, Student C, what do you do in Beijing?Student C: I’m responsible for handling key accounts in a large advertising agency. And you?Student B: –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Walk around. Introduce yourself to other people and introduce people to each other.

When a visitor comes to your office you introduce yourselves then make some ‘small talk’to create afriendly atmosphere. Write replies to the questions below. Add an example of your own.

Work with a new partner: decide who is the host and who is the visitor. The visitor has just arrivedfrom his/her country and knocks on the host’s office door. Make small talk together and stop whenthe business discussion begins:

Host: Shall we get down to business?Visitor: As you know, I’m here because ....


Introductions

P H O T O C O P I A B L E

1.1

©


A

B

C

D

E

1 May I take your coat? Please, have a seat.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Would you like a drink?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 White or black?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

4 Did you have any problems getting here?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

5 So, how was the weather in ... (Sao Paulo)?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

6 Is this your first visit to ... (France)?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

7 How long are you here for?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

8 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Oh, thanks.

Worksheet

AIM.To practise starting and ending a conversation withsomeone you know.



PROCEDURE.1 Say two or three of the opening lines from section A

of the worksheet to different students. Monitor thereplies to see whether they develop theconversation.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Study theexamples in class. Then refer to the task underneaththe examples and ask the students to cover thereplies with a piece of paper. Divide the class intopairs and appoint As and Bs. Ask the As to sayopening lines A1–8, and the Bs to invent a replythat develops the conversation in a friendly way (itis not a memory test). They can continue for a fewmore lines.They change roles and repeat when theyfinish. Start the activity and circulate.

3 Ask students to remove the piece of paper. As classfeedback, look at the replies on the worksheet andcompare with the students’own replies.

4 Refer to the instructions for section B. Set up theactivity: imagine that you are all colleagues and it is9:00 on Monday morning. Students will walkaround saying hello to each other, have shortconversations and then move on. Start the activity:join in yourself.

5 Explain to the students that you are now going topractice ending a conversation. Refer to section Cand ask students to cover the phrases a–k with apiece of paper. Divide the class into pairs and startthe activity: students predict and write down two orthree phrases. Take class feedback on theirsuggestions.

6 Ask students to take away the piece of paper. Askthe pairs to match phrases a–k with stages 1–11.

ANSWERS.a-1 b-10 c-4 d-2 e-3 f-9 g-6 h-5 i-11j-7 k-8

7 Tell the students that they are going to practise asimilar dialogue without using their notes. Dividethe class into new pairs and appoint hosts andvisitors. They change roles and repeat when theyfinish. Ask students to turn over their worksheets (it is not a memory test). Start the activity, circulateand make a note of good/bad language use.

8 (Optional) Ask the best pair/s to re-enact the role-play for the class.

9 Hold a short feedback slot.10 Now, or in the next class as recycling: Refer to the

instructions for section D. Set the scene: you are inan airport lounge and by chance meet a colleaguewho you know well. Each pair will start aconversation, make some small talk, and then end it.Divide the class into new pairs. Start the activity,circulate and make a note of good/bad language use.



1.2Hello and goodbye Teacher’s Notes


When you start a conversation try to reply in a way that develops the conversation.

1 How are you? © Fine thanks. And you? You’re looking well.2 Nice to see you again. © Nice to see you too. How are you?3 It’s been a long time, hasn’t it. © Yes, I think we last met two years ago in Manila.4 Nice weather today, isn’t it. © Yes, lovely. I hope it stays like this for the weekend.5 Terrible weather, isn’t it. © Yes, awful. I think it’s rained every day since I arrived.6 That’s a nice shirt/blouse. © Thanks. I bought it from Harrods.7 This coffee’s a bit weak. © Yes, it is, isn’t it. Not like the coffee you get in Italy.8 Did you get that report I sent you? © Yes, I did, thanks. It was very useful.

Now cover the replies with a piece of paper. Start conversations with a partner and continue naturallyfor a few lines.

It’s Monday morning. Walk around. Say hello to your colleagues.

A host and a visitor are having a drink in the bar after a successful business meeting. The visitoris flying back to Tokyo tomorrow. Study this model and write down two or three phrases youmight hear.

Visitor Host

Match phrases a–k below to the stages 1–11 above.

a Is that the time? I guess I should be going.b It’s been nice meeting you again. Have a good trip, and give my regards to your wife.c Really? What time do you get there?d Oh, so soon?e I’m afraid so, I’ve got a long day tomorrow – I’m flying back to Tokyo.f Well, I really must go now.g Well, thank you very much for coming. I think we had a very useful meeting.h Around six in the evening local time, and then I have to catch a train.i Thanks. I’ll do that. See you next month in Hamburg. Bye.j Yes, I agree, the meeting was very productive. And thanks very much for your help. I really appreciate it.k Not at all. It’s been a pleasure.

Work with a new partner. You are in an airport lounge. You see someone you know. Start and end a conversation.


Hello and goodbye


1.2

©


Worksheet

A

B

C

D

1 Start a ‘leaving’ dialogue3 Say why you must leave5 Give more information7 Thank the host for his/her help9 Make a second reference to leaving

11 Refer to the next meeting and say goodbye

2 Reply to the visitor4 Show interest in the visitor’s plans6 Make a final reference to business8 Reply – say it’s been a pleasure

10 Wish the visitor a good trip and send yourregards to someone

Macmillan Publishers Ltd 2002 10 This page may be photocopied for use in class

1.3Showing interest Teacher’s Notes



1.4Making a personal comment Teacher’s Notes



1.6Requests Teacher’s Notes



1.7Offering help Teacher’s Notes



1.8Saying yes Teacher’s Notes



1.9Saying no Teacher’s Notes



1.10Disagreeing Teacher’s Notes



1.11Describing food Teacher’s Notes



1.12In a restaurant 1 Teacher’s Notes


AIM.To practise talking about sports and hobbies, culturalinterests, holidays and home.



PROCEDURE.1 Write up on the board Your free time. Ask the group

how they spend their free time and write ideas onthe board.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Divide the class into pairs, start the activity and circulate. Take class feedback by writing additional questions on the board.

POSSIBLE ANSWERS.1 Do you like to cook? Is football popular in your

country?2 Do you ever go to the theatre/opera? What is the

traditional music from your country?3 What is your flat/house like? Are you married? Does

your husband/wife work?

3 Refer to the instructions for section B. Explain thatstudents should write notes about themselves,working individually. Start the activity and circulate,helping with vocabulary.

4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s and then findout about their new partner/s.



1.13Your free time and home Teacher’s Notes


Look at the example questions, then write one more for each group.

1 Sports and hobbies

So, what do you do in your free time? Are you interested in sport?

Do you collect anything? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Cultural interests and holidays

What sort of music/films do you like? Do you read books about management?

Where do you go for your holidays? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Home

So, where do you live? Do you live in a house or a flat?

Do you live in the centre or the suburbs? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Make some notes about yourself. Use the ideas below and add more ideas of your own.

1 Sports and hobbies

I play a little –––––––––––––––––––––––––––––––––––––––

I used to play ––––––––––––––––––––––––––––––––––––––– but now –––––––––––––––––––––––––––––––––––––––

I like to go ––––––––––––––––––––––––––––––––––––––– (+ verb with -ing)

I collect –––––––––––––––––––––––––––––––––––––––

2 Cultural interests and holidays

(books) I like –––––––––––––––––––––––––––––––––––––––

(music) I like –––––––––––––––––––––––––––––––––––––––

(films) I like –––––––––––––––––––––––––––––––––––––––

(magazines) I read –––––––––––––––––––––––––––––––––––––––

(holidays) On my last holiday I went to –––––––––––––––––––––––––––––––––––––––

3 Home

I live near –––––––––––––––––––––––––––––––––––––––

I was born in –––––––––––––––––––––––––––––––––––––––

I’m married with two children. Their names are –––––––––––––––––––––––––––––––––––––––

My husband/wife/partner –––––––––––––––––––––––––––––––––––––––

I’m single at the moment./I’m divorced.

Use the questions in section A to find out about other people.


Your free time and home


1.13

©


Worksheet

A

B

C

AIM.To practise talking about regions and cities, people andculture, local products.



PROCEDURE.1 Write up on the board the word stereotypeand elicit

the meaning (a fixed idea or image that people haveof something, but which is often not true). Ask thestudents if they can think of any examples ofnational stereotypes. Prompt by giving nationalitiesother than those represented in the group (this willbe covered in section A of the worksheet). Ask whatthe stereotype of that nationality is, whether thestudents agree with it etc.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to thequestions and develop a class discussion. Studentsare usually very keen to discuss this topic providedthat they first have a chance to confirm, deny orclarify their own stereotype before other studentscomment.


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Start theactivity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.14Your country and city Teacher’s Notes



What is the stereotype of your country that other people have? Is there any truth in it?Are there regional differences in people’s characteristics?

Make some notes about your own country and city. Use the ideas below and add moreideas of your own.

1 Country: regions, weather etc.

The north/south/interior is different to the rest of the country because –––––––––––––––––––––––––––––––––––––––

By the coast –––––––––––––––––––––––––––––––––––––––

In the summer/winter the weather is –––––––––––––––––––––––––––––––––––––––

If you want to come for a holiday, the best time is –––––––––––––––––––––––––––––––––––––––

2 City: description

I live in the capital city/a small town/a large port –––––––––––––––––––––––––––––––––––––––

Most tourists who come like to see –––––––––––––––––––––––––––––––––––––––

Personally, I would recommend visiting –––––––––––––––––––––––––––––––––––––––

All over the city there are a lot of very traditional –––––––––––––––––––––––––––––––––––––––

The most modern area of the city is –––––––––––––––––––––––––––––––––––––––

They have plans to –––––––––––––––––––––––––––––––––––––––

3 City: culture

We have a lot of good music/theatre/opera. For example, –––––––––––––––––––––––––––––––––––––––

My favourite museum is the –––––––––––––––––––––––––––––––––––––––It’s got a good collection of

–––––––––––––––––––––––––––––––––––––––

Every year there’s a festival to celebrate –––––––––––––––––––––––––––––––––––––––

4 City: people

Most people live in the centre/suburbs in houses/flats.

It can take ––––––––––––––––––––––––––––––––––––––– hours to get to work.

At the weekends people often –––––––––––––––––––––––––––––––––––––––

In the summer people usually –––––––––––––––––––––––––––––––––––––––

Young people –––––––––––––––––––––––––––––––––––––––

Old people –––––––––––––––––––––––––––––––––––––––

5 Local products

If you want to buy something to take back with you, I suggest –––––––––––––––––––––––––––––––––––––––

Talk together in small groups about your countries and cities.

Your country and city1.14 Business Builder

Teacher Resource Series

Worksheet

A

B

C Macmillan Publishers Ltd 2002 33 This page may be photocopied for use in class

AIM.To practise answering interview questions relating toexperience of teamwork, negotiation, planning anddecision-making.



PROCEDURE.1 Write up on the board Mini-interview: your

management abilities. Tell the students that largecompanies often send out a questionnaire aboutmanagement abilities when they call candidates forinterview. The candidate fills in the questionnaireand sends it off before the interview. In theinterview the candidate’s responses are discussed.Ask the students what sort of areas they think arecovered (see worksheet), and how the candidatesshould reply (most such questionnaires emphasizethat they only want real examples, not a general ortheoretical reply).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask students to work individually atfirst: they make notes for any areas that they want totalk about. Circulate and help with vocabulary.

3 Divide the class into pairs. Explain to the studentsthat they should discuss how they will answer thequestions, but it is not a formal interview yet (thiscomes in section B). Start the activity, circulate andmake a note of good/bad language use.

4 Hold a short feedback slot.5 Refer to the instructions for section B. Divide the

class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Allow time for theinterviewer to check which areas are going to bediscussed. Set a time limit for each interview. Startthe activity, circulate and make a note of good/badlanguage use.

6 As each group finishes, rotate the interviewee andlet the new interviewer/s look briefly at the areas tobe discussed. Continue to circulate and make a noteof good/bad language use.


3.7Mini-interview: your management abilities Teacher’s Notes



Prepare for a mini-interview. Decide which of the following areas you want to talk about and makesome notes, using examples from your own experience. Then work with a partner to discuss how youwould answer each question.

1 Team workGive an example of when you were part of a team. What was the occasion? What were theobjectives? What was your contribution? How did you encourage other team members?

2 Persuasion and negotiationGive an example of when you attempted to persuade other people. What was the occasion? What preparation did you do? What actions did you take? What was the result?

3 Planning and objectivesGive an example of when you created a plan to meet specific objectives. What did you have to plan?What preparations did you make? How did you check progress? Was there a deadline? Did you achieve your objectives by the deadline?

4 Decision-makingGive an example of a situation where you made a complex decision. What was the situation? What information did you use? Why did you choose this information? What did you consider beforemaking your final decision? What was your final decision? What were the advantages anddisadvantages of this decision?

5 Development of othersGive an example of a situation where you encouraged other people. How did you know they werenot performing effectively? What did you do? Why did you do this? What was the result?

Work with a new partner and have a formal mini-interview.

Interviewee Before you start, tell your interviewer which areas you have prepared.

Interviewer Use the questions above. Listen carefully and ask follow-up questions.

Mini-interview: your management abilities3.7 Business Builder


Worksheet

A

B


AIM.To practise talking about a real problem situation and itssolution in an interview to show evidence of abilitiesand personal qualities.



PROCEDURE.1 Write up on the board Mini-interview: using a case-

study. Elicit the meaning of ‘case-study’ (a detailedaccount of the development of a particular situationover a period of time). Tell the students that in aninterview it is common for some time to be spent onone particular recent real-life problem that thecandidate has recently dealt with. Ask the studentswhy (it helps the interviewer to get an idea of theabilities and personal qualities of the candidate).Note that even if the interviewer does not ask fordetails of one particular case, the interviewee willbe able to introduce it as an example on variousoccasions.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Ask students to work individually atfirst: they make notes for each point. Circulate andhelp with vocabulary.

3 Divide the class into pairs. Explain to the studentsthat they should discuss how they will answer thequestions, but it is not a formal interview yet (thiscomes in section B). Start the activity, circulate andmake a note of good/bad language use.

4 Hold a short feedback slot.5 Refer to the instructions for section B. Divide the

class into new pairs (or threes – two interviewersworks well) and appoint the interviewer andinterviewee in each pair. They change roles andrepeat when they finish. Explain that theinterviewee should respond in a natural way withoutusing their notes (it is not a memory test of thepreparation in section A). Set a time limit for eachinterview. Start the activity, circulate and make anote of good/bad language use.

6 As each group finishes, rotate the interviewee.Continue to circulate and make a note of good/badlanguage use.


3.8Mini-interview: using a case-study Teacher’s Notes



Prepare for a mini-interview by making notes on the following points. Then work with a partner todiscuss how you would answer each question.

1 Choose one specific problem you have faced in your job and explain it briefly.

2 What was the solution?

3 Which professional and personal skills did you use to help solve this problem?

4 How did your company benefit? (Try to give figures if possible).

5 Re-examine your own role in the process. What exactly did you contribute?

Work with a new partner and have a formal mini-interview.

Interviewee Talk about the problem situation you have prepared.

Interviewer Use the questions above. Listen carefully and ask follow-up questions.

Mini-interview: using a case-study3.8 Business Builder


Worksheet

A

B


PART 2

Study the stages of a presentation 1–7. Then fill in the gaps with words from the box below.

1 Start with something to get attention: a surprising fact; a reference to ‘here and now’; a question; ahumorous quote/story; audience participation; a visual aid. –––––––––––––––––––––––––––––––––––––––––––––––

2 a) Say a few words about yourself b) Tell the audience the structure of your talk c) Tell the audiencehow they will benefit from your presentation. –––––––––––––––––––––––––––––––––––––––––––––––

3 Present a small number of main points – a maximum of four. –––––––––––––––––––––––––––––––––––––––––––––––

4 Connect each point to the needs/interests of your audience. For example, show the audience howthey will benefit or ask them a question. –––––––––––––––––––––––––––––––––––––––––––––––

5 Give examples to make your points clear. –––––––––––––––––––––––––––––––––––––––––––––––

6 Summarize the main points again. Mention the key benefits – how audience members can apply theinformation in your talk to their specific situation. –––––––––––––––––––––––––––––––––––––––––––––––

7 Finish with impact: a link back to your opening Bang!; a dramatic statement which sums up yourmessage; an unusual visual aid; a strong Thank you for your attention; a call to action (somethingyou want the audience to do). –––––––––––––––––––––––––––––––––––––––––––––––

The first letters of the answers you wrote in Section A spell ‘BOMBER B’. Remember this phrase – itwill help you to plan your presentations. Match each extract below with a stage of BOMBER B.

1 By the end of my talk you will be able to decide if you need to …, and if so what are the different options. Opening (c)––––––––––––––––––––––––––––––––––––––

2 OK, let’s stop there. I’d like to finish by thanking you all for your attention. I’m now going to distribute this brochure …. As you can see from the title, the message I want to leave you with today is: ‘Let’s grow – together.’ ––––––––––––––––––––––––––––––––––––––

3 Well, good morning everyone. I hope you all found somewhere to park your car this morning. They say the roadworks will be finished shortly, but they’ve been saying that for the past six months! OK, today I’m going to talk to you about a new product to help people to give up smoking. Did you know that every day 1,000 people die from smoking-related diseases? That’s the same as two jumbo jets crashing every day. ––––––––––––––––––––––––––––––––––––––

4 I’d like to turn to the question of …. How many of your clients put this as their number one priority? ––––––––––––––––––––––––––––––––––––––

5 Right, I think that covers everything. So, before I finish, let me just summarize my main points again. I’ve talked about …, I also described …, and I explained …. In short, I’ve tried to show you how … ––––––––––––––––––––––––––––––––––––––

6 My name is … and I’m a Senior Partner here at Morris Brothers. During my presentation I’ll be talking about three main areas. First, I’ll tell you a little about …, second …, and third why we believe we can offer …. If anyone has any questions, please feel free to interrupt. ––––––––––––––––––––––––––––––––––––––


An introduction to presentations


7.1a

©


A

B

Worksheet

Examples Recap Bang! Bang! Bridge Message Opening

AIM.To discuss presentation structure and techniques andconsider two alternative openings.


PREPARATION.Make one copy of the worksheet (two pages) for eachstudent in the class.

PROCEDURE.1 Write up on the board the heading Presentation

structure, and underneath the seven words in thebox from section A in random order. Elicit themeaning of each one in the context of presentations(Bang! = something that makes people payattention; Recap = recapitulate/review/summarize;Bridge = a connection between the presentation andthe needs of the audience). Write the numbers 1 to 7at the bottom of the board, divide the class intopairs, and ask students to decide what is a typicalorder for the different stages. Take class feedback,focussing on the range of possibilities rather thanany single correct answer (section A of theworksheet will provide a possible sequence).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Divide the class into pairs, start theactivity and circulate.

ANSWERS.1 Bang! 2 Opening 3 Message 4 Bridge5 Examples 6 Recap 7 Bang!

3 Refer to the instructions for section B. Divide theclass into pairs, start the activity and circulate.

ANSWERS.1 Opening (c) 2 Final Bang! 3 First Bang!4 Bridge (or Message) 5 Recap6 Opening (a and b)


7.1aAn introduction to presentations Teacher’s Notes


4 Refer to the instructions for section C. First ask thestudents to read the two alternatives silently, thenchoose two students to read the openings aloud.Elicit the basic difference between the openings(Opening 1 is more traditional and formal, perhapsmore European. Opening 2 is more spontaneous andinformal, perhaps more American). Develop a classdiscussion on the three points at the end of thesection.

POSSIBLE ANSWERS.1 Opening 1: advantages and disadvantages

✓ It is safer for a non-native speaker because it isclear and simple

✓ It relies less on personality✓ It guarantees that all the important points will

be covered✓ It makes the structure clear at the beginning✓ It tells the audience when to ask questions✗ It might be boring✗ It might tell the audience what they already know

2 Opening 2: advantages and disadvantages✓ It is lively and involves the audience immediately✓ It is flexible: the speaker can find out and deal

with what the audience is interested in✓ It uses visual humor and simple transparencies

that make an impact✗ It is risky for non-native speakers✗ It relies on a strong, extrovert personality✗ The speaker might lose direction or miss

important points3 Opening 1 might be better in-company; where the

context is more formal; and when doing factual,non-sales presentations. Opening 2 might be betterwhere the context is more informal and for salespresentations.

5 Refer to section Dand develop a class discussionon the eight points.

POSSIBLE ANSWERS.1 Reading word for word is boring. It is difficult to

maintain contact with the audience. You cannotsee people’s reactions. The alternatives are to writedown main points only (e.g. on cards) or use yourtransparencies as your guide.

2 An amazing fact, a provocative opinion, ahumorous story, a quote, audience participation, avisual aid. ‘Here and now’ references work well:the coffee, the room, the weather, something inthe comments of the person who introduced you,something that happened the last time you werehere etc.

3 A good technique is: Pause, breathe slowly anddeeply, look around the audience, smile.

4 Yes. It is easier to absorb the main points if you aretold the overall structure first. Also it shows that thespeaker is in control and has practised the talk.

5 Yes. It reinforces the message.6 Questions during the presentation:

– more spontaneous and lively – allow you to respond to the interests of the

group.– a danger of losing direction or missing points .Questions at the end: – better for large groups– better when the content is factual and needs to

be covered comprehensively. – a danger that you may tell the audience what

they already know.7 Typical aids include transparencies on the OHP

(overhead projector), flipchart, slides, computer-generated presentations using a projector andremote mouse/laser pointer.

8 Develop a class discussion.

6 (Option) At this point you may want students togive a very short presentation (5 mins.) to break theice. Explain that they will have a chance to practiselonger presentations related to their work later inthe course. Write on the board some possible topics:– Why you should visit my city/country– A comparison of two cultures/companies I know– My hobby– Own choice

Allow two minutes only for preparation, and askstudents to simply write down two or three mainpoints and look again at BOMBER B. Ask studentsto give their presentations, and encourage a fewquestions at the end of each one. Make a note ofgood/bad language use. Hold a short feedback slot.

CULTURAL HINTS.Ä In America the presenter usually has a more informal

style and gives a ‘hard sell’. Modern audiovisual aidsare used and the aim is maximum impact. Theaudience may ask questions or interrupt whilesomeone is speaking.

Ä In Britain the presenter often has a more formal styleand uses humour and an appeal to tradition. Germanslike a presentation with technical details about theproduct and no jokes. The French like a formal, logicalapproach mixed with imagination.

Ä In Latin America and southern Europe presentationsare lively and eloquent. The opening includesappreciation of hospitality. Comments are directed tothe senior person. Much use is made of hands andbody language to emphasize a point. Audiencemembers may want a more personal ‘extra’ talkafterwards.

Ä In Japan and south-east Asia the audience likes factsand data rather than abstract concepts. The openingis formal and includes appreciation of hospitality.Comments are directed to everyone. The Japanese askrepeated questions to check understanding.


7.1bAn introduction to presentations Teacher’s Notes


Read these alternative openings for a presentation on renting office space. Notice that the content ofthe two openings is basically the same.

Opening 1Good morning, ladies and gentlemen. First of all, I’d like to thank you for inviting me here to speak toyou today, and I hope that after that excellent coffee no one will fall asleep during my presentation!Well, let me introduce myself – my name is Carlos Pinto and I am the Sales Director of Centre-SpaceProperties.My objective here today is to help you to find the right office for your business. During my talk I’ll belooking at four areas. (looks briefly at notes) I’ll begin by introducing our company, then I’ll show yousome slides of office space that we have available in this city. After that I’ll move on to describe ouroptional service package, which includes security and secretarial services. Finally, I’ll deal with thequestion of price. My presentation will take around 20 minutes, and if you have any questions I’ll bepleased to answer them at the end.OK. (puts up transparency showing an organigram of the company) Let’s start by looking at who we areand how the company has developed over the last 10 years.

Opening 2I bet you’re sick of looking for office space, right? Are you feeling like this? (shows transparency of aconfused businessman in a small room with a big question mark over his head) Who feels like that?(looks around room, everyone laughs) Wouldn’t you prefer to feel like this? (shows transparency of arelaxed executive in a large office with plants and a line of clients in the background)You all know the importance of location for business success. Well, we can help you. (showstransparency with a few words in large print) My company is called Centre-Space Properties. Our successover 10 years has been built on a simple philosophy. We offer our clients: (pointing to words) choice; anoptional service package for your complete business needs; and the right price.Right, I’d like to begin with a question: do you know which area in this city has the highest rent costs persquare metre? (looks round, waiting for answer)

Discuss:

1 What are the advantages and disadvantages of opening 1?2 What are the advantages and disadvantages of opening 2?3 Can you think of situations where each would be appropriate?

Discuss these points:

1 What is the problem with reading a presentation word for word? What alternatives are there?2 How can you ‘break the ice’ at the beginning of a presentation?3 What techniques can the presenter use to relax if he/she starts to feel nervous?4 Is it a good idea to tell the audience at the beginning what you will talk about and for how long?5 Is it a good idea to summarize the main points again at the end?6 Some people prefer to answer questions during their presentation, others at the end. What are the

advantages and disadvantages of both methods?7 What kind of audio-visual aids do you use in your presentations?8 Can you give any other advice on how to give a successful presentation?


An introduction to presentations


7.1b

©


Worksheet

C

D

4.1Giving and asking for opinions Teacher’s Notes



4.2aDeveloping an argument Teacher’s Notes



4.2bDeveloping an argument Teacher’s Notes



4.3Agreeing and disagreeing Teacher’s Notes



4.4Developing a complex argument Teacher’s Notes



Study this extract from a talk about tourism. Are any of the problems the same for your country?

Well, in this country we are facing two main problems: firstly the fact that our tourism industry is basedon just one main product, that is to say ‘sun and sand’ type holidays, and secondly the fact that thetourists who come here don’t spend very much money. It’s true that our economy has benefited fromtourism, but on the other hand I’m sure you’ll agree that we’ve had too much poor quality constructionand too little attention to planning. We must learn from these mistakes, otherwise we will destroy ourfew remaining natural areas.

As regards the problem of low spending by our visitors, the only solution is to improve the product weoffer. Unless we do this, we won’t survive in the future. Other countries now offer beach holidays atcheaper prices than ours. So we have to look for new markets, both in terms of the type of customer weattract and the geographical regions they visit.

As far as developing new regions is concerned, we need to support tourism in the interior of the country,particularly ‘cultural tourism’. To start with, we urgently need to restore many old churches, castles andother historic buildings, and then we also need to market the attractions of these rural areas moreactively.

On the whole I’m reasonably optimistic about the future of our industry, but it’s going to become moreand more important to pay attention to customer service. In particular we must give more training toemployees in the hotel and restaurant sectors.

Complete the table with the underlined phrases from section A. Remember that most phrases havetwo parts.

Listing more than one point For one thing, ... and for another, ...

1 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

2 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

Giving both sides In general ..., although ...of an argument

3 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

4 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

Saying what will happen If we ..., it’ll probably mean that ...in certain circumstances

5 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

6 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

Introducing another point In relation to ...

7 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

8 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––---––––––––––––––––––––––––––

Write the script for a short talk on the future of the tourist industry in your city or country. Usephrases from section B. Then work in small groups: read out your scripts and develop a discussion.

Developing a complex argument4.4 Business Builder


Worksheet

A

B

C


4.5Making suggestions Teacher’s Notes



4.6Checking understanding Teacher’s Notes



4.7Diplomatic language Teacher’s Notes



4.8Chairing: opening the meeting Teacher’s Notes



4.9aChairing: managing the discussion Teacher’s Notes



4.9bChairing: managing the discussion Teacher’s Notes



4.11Problems, problems Teacher’s Notes


AIM.To practise solving everyday problems through makingsuggestions, agreeing and disagreeing.


PREPARATION.Make one copy of the worksheet for each student in theclass.Prepare 10 pieces of paper numbered 1–10. You willneed one set of numbers for each group of students atstage 3.

PROCEDURE.1 Read out a few of the ‘problems’from the

worksheet and get initial reactions, suggestions andhumorous comments from the students. Establish alight-hearted atmosphere where all suggestions areinteresting and valid, no matter how crazy. Write upon the board the headings Making suggestions,Agreeingand Disagreeingand elicit a few phrasesfor each.

2 Give out a copy of the worksheet to every studentand refer to the instructions and phrases. Then referto the ten ‘problems’and allow time for the studentsto read through. Remind the students that they caninvent details and personalize the problems.

3 Divide the class into small groups. Explain that it isan informal discussion, not a formal meeting, sochairing will not be necessary. However the personwho leads the discussion should take responsibilityfor trying to clarify any suggestions that are unclear.Place the 10 pieces of paper face down in themiddle of each group. Ask students to take turnspicking a number. Start the activity, circulate andmake a note of good/bad language use. (Note: Thisactivity always works better if students are forcedinto choosing a number randomly.)




Problems, problems


4.11

©


Worksheet

Form small groups to have a discussion. Follow this sequence:

1 One person choose a problem from the list and explain it in your own words to the others.2 Everyone think of possible solutions to the problem. Choose the best solution.3 Repeat for the other people in the group.

Making suggestionsHow about ... (+ -ing)?Why not ... ?It’s just an idea, but why don’t you ...?Have you ever thought of ... (+ -ing)I know, maybe you could ...

Agreeing DisagreeingThat sounds like a good idea. I’m not sure about that because ...That might be worth trying. Don’t you think a better alternative Yes, I think that would work really well would be ... ?

because... I’m afraid I don’t really like that idea.

1 You’ve been feeling very tired recently, although at bedtime you can’t get to sleep. You seemto have little energy for doing anything at the moment.

2 You have a debt of $3000 on your VISA card. You don’t have much cash at the moment.3 You feel that you are a little overweight. You have tried dieting and exercise many times but

each time you give up after a few weeks.4 Your son has recently been caught trying to break into a car and steal the radio. You can’t

understand it as he is normally so well-behaved. He refuses to talk about it.5 A friend of yours has just lost her job at the age of 50 due to reorganization in her company.

She was a Marketing Manager, and was successful in her work. She has applied for many jobsbut never even gets an answer.

6 You have invited your boss for dinner at your house tonight and have prepared a beautifulmeat dish. Suddenly you remember that your boss is vegetarian. He/She is due to arrive in 45minutes. What dish can you prepare to impress him/her?

7 You’ve got to buy a present for your retired aunt. You don’t have much money or much timeto go looking.

8 Your mother-in-law lives in the same block. She often visits and usually finds something tocriticize.

9 Your job is boring, badly paid and you don’t really like your colleagues. Unfortunately new jobsare hard to find these days.

10 You want to improve your English but you have very little time and it is impossible to attendregular classes.

4.12What makes a good chairperson? Teacher’s Notes


AIM.To practise chairing and participating in meetings in thecontext of a meeting about how to chair meetings.


PREPARATION.Make one copy of the worksheet for each student in theclass.

PROCEDURE.1 Write up on the board the worksheet title and use it

as the basis for a short class discussion. Elicit andwrite up various functions of the chairperson and aphrase to go with each one. For example:Explaining the objectives of the meeting: Thepurpose of this meeting is to ... Asking for opinions: What’s your view on this, X?Asking for clarification: I’m sorry, I don’tunderstand. Can you explain that again?Summarizing: So, ...Letting one person speak: One at a time, please.First X, then Y.Taking control of the discussion: Right.Checking agreement: Good. Does everyone agree?Changing to a new topic: Can we move on to ... ?Leave these phrases on the board for the students torefer to in the meeting in section B.

2 Give out a copy of the worksheet to every studentand ask them to look at section A in the box. Readout situation 1 and the three possible responses asan example, and remind students to number theirfirst and second choice response. Then allow timefor the students to complete the task by reading theother situations and numbering their chosenresponses. Circulate, helping with vocabulary, whilethe students work individually.

3 Refer to the instructions for section B. Explain thatthe role of chair will rotate to allow several studentsto practise being chairperson. Appoint the chair forsituations 3/4 and 5/6 before you begin and remindstudents that there are some phrases on the board tohelp them when they are in the chair. Finally,explain that you are ‘invisible’and they should dealwith anything that happens in the meeting on theirown, as they would in real life. You mightoccasionally supply a word but apart from that theyshould ignore you. Start the activity, sit away fromthe students, and make a note of good/bad languageuse.



This role-play is particularly suitable as the very first meetings role-play on a course.

Using the role-play with different numbers ofstudents

7+ students: Divide the class into more than onegroup. Hold simultaneous meetings.

2–6 students:Follow the instructions above.1:1 lesson: Follow stages 1 and 2 above as normal.

Then give the student a few minutesworking alone to read section A andnumber their first and second choices.Refer to section B and ask them tointroduce the meeting as chairpersonand continue in the chair for all sixitems. Come in yourself as anotherparticipant. Record the discussion ontocassette for later feedback andreformulation.

1 You are expecting ten participants for a 9.00 am meeting. It is 9.02 and only eight people arepresent. The two missing people are not key participants. No one told you of any plans to be late.

a Begin the meeting with those present.b Call the two people on their mobile phones to see if they are coming.c Wait another few minutes and then begin.

2 The meeting has been running for 25 minutes. Some participants have not spoken, although theyappear to be interested and attentive.

a Do nothing at the moment, but continue to monitor the situation.b Ask one of the non-contributors for an opinion or reaction.c Ask the non-contributors in a friendly way why they are not speaking.

3 As chairperson, you have introduced a topic. However, no-one wants to begin the discussion.

a Ask a general question to the group.b Ask a general question to one person.c Ask an easy, specific question to one person.

4 The meeting has been running for 45 minutes and half the agenda items have been covered. Younotice, through non-verbal behaviour, that the interest level of the group is falling.

a Say you will shorten the meeting, then finish the current item and close the meeting.b Suggest a five-minute break.c Speak more loudly and in a more lively way.

5 One participant starts talking for a long time about a topic that is not on the agenda.

a Say in a friendly way I feel this is a bit of a side-track, then refocus the discussion.b Thank the participant and suggest you discuss the topic at the next meeting.c Thank the participant and suggest you discuss the topic at the end of the meeting if

there is time.

6 Two people, sitting together, keep whispering to each other. It has been going on for some time.

a Ask them to share their discussion with the group.b Ask one of them a specific question to refocus their attention.c Pause at an appropriate point while you are talking and look at them. Wait until they stop.


What makes a good chairperson?


4.12

©


Worksheet

Work individually. Imagine you are the chairperson in each situation below. What would yourresponse be? Number your first and second choice each time.

Have a meeting to reach a group decision on the best and second best response for each situation.Change the role of chairperson after every two items:And now I’m going to hand over the chair to ...

A

B

AIM.To practise talking about the political and economicsituation and the state of the market.

TIME.40-50 minutes


PROCEDURE.1 Write up on the board the phrase Current Affairs

and elicit the meaning (events of politicalimportance happening in the world at the presenttime). Ask the students whether they talk aboutcurrent affairs and politics with foreign visitors,when it is acceptable etc.(Despite its apparent sensitivity business people dotalk about these topics in a general way because‘stability’ is one of the things that investors are mostinterested in.)

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. Explain that they will use the questionsto interview other people later. Take class feedbackby writing additional questions on the board.

POSSIBLE ANSWERS.1 What policy does your government have for

privatization/interest rates/regional trade etc. ?What sort of Government do you have?

2 What are the main economic problems in yourcountry at the moment?Are houses expensive?Does your country have a nuclear power industry?

3 What new opportunities do you have to expandyour market?What are the threats that your company faces?Do you have an international market?


4 Refer to the instructions for section C. Divide theclass into groups of two or three students. Remindstudents to listen carefully, to use the questions insection A and to use other questions as well. Startthe activity, circulate and make a note of good/badlanguage use.

5 (Option) Ask the pairs/threes from the previousactivity to regroup. The new groups start by talkinga little about their previous partner/s, and then findout about their new partner/s.


1.15Current affairs and the economy Teacher’s Notes



Look at the questions, then write one more for each group.

1 PoliticsI’m a bit out of touch. What’s been happening in your country?What do you think about the health care/education/unemployment policy in your country?I’ve been reading a lot in the newspapers about –––––––––––––––––––––––––––––––––––––– . Can you tell me somethingabout that?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 EconomySo what are your main industries?Do you have a problem with inflation?What’s the unemployment situation at the moment?How is your Stock Market doing?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 MarketWhat are the main factors that affect your market?What’s happening in your market at the moment?How is your company doing?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Make some notes about your own country and market. Use the ideas below and add more ideas ofyour own.

1 Politics

We have a ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––government at the moment. They are trying to

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Public opinion changed when –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– These days people are worried about –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– In the future, ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Economy

Older industries like ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––are being replaced by new areas like

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We have a strong ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––industry, although it will have problems inthe next few years because of –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Inflation –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Unemployment –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Your own market

We’re in a difficult market situation because –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re responding to the competition by –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– We’re changing our product range and we’re moving more into –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Use the questions in section A to find out about other people.

Current affairs and the economy1.15 Business Builder


Worksheet

A

B

C Macmillan Publishers Ltd 2002 35 This page may be photocopied for use in class

4.13World leaders Teacher’s Notes


AIM.To practise chairing and participating in meetings in thecontext of a meeting about allocating a budget andplanning a sightseeing itinerary.



PROCEDURE.1 Read out from the worksheet the first paragraph in

the box. Let the students react and elicit a few waysthat they might prepare the room (e.g. see list onworksheet) and some suggestions for places to visit.

2 (Option) Consider whether you need to re-elicit anylanguage that you have recently worked on in class.Consider also whether you need to re-elicit anylanguage for the chairperson (see stage 1 ofTeachers Notes for worksheet 4.12). Leave thesephrases on the board for the students to refer to inthe meeting.

3 Give out a copy of the worksheet to every student.Read the information in the box again and refer tosection A and the spending options and scheduleunderneath the box. Indicate the item ‘Gift’wherethe students can think of an idea (perhaps somethingwith the Language School logo?). Explain thatduring the preparation the pairs don’t need to makeany definite decisions. Allow 10 minutes for thepreparation. Divide the class into pairs and circulate,helping with vocabulary.

4 Refer to section Band the agenda at the bottom ofthe worksheet. Appoint a chairperson for themeeting. If necessary, explain that you are‘invisible’ and they should deal with anything thathappens in the meeting on their own, as they wouldin real life. You might occasionally supply a wordbut apart from that they should ignore you. Start theactivity, sit away from the students, and make a noteof good/bad language use.



Using the role-play with different numbers ofstudents

7+ students: Divide the class into more than onegroup. Split pairs who worked togetherat the preparation stage. Holdsimultaneous meetings.

2–6 students:Follow the instructions above.1:1 lesson: Follow stages 1 and 2 above as normal.

Then give the student a few minutesworking alone to read the worksheetand prepare some ideas for the budgetand programme. Refer to the agendaand ask them to introduce the meetingas chairperson and go through theagenda. Come in yourself as anotherparticipant. Record the discussion ontocassette for later feedback andreformulation.

Preparing the room Cost Total per item

1 Security review and report by specialist firm 800

2 Hire of notebook PC with Internet access (per computer) 200

3 Hire of printer, scanner, fax and photocopier 400

4 Translator (per language – only bilingual translators available) 400

5 Executive secretary to take notes of the meeting 400

6 Coffee, sandwiches, biscuits 300

7 Redecoration, flowers on the table, pictures on the walls 600

8 Hire of temporary air-conditioning unit 200

9 Flip chart & marker pens; place cards 200

10 Gift ( __________________________________________) ?

Schedule for sightseeing on Sunday

9.30 - 1.00 Visit to one or two historic buildings/places of interest1.00 - 3.00 Lunch3.00 - 5.30 Further visit8.00 Cultural event (theatre, opera etc.)

Agenda for the meeting

1 Chairperson’s opening comments2 Decision on how to spend the $4000 budget3 Decision on the programme for Sunday


World leaders


4.13

©


Worksheet

Next month the Presidents/Prime Ministers of America, Russia, China, Japan, Germany, France, the UKand the country where you are now are coming to this room to have a secret meeting about a majorinternational crisis. The meeting will be on a Saturday and will last from 9.00am until 4.00pm. OnSunday these leaders will go on a sightseeing tour of the city where you are now with theirwives/husbands. You are the organizers of the weekend. You have a budget of $4000 to spend onpreparing the room, and you must also plan the sightseeing day.

Work with a partner to prepare for the meeting. Study the options below for how to spend the$4000. Then study the schedule for the sightseeing day and think of ideas for the visits.

Form a group, choose a chairperson and have a meeting.

A

B

AIM.To practise a series of typical hotel interactions such astelephone booking, checking in and out andcomplaining.



PROCEDURE.1 Write up on the board the word Hotel and the

headings Good serviceand Bad service. Elicit anddiscuss real examples of each from the students’own experience.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions and questions. Explain to the studentsthat pairs will work together to invent the details ofan imaginary hotel by answering all the questions.Divide the class into pairs and start the activity.Circulate and help with vocabulary.

3 Divide the class into new pairs and explain that forthe remaining activities they will work with theirnew partner to do a series of hotel role-plays basedon guest and manager. Explain that the managersare managers of the hotel they created with theirprevious partner.

4 Refer to the instructions and role notes for sectionB. Appoint guests and managers. Ask the managersto write down on a piece of paper the name and cityof their hotel and give it to the guest. Elicit a fewphrases that the manager and guest can use at thestart of a telephone call and write them on theboard. Possible phrases are:Manager: Good morning, Hotel X, how can I help

you?Guest: Good morning, I’m calling to find out if you

have any rooms available for …Manager: Certainly Sir/Madam.Start the activity, circulate and make a note ofgood/bad language use.

5 (Option) Ask the best pair/s to re-enact the role-playfor the class.

6 Hold a short feedback slot.7 Refer to the instructions for section C. Read out the

role notes on the worksheet. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Manager: Good morning Sir/Madam. May I have

your name?Your room is on the second floor. Turn left whenyou come out of the lift.Here are your keys.

Guest: Is it possible to have an early morning call?Start the activity, circulate and make a note ofgood/bad language use.


9 Hold a short feedback slot.10 Refer to the instructions for section D. Read out the

role notes on the worksheet and ask guests to inventa problem of their own choice. Elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Hello? Is that reception? I’m having a

problem with …. It’s very inconvenient.Manager: Really? I’m very sorry about that. It’s

most unusual. I’ll deal with it immediately.Start the activity, circulate and make a note ofgood/bad language use.


12 Hold a short feedback slot.13 Refer to the instructions for section E. Read out the

role notes on the worksheet and elicit a few phrasesthat the manager and guest can use and write themon the board. Possible phrases are:Guest: Can I pay by credit card?

I wonder if I could leave a message for …Manager: Of course Sir/Madam, that’s no problem.

Have a safe journey.Start the activity, circulate and make a note ofgood/bad language use.



1.16At a hotel Teacher’s Notes



You are going to open a hotel. Use the questions to help you make plans.

Where is the hotel?What is the hotel’s name?What is its main selling point to attract customers?What is the cost per night of a single/double room?Will you have a restaurant? What kind of food will it serve?Which facilities will you offer? Choose from this list and add a few more of your own.

Work with a new partner. Decide who is the guest and who is the hotel manager.

Keep the same roles and partner. The guest has just arrived at the hotel.

Keep the same roles and partner. It is later the same evening.

Keep the same roles and partner. The guest is leaving the hotel.

At a hotel1.16 Business Builder


Worksheet

A

B

C

D

E

© fully equipped business centre

© 24-hour reception

© gymnasium and sauna

© free transport from the airport

©

©

Guest Make a telephone call to the hotel and askquestions about the availability of rooms,prices and facilities. Make a reservation.

Manager Answer the guest’s questions, askhim/her questions and write down theimportant details.

Guest Go to the reception desk and check in.Ask for an early morning call. Ask aboutbreakfast.

Manager Welcome your guest. Check thereservation. Tell the guest wherehis/her room is.

Guest You have a problem with the room. Call thereception desk and explain the problem.

Manager You are on duty at reception.

Guest Go to the reception desk and check out.You want to:■ pay by credit card■ book a taxi to the airport ■ leave a message for a colleague who is

arriving tomorrow.

Manager Check the guest out of the hotel.Be helpful. Wish the guest a good tripback.


AIM.To practise a series of interactions in a restaurant such aspreparing to order, explaining dishes, making ‘smalltalk’, leaving and paying.


PREPARATION.Make one copy of the worksheet for each student inthe class.Each table will need a simple menu (see stage 3). Ifstudents have done worksheet 1.11 the dishes in section Bcan be used, otherwise students think of their own dishesas indicated below. Alternatively, use a real menu, a menufrom a coursebook or a menu you have made. Be prepared to arrange the room like a restaurant at stage 3.Consider playing the role of the waiter yourself. You canmake language notes as you go round the tables, takeorders, ask students if they are enjoying their meal,handle complaints etc.

PROCEDURE.1 Write up on the board In a restaurantand ask

students how often they entertain visitors andclients, and what they talk about. Then write up the three stages of the meal referred to on theworksheet. For each stage, elicit and write up a fewphrases (see worksheet).

2 Give out a copy of the worksheet to every studentand refer to the instructions at the top. Appoint awaiter, unless you are going to be the waiteryourself.

3 Rearrange the room like a restaurant with smallgroups of students sitting around tables. Ask thestudents to prepare a menu for each table: each tabletakes one piece of blank paper and writes Starters,Main Courseand Dessert as sections. Then eachstudent on that table contributes one item to eachsection (they just write the name of the dish). Notethat every table will have a different menu. If astudent is acting as waiter, ask them to look at theirphrases at the bottom of the sheet while the otherstudents are doing the menu preparation. They canthink of a few more phrases.

4 Ask students to read through the points on theworksheet silently and to imagine what they will sayfor each one. Set a time limit of 2 minutes for this.

5 Explain to the students that you want them to have anatural conversation. They can leave the worksheeton the table to help them, but they don’t have tofollow the same points or use the same phrases. Seta time limit of 20 minutes. Ask the students to gooutside the classroom and wait in their groups forthe waiter to show them to their tables. Start theactivity, circulate and make a note of good/badlanguage use.


CULTURAL HINTS.Ä In America, northern Europe, Japan and south-east

Asia business may be discussed at lunch toward theend of the meal, if the host introduces it. At dinnerbusiness is almost never discussed.

Ä In Latin American countries, southern Europe and theMiddle East business is rarely discussed in a restaurant,even at lunch.

1.17In a restaurant 2 Teacher’s Notes



You are going to have a meal together in a restaurant. You will need a menu for each table. ■ Choose one person to be the waiter.■ Study the boxes below to see how your conversation might develop.■ Start the activity outside the room. The waiter will show you to your table.

In a restaurant 21.17 Business Builder


Worksheet

Preparing to order

© Look through the menu© Ask your colleagues about the dishes© Drinks© Call the waiter when you are ready to order

I’d recommend the ...It’s a type of ... It’s made with ...I think I’ll have the ..., please.

During the meal

© Talk about your city and country© Talk about your free time and interests© Talk about your home and family© Talk about the food

Enjoy your meal!How’s your …?Would you like some more wine?– Yes, please./No thanks, I’m fine.

End of the meal

© Start a ‘leaving’ dialogue© Ask for the bill – one person offer to pay© Refer to the future and say goodbye

Well, I must get back now.– Oh, so soon?Can we have the bill, please? Do you take

VISA? Can I have a receipt?Thank you for a very enjoyable evening.– Not at all, it was my pleasure.

Waiter

© Ask if the guests are ready to order© Take the order. Find out what they’d like to drink© During the meal check everything is satisfactory

Are you ready to order now?What would you like? ... And for you, Sir/Madam?Anything to drink?So, that’s ... (repeat the order)Is everything satisfactory? Can I get you anything else? (during the meal)


6.6Using notes to write a report Teacher’s Notes


AIM.To practise writing a report by organizing and expandinggiven information.

TIME.variable

PREPARATION.Make one copy of the worksheet for each student in theclass.Note that the worksheet is a stimulus for a homeworkactivity.

PROCEDURE.1 Give out a copy of the worksheet to every student

and refer to the instructions. Remind the studentsthat they should only choose one topic. Emphasizethat the notes are not in any order, and organizingthe information is a necessary step. Allow a fewminutes for the students to look at the two topics (itis not necessary to read the full notes in class). Askthem to write the report for homework and bring itto the next lesson. (Vocabulary note: layoff = thedismissal of a worker because there is not enoughwork. The word redundancyis also used in BritishEnglish.)

2 In the next lesson collect in the reports and correctthem.

3 (Option) Leave one of the reports uncorrected, andphotocopy one copy of this for each student. Choosea section and ask students to try to correct/improveit in pairs. In feedback listen to all the suggestionsfor reformulations and discuss with the class whichis the best. Consider both style and grammaticalaccuracy. Build up the reformulated version on theboard line by line.


1 You are the Human Resources Director of a retail bank which needs to cut a large number of jobs.Your report will be called Progress report on future layoffs.

• Management has promised no compulsory layoffs and has offered attractive packages for staffleaving voluntarily: pension protection, cash payments, retraining.

• Background: 1) strong competition; 2) customers prefer telephone and on-line services. Ourresponse to the problem: concentrate operations at a few Operation Centers (O.C.s).

• Union wants management to maintain a register of former staff. People from this register wouldbe contacted first to fill temporary posts. This is unacceptable to management.

• We will need to close 350 branches over the next five years. 10,000 layoffs will be needed(quarter of workforce).

• No agreement with Union on size of retraining budget. Union wants $6000 per employee. Wehave offered $4000.

• Staff morale very low in present situation. Should improve in long term – when the new O.C.sstart working.

• How much control do we have over retraining? Will leavers be free to go anywhere on anycourse? Some of the retraining could be done in-company at cheaper cost. Investigate andprepare report for next meeting.

2 You write a column for a financial newsletter that reports on investment opportunities. Finosa is animaginary French pharmaceuticals company. Your report will be called Finosa shares – a good time tobuy?

• Finosa has a new drug to treat narrowed arteries, called Vipax. At a recent presentation, Mr.Gerard Haberer, research and development director at Finosa said ‘For us Vipax is a veryimportant product. We expect to find a very big market for this product’.

• 53% of Finosa’s shares are owned by the Bergamot cosmetics group. Four weeks ago Bergamotannounced that they want to sell some of these shares. Since then, Finosa’s share price hasclimbed from 70 euros to 84 euros.

• The pharmaceuticals industry has been going through a period of consolidation, with a lot ofmergers and acquisitions.

• Mr. Phillipe Cottet, a pharmaceuticals analyst in Paris, wrote last week ‘The price of Finosa sharesalready includes the profit potential of their new products. Finosa are making very optimisticsales forecasts.’

• Finosa is the world’s 12th. largest pharmaceuticals company in terms of sales.• The medical journal ‘The Doctor’ said ‘The benefits of using Vipax are exaggerated. The high cost

of Vipax in comparison with existing treatments such as aspirin will restrict its sales.’• The Paris stock exchange is full of rumors that another French drugs group, Labsynth, is

interested in forming some sort of merger with Finosa. Labsynth have denied these rumours.

Using notes to write a report6.6 Business Builder


Worksheet

1 Choose one of the topics below.2 Study the notes carefully. They are not in any special order.3 Decide how to organize the information to make a report.4 Expand the ideas to write a short report. You are free to add your own ideas as well.


6.7Report: personal management skills Teacher’s Notes


AIM.To practise writing a report on the student’s own skillsin one of a range of management areas.

TIME.variable



and refer to the instructions. Remind the studentsthat they should only choose one topic. Allow a fewminutes for the students to look at the four topics (itis not necessary to read the full notes in class). Askthem to write the report for homework and bring itto the next lesson. (Vocabulary note: to assess= tothink carefully about a situation and make ajudgment about it.)




1 Your report will be called Assessing my personal skills: Communicating clearly

(Body language; Listening and asking questions; Using the phone; Using e-mail; Using the fax; Usingthe Internet; Reading efficiently; Taking notes; Writing letters; Writing reports; Writing proposals;Coaching staff; Giving feedback; Chairing meetings; Giving presentations; Using visual aids; Leadingtraining seminars; Selling products; Negotiating; Public relations)

2 Your report will be called Assessing my personal skills: Managing time

(Assessing work patterns; Time demands of different tasks; Planning and prioritizing; Use of a timeplanner; Managing your staff/colleagues/manager; Delegating effectively; Dealing with problems;Filing paperwork; Filing on the computer; Rethinking work space; Filtering material; Circulatingmaterial; Making and taking phone calls; Reading and writing; Using e-mail; Use of time in meetings;Travelling to work; Travelling as part of your job; Scheduling time off)

3 Your report will be called Assessing my personal skills: Motivating people

(Assessing motivation levels of your staff; Recognizing and balancing needs; Establishing basic needs:supervision/autonomy/security/status/working conditions/salary and benefits; Motivating through:advancement/responsibility/job interest/recognition/opportunities to achieve; Improvingcommunication; Dealing with staff problems and mistakes; Supporting staff; Encouraging initiative;Enriching jobs; Setting goals; Motivating groups; Leading a team; Delegating; Appraising effectively;Defining performance; Rewarding achievement; Celebrating success; Building careers)

4 Your report will be called Assessing my personal skills: Managing change

(Causes of change: technological/social/economic/activities of competitors; Rate of change; Reactivechange: responding to a crisis; Proactive change: anticipating and preparing for the future; Choosingareas for change; Consulting customers/employees; Clarifying objectives; Choosing a timescale;Identifying and allocating tasks; Making an action plan; Assigning responsibility; Using planningtools/checksheets/schedules; Developing commitment; Empowering people; Anticipating effects;Dealing with resistance; Minimizing negatives; Testing and checking plans; Monitoring progress;Maintaining momentum; Providing training; Consolidating change)

Report: personal management skills6.7 Business Builder


Worksheet

Choose one of the following four topics. The ideas in brackets will help you to start thinking about eachtopic, but only choose a few ideas that are relevant to you. Write a short report:• Introduce the topic in general.• Describe your own experience of the areas you have chosen. Give real examples and assess your own

performance.• Recommend some practical ideas for personal improvement.


6.8Report: the impact of information technology Teacher’s Notes


AIM.To practise writing a report on how informationtechnology affects either the student’s own business orsociety in general.

TIME.variable



and refer to the instructions. Remind the studentsthat they should only choose one topic. Allow a fewminutes for the students to look at the two topics (itis not necessary to read the full notes in class). Askthem to write the report for homework and bring itto the next lesson.




1 Your report will be called The impact of IT on my business. The points below will help you tostart thinking about the topic, but only choose a few areas that are relevant to you and yourbusiness.

• New software developments• New hardware developments• Developments in peripherals (printers, scanners, monitors etc.)• Developments in mobile communications• Doing business on the Internet (e-commerce)• New markets• Responding to our competitors• Adapting to new working styles• Our company’s Intranet• Video-conferencing• Systems security• The cost of IT• IT and the law• My country’s IT industry• Future innovations

2 Your report will be called The impact of IT on society. The questions below will help you to startthinking about the topic, but only choose a few areas that are interesting to you. In your reportrefer to real examples from your own experience and your own country.

• How will IT affect the prices of products? competition between companies?• How will IT affect unemployment? the creation of new jobs?• How will IT affect places and patterns of work?• How will IT affect the distribution of wealth? Will it cause other kinds of divisions in society?• How will IT affect global culture?• How will IT affect entertainment and leisure time?• How will IT affect human relationships and communication between people?• Does IT have any implications for personal freedom?

Report: the impact of information technology6.8 Business Builder


Worksheet

Information Technology (IT) includes computers, software and telecommunications. Choose one of the topicsbelow and write a short report.


AIM.To practise emphasizing and minimizing an idea as apresentation technique.



PROCEDURE..1 Write up on the board this sentence:

– Presenter: ‘Our prices are more expensive, butthe quality justifies the additional cost.’

Ask students how this sounds (it is clear, but couldsound aggressive; the price sounds like it could bevery expensive). Indicate with an arrow where thestudents might insert some extra words:– Our prices are ↑ more expensive, but ↑ the

quality justifies the ↑ additional cost.Elicit some words that could go where the arrowsare (see A2 on the worksheet).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Ask differentstudents to read out the five examples, without thewords in brackets. Then ask the same students toread the same examples, with the words in brackets.Develop a brief class discussion about the effect ofthe words in the brackets.

POSSIBLE ANSWERS.– Without the words in brackets the effect is too

simple, direct and aggressive.– The words in brackets either emphasize a point

(give it more importance) or minimize a point (giveit less importance: because it really has lessimportance; because it is something negative; orfor understatement).

– The consistent use of the type of language in thebrackets makes the argument sound morebalanced and reasonable, as though the speakerhas considered the points carefully.


POSSIBLE ANSWERS.1 (We’ve had a very good year, in fact) we’ve had an

excellent year.2 (There is some truth in that, but I feel that) you’re

exaggerating (a little).3 (Perhaps) we’ll go (just a bit) over budget, but I’m

(100%) certain that we’ll get the job done.4 In relation to inflation, (I tend to think) the outlook

is (quite) good.5 (Basically,) our economy is healthy (– very healthy).6 Next year we’ll recruit (substantially) more

graduates, and (what’s more,) they’ll come fromthe local markets where we operate.

4 Tell the students that they will now practise usingtheir voice to emphasize and minimize. Tell themthat they will say sentences A1–A5 and B1–B6paying attention to the words in brackets. Write upon the board:

Try:– pausing just before the words in brackets– saying the words in brackets with a slightly

higher voice– saying the words in brackets a little slower

Model some examples yourself withchoral/individual repetition. Then divide the classinto pairs and ask students to practise together. Startthe activity and circulate. As a round-up, ask somestudents to read examples to the class.

5 Refer to the instructions for section Cand thelanguage summary in the box. Remind students thatthis would be a good chance to practise thetechniques from worksheet 7.5 as well. Askstudents to start preparing/writing theirpresentations individually in class and finish forhomework. Note that the topic can be general aswell as business. Circulate and help withvocabulary. In the next lesson the students givetheir presentations in turn, finishing by invitingquestions. Make a note of good/bad language use.



7.6Persuasion 2 Teacher’s Notes


Say all the sentences below without the words in brackets.

1 (It seems to me that) four months is (a bit) optimistic.2 Our prices are (relatively) more expensive, but (I think that) the quality justifies the (small)

additional cost.3 (Actually,) our reputation in the industry is (extremely) good.4 (To some extent) our share price is (a little) overvalued, but I don’t think it’s a significant factor.5 (Of course) every company has suffered from the recent recession, but (on the whole I feel) we have

done (very) well to maintain our market share at 10%.

Now say the sentences again, this time with the words in brackets. What is the effect?

Study the sentences below. First identify the main idea. Then put brackets round extra words andphrases that are just used to emphasize and minimize this main idea.

1 We’ve had a very good year, in fact we’ve had an excellent year.2 There is some truth in that, but I feel that you’re exaggerating a little.3 Perhaps we’ll go just a bit over budget, but I’m 100% certain that we’ll get the job done.4 In relation to inflation, I tend to think the outlook is quite good.5 Basically, our economy is healthy – very healthy.6 Next year we’ll recruit substantially more graduates, and what’s more, they’ll come from the local

markets where we operate.

Write a short presentation on any subject you feel strongly about. Practise using a variety oftechniques to persuade your audience that you are right.


Persuasion 2


7.6

©


Worksheet

A

B

C

Emphasizing a point (giving it more importance)

Emphasizing a point Actually, ... In fact, ... Basically, ... To put it simply, ...Adding a second point What’s more, ... Besides (that), ... In addition (to that), ...Repeating more strongly It’s fast. In fact, it’s one of the fastest on the market

Minimizing a point (giving it less importance)

Minimizing a point I think ... I feel ... I tend to think ... It seems to me that ...Using ‘but’ as a balance To some extent ..., but ... Perhaps ..., but on the whole …

Emphasizing/minimizing nouns

++ a substantial (investment) a considerable (risk) a major (decision)+ a significant (factor) an important (opportunity)- a small (mistake) a slight (difference of opinion) a bit of a (change)

Emphasizing/minimizing comparative adjectives

++ substantially/considerably/much (more expensive)+ significantly/relatively (cheaper)- marginally/a little/slightly (smaller)

AIM.To practise presenting a project: objectives, schedules,resources, budgets, progress.



PROCEDURE.1 Write up on the board the heading Project

management and below this the words schedule,budget and deadline. Elicit the meanings (schedule =plan/timetable; budget = an amount of money givenfor a project; deadline = a date by which somethingmust be done). Ask the students what other wordswill be useful when describing a project andbrainstorm ideas to the board.


ANSWERS.1 stage, step, phase 2 objective, aim, target, goal(‘objective’/’aim’ are often more general,‘target’/’goal’ are often more specific and quantifiable)3 choice, option, alternative 4 schedule, plan 5 task,job 6 deadline, time limit


ANSWERS.1 c 2 e 3 a 4 b 5 h 6 i 7 j 8 f 9 g 10 d

4 Refer to the instructions for section C. Divide theclass into pairs, start the activity and circulate.

ANSWERS.1 set 2 objectives 3 meet 4 requirements5 carried out 6 tests 7 meet 8 deadline 9 be10 over budget 11 on schedule 12 reach13 target 14 make up lost time

5 Refer to the instructions for section Dand the fourpoints that help give a structure to the presentation.Ask students to start preparing/writing theirpresentations individually in class and finish forhomework. Circulate and help with vocabulary. Inthe next lesson the students give their presentationsin turn, finishing with questions from the audience.Make a note of good/bad language use.



7.7Presenting a project Teacher’s Notes


Which of these words have a similar meaning? Put them into 6 groups.

stage objective choice schedule step aim option tasktarget plan deadline alternative job goal phase time limit

Match the verbs on the left with the words/phrases on the right.

1 to meet (= satisfy) a tests2 to meet (= satisfy) b problems3 to carry out (= do) c a deadline4 to solve d lost time5 to increase e the customer’s requirements6 to reach f behind schedule / on schedule / ahead of schedule7 to set (= define) g under budget / within budget / over budget8 to be h costs9 to be i a target

10 to make up (= recover) j clear objectives

Use words from section B to complete this presentation extract about the schedule for manufacturingan industrial component. You will have to change the tense of one verb.

Project Step

First designBuild and testFinal designOrder materialsPrepare machinesProduction

Before we started on the design, it was necessary to (1) ––––––––––––––––––––––––––––– clear (2) ––––––––––––––––––––––––––––– so thatwe could be sure to (3) ––––––––––––––––––––––––––––– all our customers’ (4) –––––––––––––––––––––––––––––––––––––––––– . After building theprototype in May we then (5) –––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––– extensive (6) –––––––––––––––––––––––––––––––––– .We wanted to finalize the design by the end of September, and we managed to (7) ––––––––––––––––––––––––––––––– this(8) –––––––––––––––––––––––––––––––––––– . However, some of the raw materials that we need for production are now moreexpensive, and so it looks like the final cost is going to (9) ––––––––––––––––––––––––––––– a little (10) ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– . As regards timing, we have finished preparing the machines and so the project is(11) –––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––– . I’m sure we can (12) ––––––––––––––––––––––––––––––––––––––––– our production(13) –––––––––––––––––––––––––––––– of 50 units per week from January onwards. If we have to (14) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––– we can run the machines at night for a short period,although that would increase costs.

Prepare and give a presentation on a project that you are currently involved with. You may want todraw a planning schedule on the board before you begin (like in section C).

1 Description of and schedule for the project2 Resources: a) materials b) human resources3 Budget4 Progress: Is the project on schedule? Is the project within budget?

What are the problems? How are you solving them?


Presenting a project


7.7

©


Worksheet

A

B

C

D

Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb

NOW

AIM.To practise presenting a process or system: describingthe stages/parts, referring to sequence, using the passivevoice.


PREPARATION.Make one copy of the worksheet for each student in theclass.(Option) The suggested lead-in at stage 1 below is a livelistening where you model the target language yourself.You may wish to prepare this by: making notes;sketching a diagram or flow chart for copying onto theboard; recording the description onto cassette.

PROCEDURE.1 Write up on the board Describing a process/system.

Tell the students that you are going to describe aprocess, and that you want them to listen carefullyand note down any special language you use. Thendescribe a process (e.g. how you prepare yourlessons, the enrolment procedure at your schooletc.), modeling the target language from theworksheet. At the end ask the students whatlanguage they noticed.

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to the firstline of instructions and the table. Ask the students ifthey can see any phrases from your lead-in. Thenrefer to the instructions for the task. Divide theclass into pairs, start the activity and circulate.

ANSWERS (BY PARAGRAPH).The process ... involves / can be divided into four orfive main stagesFirst / When the supplier receivesNext / The l.c. is sent / as soon as it arrives / After that/ the goods are shippedThe next step involves / Having done this / When theyarrive / payment is released / the money is transferred/ first / and then / whileFinally / The whole process is used for making sure

3 Discuss with the class the mixture of active andpassive in the example text. Ask what the balance is(there is more use of the active). Ask what theproblem is if you use the passive too much (itsounds very formal and can be difficult tounderstand). Elicit and write on the board when thepassive is used:Using the passive: when you want to directattention to the process/action, not the person doingit (the person may be unknown or unimportant)

4 Refer to the instructions for section B. Ask studentsto start preparing/writing their presentationsindividually in class and finish for homework.Circulate and help with vocabulary. In the nextlesson the students give their presentations in turn,finishing with questions from the audience. Make anote of good/bad language use.


7.8Presenting a process/system Teacher’s Notes



The language in the table is useful for describing processes and systems.

Division into X includes/involves ...parts X is composed of/consists of ...

X can be divided into three main stages/steps/parts/types

Sequence First, ... First of all, ... At the first stage we ...Second, ... The second step involves ... Then, ... Next, ... After that, ... Following that, ... At the next stage we ...Finally, ... The final step is to ... At the final stage we ...

Time earlier: Before that, ...reference during the same period: Meanwhile, ... ..., while ...

immediately after: When ... As soon as ...later: After (+ ing form of verb) Having (+ p.p. of verb)

Passive voice The food is sorted/prepared/cooked/checked for quality/measured/put intocans/labeled/dispatchedThis machine is used to (+ infinitive) / is used for (+ ing form of verb)

The text below explains how a customer in Angola pays for some agricultural machinery from asupplier in Brazil. Underline all the examples of language from the table.

The process of paying for goods involves banks in Angola, Brazil and New York and can be divided intofour or five main stages.

First, the customer in Angola contacts the local agent of an AAA-rated New York bank. The customerdeposits some funds or gives a guarantee to cover payment of the goods. This allows him/her to placethe order with the supplier in Brazil. When the supplier receives the order, he/she issues a ‘pro-forma’invoice (an invoice sent in advance of goods) and sends it to the customer.

Next, the customer in Angola takes the pro-forma invoice to the local bank. The bank issues a letter ofcredit (l.c.) – this means that the order cannot be cancelled. The l.c. is sent to a Brazilian agent of thesame New York bank, and as soon as it arrives the agent contacts the supplier. After that the suppliercan process the order and the goods are shipped.

The next step involves the Brazilian agent checking all the documents to see if everything is correct.Having done this, the agent sends the documents to the main bank in New York. The New York bankchecks everything one more time and sends the documents to the agent in Angola. When they arrive,the customer’s payment is released and the money is transferred, first to New York and then to Brazil.This usually happens while the goods are still in transit.

Finally, the supplier receives the money. The whole process is used for making sure there are no problemswith payment.

Prepare and give a presentation on a process or system that is important in your work. You may wantto draw a diagram or list the main stages on the board before you begin.

Presenting a process/system7.8 Business Builder


Worksheet

A

B


AIM.To practise a variety of language for describing trends:verbs and nouns referring to movement of a graph,qualifying adverbs and adjectives, linking words.



PROCEDURE.1 Write up on the board the heading Trends. Elicit the

meaning of ‘trend’ (a general tendency or change indirection). Draw on the board three arrows: upward,horizontal and downward. Under each one writeLast year sales ... . Then elicit one or two verbs tocomplete each sentence (e.g. went up/increased;stayed the same/remained constant; wentdown/decreased). Draw one or two other upwardarrows with different gradients and elicit someadverbs (e.g. ‘Sales increased a little/considerably’).


ANSWERS.1 c 2 a 3 b 4 e 5 f 6 d 7 a, b, d, e 8 c, f9 a, e 10 b, c, d, f 11 a, d, f 12 b, c, e


ANSWERS.Verbs: go up/improve/rise/increase; be stable/stay thesame/remain constant; go down/fall/decreaseNouns: growth/improvement/rise/increase; nochange; collapse/fall/decreaseLinking words: because/because of/due to (‘due to’is followed by a noun phrase); but/although (‘but’makes a contrast between two clauses of equalimportance; ‘although’ introduces a clause which isless important and surprising after the first clause); Inrelation to/As regards Bullet point: went up, grew, rose, fell

4 Refer to the instructions for section C. Remind theclass that they saw examples of the two types ofstructure in section A. Divide the class into pairs,start the activity and circulate.

ANSWERS.2 We had a sharp rise in profits. 3 We saw asignificant fall in unemployment. 4 There was nochange in house prices.

7.9aDescribing trends 1 Teacher’s Notes


WORKSHEETS 7.9 TO 7.11.

Worksheets 7.9, 7.10 and 7.11 provide language workand skills practice for the language of trends andshould be followed in sequence. If you only have time

for two activities, use 7.9 and 7.11. If you only havetime for one activity, use 7.11 because of theopportunity for personalization at the end.


5 Refer to the instructions and example graphs andnotes for section D. Circulate and help withvocabulary. When they finish, one or two studentscan give their presentations, finishing withquestions from the audience. Make a note ofgood/bad language use.

6 Hold a short feedback slot.7 Refer to the instructions and role notes for section

E. Encourage students to try this as fluency practicewithout preparation, but weaker groups may need afew minutes to make notes first for their turn asStudent A. Divide the class into pairs and appointAs and Bs. Remind students to change roles andrepeat when they finish. Set a time limit of 5minutes for each person. Start the activity, circulateand make a note of good/bad language use.


7.9bDescribing trends 1 Teacher’s Notes



Match these adverbs with their definitions:

Speed Amount1 quickly a a slow, step-by-step change 4 significantly d a small change2 gradually b a constant, regular change 5 sharply e a large change3 steadily c a rapid change 6 slightly f a sudden change

Now study phrases a–f and answer questions 7–12.

a Sales grew slowly.b We saw a steady improvement in our brand image.c We had a considerable decrease in our market share.d Our profits rose sharply.e There was a slight growth in inflation.f Unemployment fell significantly.

Which of the phrases a–f:

7 describe a movement up? 10 describe a medium or large movement?8 describe a movement down? 11 have a ‘verb + adverb’ structure?9 describe a small movement? 12 have an ‘adjective + noun’ structure?

Complete the table with words from the box. Some words are used twice.

Verbs

Nouns

cause contrast moving to a new topic

Linkingwords

• Write the past simple of these verbs:

go up ––––––––––––––––––––––––––––– grow ––––––––––––––––––––––––––––– rise ––––––––––––––––––––––––––––– fall –––––––––––––––––––––––––––––

Rewrite these ‘verb + adverb’ phrases as ‘adjective + noun’ phrases.

1 Sales grew slowly. © There was a ––––--–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––-

2 Profits rose sharply. © We had a ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 Unemployment fell significantly. © We saw a –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

4 House prices were stable. © There was –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Ä©¶

Describing trends 17.9a Business Builder


Worksheet

A

B

C

improve improvement fall (x2) although rise (x2) increase (x2)stay the same As regards decrease (x2) due to remain constant

go up be stable go down

growth no change collapse

because (+ subject + verb) but In relation to

because of (+ noun phrase)

slow growth in sales.


AIM.To review and extend language for describing trends:saying numbers, choosing appropriate verb tenses,linking words, transitive and intransitive verbs.



PROCEDURE.1 Write up on the board eight figures: 670; 6,700;

67,000; 60,700; 600,000; 670,000; 6,700,000; 6.7million. Elicit how to say them and write up anythat the students find difficult (six hundred andseventy; six thousand seven hundred; sixty seventhousand; sixty thousand seven hundred; sixhundred thousand; six hundred and seventythousand; six million seven hundred thousand; sixpoint seven million). Note that in theAmerican/British system a comma is used to markoff thousands, and a full stop represents a decimalpoint. In many Latin countries exactly the oppositeis the case. Other problem areas are likely to be:– remembering to pause where there is a comma to

make the number easier to say and understand(there is no pause if it is a round number withonly zeros after the comma)

– the position of ‘and’ (which in British Englishgoes between the hundreds and tens)

– the fact that hundred, thousand, etc., do not havean ‘s’ (they only do in phrases like ‘hundreds ofpeople’).

2 Give out a copy of the worksheet to every studentand ask them to look at section A. Refer to theinstructions. In open class ask students to read outthe figures round the circle. Go back frequently toproblem areas and check again with differentstudents randomly round the group. Monitorespecially for the problem areas above.

ANSWERS (SELECTED).14/40 – fourteen/forty (different word stress whensaid in isolation, same – first syllable – when said in a sentence)2,500 – two thousand, five hundred/twenty-fivehundred25,600 – twenty-five thousand, six hundred (no and)25,660 – twenty-five thousand, six hundred and sixty340,000 – three hundred and forty thousand3,400,000 – three million, four hundred thousand3.8 – three point eight3.88 – three point eight eight (not eighty-eight)

3 Refer to the instructions and graphs for section B.Explain to the students that they will have a chanceto talk about their own company in a later lesson (infact worksheet 7.11). Say that here they willpractise language from worksheet 7.9, and also verbtenses. Refer to the ‘Sales’ and ‘Contribution of twobest selling products’ graphs and elicit the varioustenses that will be used. For each tense write anexample on the board:– Last yearsales increasedin December (past

simple for last year)– This yearthe first quarter has beena little better

than the same period last year (present perfectfor this year up to now)

– At the momentProduct B is makingan importantcontribution to our profits (present continuousfor activity in progress at the moment)

– I think sales will probably/probably won’t reach£25 million by the end of the year(the ‘will’future for predictions)

4 Refer to the instructions under the graphs. Dividethe class into pairs. If possible, put togetherstudents with a similar business background. Allow10 minutes for the pairs to invent their companyname and business, study and discuss the graphs,and fill in the information in the final box. It islikely that the imaginary company will be similar toone or both of the students’ real companies.Encourage them to use their real-life experience toexplain the movements up and down, give realidentities to Product A and B etc.

5 Refer to the instructions for section C. Divide theclass into new pairs. Appoint As and Bs and remindthe students to change roles when they finish. Set atime limit of 5 minutes for each person. Start theactivity, circulate and make a note of good/badlanguage use.


7.10aDescribing trends 2 Teacher’s Notes



7 Refer to the instructions for section D. Divide theclass into pairs, start the activity and circulate.Check the answers to 1–6 and the information in thegrammar box before referring to the bullet point.(Grammar box: the three conjunctions for contrastare not interchangeable and the box explains theirusage in simple terms. If you read out the completedexamples 4–6 as you refer to the usage notes,students should feel the difference and moreexplanation will be unnecessary. In fact thedifferences are as follows: ‘although’ introduces asubordinate clause which is surprising; ‘in spite of’introduces a subordinate clause that makes the mainclause seem surprising; ‘whereas’ introduces acontrasting clause but it is not really subordinate orsurprising and so is more like ‘but’. The element ofsurprise with ‘although’ and ‘in spite of’ might alsobe due to their sentence position, the surprisingclause coming at the end.)

ANSWERS.1 because of/due to 2 because 3 led to/resulted in4 although 5 In spite of 6 whereasBullet point: ‘in spite of’ is followed by a noun clause;‘although’ and ‘whereas’ are followed by subject +verb(For higher level groups finish section D by writingup on the board while, even thoughand despiteandasking which words they are the same as.)

8 Refer to the first line of instructions for section E.Ask one student to say all four phrases aloud andelicit from the group which is the incorrect phraseand why (the final phrase is impossible: the verb‘fall’ is intransitive and cannot be used with anobject). Refer to the task, divide the class into pairs,start the activity and circulate.

ANSWERS.1 increase/decrease 2 cut/maintain 3 grow/go down

9 (Homework) Refer to the instructions for section F.Ask students to write their presentations forhomework. Correct the homework and hand it backas usual, but it is not necessary for students toactually give these presentations in class as theywill all be quite similar to each other and to theactivity in section B.

10 (Option) Leave one of the student’s homework textsuncorrected (explain to the student why), andphotocopy one copy of this for each student. In thenext lesson ask students to try to correct/improvethis text in pairs. In feedback listen to all thesuggestions for reformulations and discuss with theclass which is the best. Build up the reformulatedtext (or parts) on the board sentence by sentence.

7.10bDescribing trends 2 Teacher’s Notes



Now work with a partner. You both work for the imaginary company referred to in the graphs.

Name of company: –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Main business area: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

The graphs refer to your company, so:• Describe and discuss the trends• Invent reasons for the main movements during your discussion• Complete the market predictions and think of ideas for new products

Now work with a new partner. Student A discuss the business you have just invented: describe andexplain the graphs and talk about your predictions for the current year. Student B ask questions.Change roles when you finish.

Make sure that you can say numbers correctly. Say these.

14 40 17 70 2,500 (two ways) 2,560 2,516 25,600 25,660200,000 225,800 340,000 3,400,0003.8 3.88

Study the graphs below which show information for an imaginary company. Note that it is now Apriland the graphs refer to last year and the first quarter of this year.

Describing trends 27.10a Business Builder


Worksheet

A

B

C

Sales(Total Jan–Dec £21.2 million)

poun

ds (m

illio

ns)

1Jan

3

Mar May Jul Sep Nov Jan Mar

2.5

2

1.5

Market ShareMy company Main competitor

%

10year ............... last yearyear ...............

12

14

16

18

20

Profits(Total Jan–Dec £1.6 million)

poun

ds (t

hous

and)

01 Qtr

100

200

300

400

500

600

2 Qtr 3 Qtr 4 Qtr 1 Qtr 2 Qtr 3 Qtr 4 Qtr

Contribution of two best sellingproducts to total profit

%

01 Qtr

10

20

30

40

50

2 Qtr 3 Qtr 4 Qtr 1 Qtr

Product B

Product A

Advertising Budget

poun

ds (t

hous

and)

01 Qtr

50

100

150

200

250

300


Market predictions for this current year, based onthe figures above:

Total sales ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Total profits ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Market share ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Ideas for new products:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––


Fill in the gaps using words from the box.

Cause and result

1 Profits increased last month ––––––––––––––––––––––––––––––––––––––––– / ––––––––––––––––––––––––––––––––––––––––– our new sales campaign.

2 Profits increased last month ––––––––––––––––––––––––––––––––––––––––– we had a new sales campaign.

3 Our new sales campaign ––––––––––––––––––––––––––––––––––––– // –––––––––––––––––––––––––––––––––––––– an increase in profits last month.

Contrast

4 We had a reasonable year in Asia, –––––––––––––––––––––––––––––––––––––––– sales fell a little in Japan.

5 –––––––––––––––––––––––––––––––––––––––– the fall in sales in Japan, we did quite well in the rest of Asia.

6 Sales in Asia last year were quite strong, _____________________ the previous year had been verydisappointing.

• Look back at examples 4–6 and make grammar rules by crossing out the wrong words:

although / in spite of / whereas is followed by a noun clause (no verb).although / in spite of / whereas are followed by subject + verb.

One of these phrases sounds strange. Which one? What is the problem?

Prices increased We increased our prices Prices fell We fell our prices

Read the information about ‘Types of verb’ and complete the examples with words from the box.

Refer back to section B. This time prepare a written presentation on trends in your imaginarycompany. Use a good variety of language for describing and explaining trends.

Describing trends 27.10b Business Builder


Worksheet

D

E

F

because because of led to although in spite of due to resulted in whereas

grow increase cut go down decrease maintain

although / in spite of / whereasAlthough In example 4 above the main information is about Asia. The other fact introduced by

although (about Japan) contrasts with it and is surprising.In spite of In example 5 the main information is also about Asia. Now it is this that seems surprising.Whereas In example 6 there is a comparison of information of equal importance and no surprise.

Types of verb1 Transitive/Intransitive verbs can be used with or without an object.

We’ll improve/recover/ ––––––––––––––––––––––––––––––––––– / ––––––––––––––––––––––––––––––––––– our market share.And, using the same verbs:Our market share will improve/recover/ ––––––––––––––––––––––––––––––––––– / ––––––––––––––––––––––––––––––––––– .

2 Transitive verbs are always followed by an object.We’ll raise/lower/ ––––––––––––––––––––––––––––––––––– / ––––––––––––––––––––––––––––––––––– her salary. (But not Her salary will raise.)

3 Intransitive verbs are never followed by an object.Inflation will rise/fall/ ––––––––––––––––––––––––––––––––––– / ––––––––––––––––––––––––––––––––––– . (But not This policy will rise inflation.)


AIM.To review and extend language for describing trendsand personalize this for the students’ own companies.



PROCEDURE.1 Write up on the board Company trends. Tell

students that they are going to revise the languageof trends and then prepare a presentation of trendsin their own companies. Re-elicit some of thelanguage from worksheets 7.9 and 7.10. (If youhave not done these you will have to pre-teachsome of the key language as an extended lead–in,e.g. draw an imaginary sales graph with movementsup and down on the board and elicit and write up adescription and explanation of the main movements.Include a variety of verbs and adverbs, linkingwords and tenses).


ANSWERS.1 to stay the same 2 to increase 3 to fall4 to be above/below 5 to reach a peak6 to drop back 7 to hit a low 8 to recover9 to fluctuate and then to level off10 to remain high 11 to stand at


ANSWERS.1 pie chart 2 bar chart 3 table 4 (line) graph5 graph 6 half 7 units 8 to 9 figure (5.8m is anumber, but when a number refers to somethingspecific we say ‘a figure/value of 5.8m’) 10 by11a by 11b of 11c in 12a good news12b bad news 12c good news 12d good news(‘to improve’ = ‘to get better’ and the opposite is ‘todeteriorate’ = ‘to get worse’)

7.11aCompany trends Teacher’s Notes



4 Refer to the instructions for section C. Divide theclass into pairs, start the activity and circulate.

ANSWERS.1 figures 2 beginning 3 recover 4 considerableimprovement 5 levelled 6 reach 7 stable8 spite 9 rising steadily 10 relation 11 due 12 over

Notice that the text models a lot of the language oftrends in context, particularly a good variety ofverb tenses. You may wish to elicit reasons for thechoice of verb tense each time as revision andpreparation for section D.

5 Refer to the instructions for section D. Dividestudents into pairs. Ask them to cover the text insection C with a piece of paper, but leave the fourgraphs showing. Elicit and write up some questionsfor the Bs:– Can you tell me a little more about that?– So why ...?Appoint As and Bs. The As talk about the graphs,inventing reasons (it is not a memory test). The Bsask questions. They change roles and repeat whenthey finish. Start the activity, circulate and make anote of good/bad language use.


7 Refer to the instructions for section E. Promptstudents to think of the kinds of graphs, charts andtrends they have to talk about in their real jobs. Askstudents to start preparing their presentationsindividually in class and finish for homework.Circulate and help with vocabulary. In the nextlesson the students give their presentations in turn,finishing with questions from the audience. Make anote of good/bad language use.


7.11bCompany trends Teacher’s Notes



Label these graphs with words from the box.

1 –––––––––––––––––––––––––––– 2 –––––––––––––––––––––––––––– 3 –––––––––––––––––––––––––––– 4 ––––––––––––––––––––––––––––

5 –––––––––––––––––––––––––––– 6 –––––––––––––––––––––––––––– 7 –––––––––––––––––––––––––––– 8 ______________

9 –––––––––––––––––––––––––––– 10 –––––––––––––––––––––––––––– 11 ––––––––––––––––––––––––––––

Answer questions 1–12.

Label these charts with words from the box.

1 –––––––––––––––––––––––––––– 2 –––––––––––––––––––––––––––– 3 –––––––––––––––––––––––––––– 4 ––––––––––––––––––––––––––––

Choose the correct words to complete this presentation extract.

I’d like you to look at the (5) graph/graphic, which showsour sales in the first (6) half/quarter of this year. Thevertical axis represents sales in millions of (7) unities/units.As you can see from the graph, sales rose from 5.6m inJanuary (8) until/to a (9) figure/number of 5.8m in June.In other words, sales rose (10) with/by 0.2m.

11 Choose the correct preposition.

a Sales increased by/of/in 3%. (after a verb)b There was an increase in sales by/of/in 3%. (after a noun and before an amount)c There was a 3% increase by/of/in sales. (after a noun and before the topic)

12 Say if these things are good news or bad news:

a Sales increased. b Inflation increased. c Sales improved. d Inflation improved.

Company trends7.11a Business Builder


Worksheet

A

B

to increase to fall to stay the same to be above/below to reach a peak to hit a lowto drop back to recover to stand at to remain high to fluctuate and then to level off

(line) graph bar chart pie chart table

X

X

B CA76 213212 30659 1243

J F M A M J

5.6

5.8

Months

0.2

Sales (millions)


This extract is from a presentation about company results. The presenter is talking about the fourgraphs below. Fill in the gaps using words from the box.

Earlier this year our sales (1) ––––––––––––––––––––––––––––––––––––––– were not looking good. Sales had fallen to 1100 units,

and at the (2) –––––––––––––––––––––––––––––––––––––––– of March we appointed a new Marketing Director. During April sales

began to (3) –––––––––––––––––––––––––––––––––––––––––––––– , although they fell back again in May, probably as a result of

seasonal factors. In July and August there was a (4) –––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––– , but in

the last few months the growth in sales has (5) ––––––––––––––––––––––––––––––––––––––––––– off and we probably won’t

(6) ––––––––––––––––––––––––––––––––––––– our target of 1600 units by the end of the year.

Our market share remains (7) –––––––––––––––––––––––––––––––––––––––– at about 12% in (8) ––––––––––––––––––––––––––––––––––––––––––– of very

aggressive discounting by our main competitor.

Income from company investments is (9) –––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––– at the moment, while

our income from sales has, unfortunately, been rather flat over recent years.

In (10) ––––––––––––––––––––––––––––––––––––– to the economic context in which we operate, the outlook remains uncertain.

This is largely (11) ––––––––––––––––––––––––––––––––––––––– to changes in interest rates, which have been going up gradually

(12) ––––––––––––––––––––––––––––––––––––––– the last few months.

Cover the presentation extract above with a piece of paper but leave the graphs showing. Work with apartner. Student A describe and explain the graphs in your own words. Student B ask questions.

Prepare and give a presentation to describe and explain some trends in your company. Use simplegraphs to support your presentation. Invite and answer questions at the end.

Company trends7.11b


Worksheet

C

D

E

spite improvement figures considerable leveled recoverreach due beginning rising over stable steadily relation

500

Sales this year (units)

J

1000

1500

F M A M J J A S O N D

Now0

Market share (%)

1 Qtr

10

20


last year this year

0

Income (million dollars)

Year__

5

10

15

Year__ Year__ Year__ Year__ Year__ Year__ Year__

Investments

Sales

5

Interest rates (%)

J F M A M J J A S O N D

5.56

6.57

7.58


AIM.To provide a stimulus for choosing a personalizedpresentation topic.

TIME.variable

PREPARATION.Make one copy of the worksheet for each student in theclass.Consider making one copy of the ‘Cue-Cards’ advicebox below for each student. See stage 2 below.Make arrangements to use audio or video recordingfacilities for the day of the presentations. See stage 4below.


some days before you want them to give their firstmain presentation in class. Set a time limit for thepresentation (e.g. 15 minutes). Ask the students tostart thinking about which topic they will chooseand then to prepare the presentation. Remind thestudents to use any language and techniques theyhave learnt earlier in this module.

2 (Option) Give out and discuss the notes on ‘cue-cards’ below. (A ‘cue’ is a signal for someone tospeak in a play).

3 On the day of the presentations, allocate reasonabletime for each presentation as students invariably goover time and there will be questions. At the end ofeach presentation ask a first question yourself ifnecessary to get the ball rolling. Consider writingindividual feedback sheets during the presentation.

4 (Option) On the day consider also:– calling in students from another class (or a stand-

by teacher) to act as an audience– recording the presentation onto video tape for the

student to review their performance and perhapscomment on their own presentation skills

– recording the presentation onto audio tape forlater correction and reformulation (this is a mustfor one-to-one students).

7.12Presentation topics Teacher’s Notes


CUE-CARDS.

To read or not to read? That is the question. Theproblem with reading your presentation is that you willbe looking down most of the time. You will be unableto see audience reactions; your voice will bemonotonous; your own natural enthusiasm for thesubject will be hidden; your body language will bepoor. But preparing the text in full can be useful for alearner of English and gives you some security. Sohere is one possible solution.

1 Write the full text. Work on vocabulary andgrammar.

2 Practise reading parts of the text aloud. Workon pausing, emphasizing key ideas, intonationand pronunciation. Aim for maximum impact.Consider recording this onto audio tape. Keepthe tape – listen to it in your car!

3 Summarize the main points and write them ona series of postcards. These are your ‘cue-cards’. Cue-cards fit into your pocket, won’tdistract an audience, and are easy to correct orreplace. When preparing your cue-cardsremember to:■ number the cards and put them in order■ use different colours■ write quotes, statistics and sources in full,

but use key words for everything else■ include reminders for when to refer to your

visual aids■ include occasional ‘performance’ messages

to yourself, like: Slow down! Look roundthe audience! Smile and take a deepbreath! Speak louder!

4 Practise giving your presentation with the cue-cards. Work on your presentation skills.


My company/products• Introduction to my company: history, structure (organigram), main products, main markets• Product/service range of my company; or description and features of one specific product/service.• Detailed physical description of one of my products:

– Dimensions (length, width/depth, height, weight, volume/capacity)– Shape and colour (rectangular, circular, L-shaped, curved, cylindrical, in the shape of a ...)– Materials (plastic, steel, cotton, polyester, wood, polystyrene, leather, metal)– Technical specifications (speed, electricity consumption, pieces per minute)– Features (high-quality, advanced design, economical, easy to use, reliable, efficient)

• SWOT analysis of my company (strengths, weaknesses, opportunities and threats)• STEP analysis of my market (external factors that affect the business environment: sociological,

technological, economic and political)• Figures and trends: sales by value (income) / sales by volume (units sold) / sales figures for one

particular product / profits / market share / advertising budget / other budgets / number ofemployees / expansion plans etc.

• Market trends in my area of business• The impact of new technology on my business• Annual Report. Include in one presentation:

1 Profit and loss account / Balance sheet / Cash flow2 Economic forecast for my country next year3 Forecast of costs4 Brief SWOT analysis (strengths, weaknesses, opportunities and threats)5 Business objectives for next year6 Market predictions for next year: sales, profits, market share, new products, product mix7 People, motivation and training8 Main strategic issues

• Company Philosophy. For example:– ‘Selling solutions not products’ – ‘Quality: more than just a certificate’– ‘Excellence in customer service’ – ‘Corporate responsibility: community and environment’– ‘Thinking globally, acting locally’ – ? (your own)

My job/profession• Recent developments in my professional area• My main functions and responsibilities

My country/city• Trends in economic and financial indicators – past, present and future – such as: inflation,

unemployment, interest rates, earnings (wages), consumer spending (retail sales), GDP (grossdomestic product), public spending, currency/dollar, imports, exports, house prices etc.

• Brief introduction to my country: population and geography, political and social situation, mainindustries and services, SWOT analysis of the economy

• A social or environmental issue that is currently in the news• A new infrastructure project in my country/city that is being planned/built

Authentic text• Summary of an interesting newspaper/magazine article, finishing with a personal opinion and

questions for the group to discuss

Presentation topics7.12 Business Builder


Worksheet


AIM.To provide a framework for writing short notes aspreparation for a presentation.

TIME.variable


PROCEDURE.1 Give out a copy of the worksheet to every student.

Refer to the main headings and remind studentshow they describe the basic structure of apresentation. Give the students time to read thephrases and clarify any doubts. Refer to the twogroups of phrases in the middle of ‘Mainpresentation’ and elicit why they have been grouped(the first group are for referring to visual aids, thesecond group are signpost phrases). Similarly, referto the grouping in ‘Dealing with questions’ (theyare all for redirecting the question).

2 Explain to the students that they should just makebrief notes as preparation. In the presentation itselfthey will develop the ideas as they speak.

7.13Mini-presentation Teacher’s Notes


WORKSHEET 7.13.

This worksheet is a framework for any shortpresentation where you want to encourage fluencyrather than detailed language work or reading wordfor word. Students can use it several times for

different presentations. It would be appropriate fordistribution before preparing a presentation forhomework.


IntroductionCan everyone see? Well, good morning ladies and gentleman. Thank you for coming.Before we start I’d like to introduce myself. My name is ... and I am the ... (position) of ... (company).I’m here today to talk about ...

I’m going to look at three main areas.First, I’ll talk about ...After that I will ...And finally ...

My presentation will take around 10 minutes. If you have any questions, I’ll be happy to answer them atthe end of my talk.

Main presentationFirst of all, I’d like to look at ...

Any questions so far?

Secondly, ...I must emphasize that ...The question is ...

I’d like you to look at ... You will see that ...As you can see from the graph, ...The figures show that ...

If I can just side-track for a moment, ...As I mentioned earlier, ...I’ll come back to that in a moment.Now let’s move on to the question of ...

This brings me to my last point, which is ...As you know, ...In general, ...On the other hand ...Finally, ...

ConclusionIn conclusion, let me briefly go through the main points again. First I talked about ..., then I described ...,and finally I ... .

Right, I think that’s everything. Let me finish by thanking you very much for your attention. And now, ifyou have any questions, I’ll be happy to try to answer them.

Dealing with questionsCould you be a little more specific? / Can I just check what you’re asking?You’ve raised an important point there. Could I ask what your own view is?Anyone like to comment on that? Jane, this is your area. Would you like to make a comment?We only have a few minutes left. Is there one last question?

Mini-presentation7.13 Business Builder


Worksheet


AIM.To practise describing and discussing the students’ owncompanies and jobs.

TIME.50–60 minutes (without the optional stages)

PREPARATION.Make one copy of the worksheet for each student in theclass.(Option) Make one copy of the Needs Analysis at thefront of this Resource Pack. See stage 8 below.

PROCEDURE.1 (Option) Welcome everyone to the course. Divide

the class into closed pairs. Ask the students to findout about their partner: name, where they comefrom, their job, why they have come on the courseand something about themselves (family,hobbies/sports). Emphasize that at this point theyshould not talk about jobs in detail. Set a time limitof 10 minutes total, and check after 5 minutes thatstudents have swapped asking and answering.Circulate, encourage the students and help withvocabulary.

2 (Option continued) Ask every student to brieflyintroduce their partner to the group. Write newvocabulary on the board as it is used or needed(countries, job titles etc.), and make a note ofgood/bad language use. After each introductioninvite the group to ask the introduced student a fewquestions directly. Break the ice by asking friendlyquestions yourself or by responding naturally tothings that are said.

3 (Option continued) Hold a short feedback slot. It isimportant to establish right at the start of the coursehow you will do grammar, vocabulary andpronunciation diagnostically.

4 (Option continued) Do any housekeeping you needto: course information etc.


ANSWERS.1 leaders 2 main 3 involved 4 per5 customers/clients (‘customer’ is also used in shopsand restaurants) 6 in charge 7 responsible 8 deal9 freelancer 10 unemployed/graduated 11 in12 on

6 Refer to the instructions for section B. Allow a fewminutes for the students to make notes individually,and emphasize that they should write a few wordsonly. When the students are ready, ask each in turnto briefly present their own company and job. Inviteother students to ask questions, and ask someyourself. Write new vocabulary on the board as it isused or needed, and make a note of good/badlanguage use.

7 Hold a short feedback slot.8 (Option) Give out the Needs Analysisfrom the

front of this Resource Pack and ask students to fillin the ‘Communication Skills’ and ‘BusinessTopics’ sections individually. While students aredoing this write up on the board the list of skills andtopics. Take whole-class feedback by asking eachstudent in turn to give their scores for the skills andsay which topics they are interested in. Write thescores on the board and tick the topics. At the enduse the board results to discuss and negotiate thecourse programme with the students. Finish thediscussion by using the Needs Analysis to talkabout their expectations for grammar input (by nowthey will have seen examples of diagnosticlanguage input at stages 3 and 7) and any otherobjectives they have.

8.1Your company and job Teacher’s Notes


WORKSHEET 8.1

This worksheet is very appropriate for Day one,Lesson one. The optional stages below reflect this andinclude a ‘getting to know you’ start to the lesson anda procedure for using the Needs Analysis at the end.

Allow a full morning for all the stages. The NeedsAnalysis is left until after doing the worksheet inorder to give the students a chance to establish theiridentity in the group as early as possible.


Fill in the gaps using words from the box.

My company

1 We are a very large company. In fact, we are the –––––––––––––––––––––––––––––––––––––––––––––– in the market.

2 Our –––––––––––––––––––––––––––––––––––––––––––––– competitors are ...

3 We make ... / offer ... / are –––––––––––––––––––––––––––––––––––––––––––––– in various business activities.

4 We produce 4000 tons a / –––––––––––––––––––––––––––––––––––––––––––––– day.

5 Our main –––––––––––––––––––––––––––––––––––––––––––––– (products) / –––––––––––––––––––––––––––––––––––––––––––––– (services) are ...

6 We have a separate department –––––––––––––––––––––––––––––––––––––––––––––– of after-sales service.

My job

7 I’m __________________________ for ... (main areas of work, people you supervise)

8 I __________________________ with ... (areas of work, people outside the company)

9 I’m a __________________________ , I work on short-term projects for a number of clients.

10 I’m __________________________ at the moment. I __________________________ in July.

Choose the correct preposition.

11 A company is in / on the market.

12 A product is in / on the market.

Talk about your company and job. First make some notes.

• What is the name of your company? Where is your Head Office?

• What is the size of your company? In which countries do you operate?

• What are your main products/services?

• What are your most important markets?

• Who are your main competitors?

• What is your position in the company?

• What are your main responsibilities?

• Are you currently working on any special projects?

Your company and job8.1 Business Builder


Worksheet

A

B

clients graduated main in charge freelancer responsiblecustomers involved leaders deal unemployed per


AIM.To practise discussing the features, price, availability,after-sales service and terms of payment of the students’own products.



PROCEDURE.1 Write up on the board the heading Selling your

productsand underneath, scattered randomly, theten bulleted items in section C of the worksheet(exclude ‘any other relevant information’). Checkthe meaning of every item (‘feature’ = an interestingand important part of a product; ‘terms of payment’= conditions of payment, i.e. the clause in thecontract that says exactly when and how the moneywill be paid). Then write the numbers 1 to 10 on theboard. Divide the class into pairs and ask them tothink of a likely order for the ten items in a typicalsales conversation. Explain that there is no onecorrect answer. Start the activity and circulate.

2 Have a brief whole-class discussion to review ideas.Fill in the numbers 1–10 with an order that themajority of the group are happy with, but say againthat it is only one possible order and there is noright answer. (One possible order is shown insection C of the worksheet, working down thecolumns).


ANSWERS.1 feature – b) requirement – d) specifications – a)

characteristic – e) USP – c)2 an estimate – c) a quotation – a) a budget – b)3 value for money4 warranty/inventory5 credit period6 a) terms b) on c) balance d) additional

e) settle (= to pay in full what is owed)f) invoice (= a bill for goods sent or work done)

4 Ask students to write a version of the statement inquestion 6 that is true for first-time customersbuying their own products. Take class feedback anddiscuss differences and what it depends on etc.

5 Refer to the instructions and questions for section BDevelop a class discussion. (The third bullet pointmeans that sales people should listen closely towhat their customers need and ask them questions,rather than starting immediately with sales talk.)

6 Refer to the instructions and role notes for section C. Emphasize that Student A will only talkabout one specific product/service, and that it is nota full negotiation. Ask all the students to workindividually to prepare their turn as Student A,choosing a product and making notes under thevarious bullet points. Allow 5 minutes for this.Circulate and help with vocabulary.

7 Divide the class into pairs and appoint As and Bs ineach pair. Ask Student A to tell Student B what theproduct is. Remind the students to change roleswhen they finish and set a time limit of 10 minuteseach. Start the activity, circulate and make a note ofgood/bad language use.


CULTURAL HINTS.Ä In America business relationships are friendly and

informal, but a continuing personal relationship withindividuals is not important. Much business is doneover the phone. The selling style is more of a ‘hardsell’: strong, persuading with facts and figures, usingslogans and talking tough.

Ä In Latin America and southern Europe personalrelationships are very important. There is a preferencefor doing business face-to-face. The selling style ismore of a ‘soft sell’: less aggressive, persuading withreasoned argument, talking diplomatically.

Ä In Japan and south-east Asia business is done on agroup basis, although relationships with individualsare important. Often there is an older authority figurewho seldom appears. In Japan socializing after workis seen as being important to the businessrelationship. The selling style is more reserved. Thereis lots of opportunity to ask questions and decisionstake longer.

8.2Selling your products Teacher’s Notes



Answer the questions and fill in the missing letters.

1 Match the words on the left with the definitions on the right. Be careful – some are very similar.

feature a) the technical details of a productrequirement b) an interesting and important part of a productspecifications c) something that makes your product different to others on characteristic the marketunique selling point (USP) d) something a customer asks for, or needs

e) a typical quality that makes a product recognizable

2 Match the words on the left with the definitions on the right.

an estimate a) a fixed price given by a supplier for a certain number of itemsa quotation b) 1 a plan of future spending a budget 2 an amount of money given for a project

c) an approximate price (used for home repairs, servicing a car etc.)

3 The relationship between quality and price is called v _ _ _ e f _ _ m _ _ _ y.4 In American English, ‘guarantee’ = w _ _ _ _ _ _ y and ‘stock’ = inv _ _ _ _ _ y.5 In the phrase ‘payment within 60 days’, 60 days is the cr _ _ _ _ p _ _ _ _ d.6 Fill in the missing vowels in the words below.

Our normal (a) t _ rms for first-time customers are 50% (b) _ n order with the (c) b _ l _ n c _payable within 60 days of delivery. We could offer an (d) _ d d _ t _ _ n _ l 3% discount if you (e) s _ t t l _ in full on (f) _ n v _ _ c _ _

Discuss these points.

• In your business, do you give more emphasis to price or quality? Is it realistic to try to do both?• In your business, which is more important for a good sales consultant: personality, sales technique or

product knowledge? What else is important?• It is said that when you talk to customers you should have ‘big ears and a small mouth’. Do you

agree? What does it depend on?• What have you learnt in your career about how to sell effectively? What advice can you give?

Work with a partner. Change roles when you finish.

Student A. Choose one product that you sell or one service that you offer. Student B is interested, butwill not start a detailed negotiation. Talk about:

• your company and its experience • the minimum orderin the market • the availability and delivery times

• the features of the product • the after-sales service• the price • the packaging and transport• the quality of the product • the terms of payment• guarantees • any other relevant information

Student B. In the future you might buy some of Student A’s products or use one of his/her services.Ask lots of questions, but don’t start a detailed negotiation.

Selling your products8.2 Business Builder


Worksheet

A

B

C


AIM.To practise a customer/supplier negotiation based ontypical issues such as choice of product, price, terms ofpayment and additional services.


PREPARATION.Make one copy of the worksheet for each student inthe class.As an additional help with the lead-in, find apicture of a factory/offices lit at night with stylishmodern lighting.

PROCEDURE.1 Write up on the board Modern lighting design. Ask

students if they know of any buildings, offices orfactories with a good lighting design that creates astrong image for the organization or company. Tellthe students that they are going to practise anegotiation between customer and supplier for thepurchase of a large quantity of lamps for a newfactory.

2 Elicit and write up some of the issues that may bediscussed during the negotiation (see worksheet).Elicit the different stages of the negotiation,particularly reminding students to begin withrelationship building and discussing generalobjectives before moving on to the detailedbargaining itself.

3 Remind students of any particular language areasfrom worksheets 9.2 to 9.6 that you want them tofocus on.

4 Divide the class into pairs and appoint Customersand Suppliers. Give out the correct half of theworksheet to each student. Group together pairs ofstudents with the same role and ask them to prepareideas together. Allow at least 15 minutes for this.Circulate, help with vocabulary, and prompt them tothink about what they want from the negotiation. Inparticular, encourage the suppliers to sell theirlighting design service.

5 Regroup into the A/B pairs who will do the activity.The supplier is the host and stands by the door,inside the room, waiting for their visitor. Thecustomer has just arrived from the airport and willstart the activity outside the classroom. They knockon the door in turn. Start the activity, circulate andmake a note of good/bad language use.

6 Hold a short feedback slot.7 (Now, or in the next-class) The As and Bs change

roles and repeat the activity. Hold another shortfeedback slot.

CULTURAL HINTS.Ä Americans and northern Europeans sit facing each

other and maintain eye contact when negotiating.Seating rarely reflects status.

Ä In Latin America and southern Europe eye contact ismaintained. Seating usually shows the status ofindividuals, with the most senior person sitting at thehead of the table facing the door.

Ä The Japanese sit side-by-side and stare at a commonpoint, giving sideways glances to their counterparts tocheck understanding. Seating order round the tablemay reflect seniority, with counterparts of equal statusopposite each other.

9.9Lamps Teacher’s Notes



Student A: Customer

Do some relationship-building, then ask about:

• the supplier’s product range• prices and discounts (another supplier has quoted you £200 per lamp)• terms of payment• guarantees and maintenance• delivery and installation time (the lighting will be needed in about 3 months)• if they will accept a penalty clause for late installation

Student B: Supplier

You have two products to sell:

Standar d model New modelSpecial features —— energy-efficient / longer lifeList price (per lamp) £200 £300Guarantee two years four years

For both models of lamp:

Quantity discount Negotiable.Terms of payment Negotiable, but you expect a good percentage in advance.Guarantee See above, and it includes a free inspection every year.

Guarantee is renewable for a small cost.Delivery 3 months (your factory is very busy at the moment).Installation This takes another one month after delivery.Penalty It is not company policy to have a penalty for late delivery/installation.

Lighting design service.This customer wants a simple internal lighting system. You also offer a lightingdesign service for the inside and outside of the factory and offices using advanced computer software.Modern lighting design will improve the image of any company. A visit by one of your consultants costs£4,000. The consultant produces a report.

Lamps9.9 Business Builder


Worksheet

✄

Your company is building a big new factory and you need to install a good lighting system.You need 100 lamps to light the area. You will meet a representative of a company thatsupplies lighting equipment. Prepare your role carefully before you start.

You work for a company that makes high-quality industrial and commercial lamps. You haveISO 9000 (the international guarantee of quality). Your lamps can be found on highways inFinland and in boutiques in Paris and Buenos Aires. You will meet with a potential customerwho wants new lamps. Prepare your role carefully before you start.


AIM.To practise an employee/manager negotiation oversalary increase and benefits.



PROCEDURE.1 Write up on the board the three headings Salary

increase, Fringe benefitsand Training courses.Elicit the meaning of ‘fringe benefit’ (an extrabenefit given to an employee in addition to salary).Elicit and write up common fringe benefits (thesechange over time and between countries, but acompany car and free health insurance are typical).Ask students what kind of training courses theyhave been on in the last year or so where theircompany has paid (e.g. this English course, acomputer course etc.). Tell the students that they aregoing to practise a negotiation between employeeand manager for a salary increase and possiblefringe benefits and paid training courses.

2 Remind students of any particular language areasfrom worksheets 9.2 to 9.6 that you want them tofocus on.

3 Divide the class into pairs and appoint Employeesand Managers. Give out the correct half of theworksheet to each student. Group together pairs ofstudents with the same role and ask them to prepareideas together. Allow at least 10 minutes for this.Circulate, help with vocabulary, and prompt them tothink about what they want from the negotiation. Inparticular, encourage the employees to think ofrealistic fringe benefits and training courses.

4 Regroup into the A/B pairs who will do the activity.The manager will stand by the door, inside theroom, waiting for their employee. The employeewill start the activity outside the classroom. Theyknock on the manager’s ‘office door’ in turn. Startthe activity, circulate and make a note of good/badlanguage use.



9.10A salary increase Teacher’s Notes



Student A: Employee

Salary increase you want:

Other benefits you want:

Training courses you want:

Student B: Manager

Salary increase you will offer:

Other benefits you are prepared to pay for:

Training courses you are prepared to pay for:

A salary increase9.10 Business Builder


Worksheet

✄

Negotiate your salary increase for next year. As always, the economic climate is difficult, but you wanta reasonable increase. Prepare your role carefully before you start.• You joined the company three years ago.• Last year inflation was 5%. Your salary increase was 3%.• You have had new responsibilities this year and your department has performed well. Your

company believes in motivating good workers – that’s why you joined.• Inflation is currently 4%. The market situation is better this year.• Other workers in similar jobs have recently agreed on a 5% increase.

Negotiate the salary increase for one of your employees. Prepare your role carefully before you start.• This employee joined the company three years ago.• Last year your company made a small loss. All employees (including you) received a salary increase

of 3%. Inflation was 5%.• This employee has had new responsibilities this year and his/her department has performed well.

You want to motivate him/her.• Inflation is currently 4%. The market situation is a little better this year.• Other workers in similar jobs have recently agreed on a 5% increase.


AIM.To practise dealing with difficult people and conflicts ofinterest in the context of a teenager/parent negotiation.



PROCEDURE.1 Write up on the board the heading Generation gap.

Elicit the meaning (a difference in attitude, or a lackof understanding, between young people and olderpeople). Ask students if there is a big generationgap between teenagers and parents in their country,and what kinds of things teenagers argue about. Tellthe students that they are going to practise anegotiation between a teenager and a parent.

2 Divide the class into pairs and appoint Teenagersand Parents. Give out the correct half of theworksheet to each student. Group together pairs ofstudents with the same role and ask them to prepareideas together for a few minutes. Circulate and helpwith vocabulary.

3 Regroup into the A/B pairs who will do the activity.The teenager will start the activity outside theclassroom, which is now a living room. Theteenagers come into the living room in turn. Theparent is sitting down in the living room, perhapswatching t.v. Start the activity, circulate and make anote of good/bad language use.



9.11Generation gap Teacher’s Notes


ADDITIONAL GROUP ROLE-PLAY.Instructions to students: Next month you are goingaway for a week’s holiday together, all expenses paid.You have to go together. Decide where you are goingto go.

PROCEDURE.1 Divide class into three groups and give them these

roles (e.g. on a piece of paper):Group A. You all like relaxing on beaches.Group B.You all like visiting historic cities,

museums and art galleries.Group C.You all like active, outdoor holidays

such as walking in the mountains.

2 Each group meets separately and decides where itwants to go.

3 The whole class comes together and decides whereto go.


Student A: Teenager

• You are really looking forward to the trip which has been planned for some time. You haven’t askedyour parents before now because one of your friends was going to take his car, but unfortunately it’snot working and is being repaired.

• The last time you borrowed the car a small mark appeared on the door while it was parked. Youoffered to pay but your parents refused.

• You often wash the car and your parents appreciate this. Next Sunday you are free and can wash thecar.

Student B: Parent

• Next Saturday afternoon you have planned a visit to your parents (your son/daughter’s grandparents).You want your son/daughter to go with you, but you haven’t told him/her yet. Your parents aregetting quite old and they asked especially to see your son/daughter this time.

• Your son/daughter keeps asking to borrow your car. You don’t like this. The last time it came backwith a small mark on the door. You had to pay, of course.

• Very occasionally your son/daughter offers to clean your car for you, which you appreciate verymuch. Next Sunday would be a good day for him/her to clean the car.

Generation gap9.11 Business Builder


Worksheet

✄

You need to borrow your parents’ car next Saturday to go out for theday with some friends. Persuade your parent to let you have the car.

Think of one aspect of your son/daughter’s behaviour that you are not happy with and want to talkto him/her about: –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– .


AIM.Trovide a framework for practising a real-lifenegotiation of the student’s own choice.

TIME.variable

PREPARATION.Make one copy of the worksheet for each student in theclass.Consider which of the two procedures below you willuse.

PROCEDURE (INDIVIDUAL HOMEWORK).1 Tell students that they are going to write a short

dialogue based on a typical real-life negotiation thatthey have in their job.

2 Give out a copy of the worksheet to every student.Remind them that they should personalize thedialogue as much as possible. Ask them to write thedialogue for homework and bring it to the nextlesson.

3 In the next lesson collect in the dialogues andcorrect them.

4 (Option) Leave one of the dialogues uncorrected,and photocopy one copy of this for each student. Inthe next lesson ask students to try tocorrect/improve this dialogue in pairs. In feedbacklisten to all the suggestions for reformulations anddiscuss with the class which is the best. Build upthe reformulated dialogue on the board line by line.As a round up, practise reading the new dialoguealoud in open/closed pairs, focusing onpronunciation.

ALTERNATIVE PROCEDURE (CLASSWORK).1 Tell students that they are going to write a short

negotiating dialogue together in pairs. Use anynegotiation where both students can predict thecontent. For example:– one of the role-plays from this/another book,

before doing it as a fluency exercise– one of the role-plays from this/another book,

after doing it as a fluency exerciseNote that it is not necessary to write the dialoguewith the same partner who was/will be involved inthe role-play.

2 Give out a copy of the worksheet to every student.Divide the class into pairs. Explain that the pair willthink of and write the dialogue together, and thatboth students should keep a record of the wholedialogue. Set a time limit for the task (e.g. 30minutes). Start the activity and circulate.

3 Ask the pairs to practise reading their dialoguestogether quietly. Then ask the best pair/s to read outtheir dialogues for the class.

4 (Option) Take the written dialogues from each pairand redistribute them (so the pairs remain the samebut they have another pair’s dialogue). First ask thestudents to study their new dialogues togetherquietly and make sure they can read them. Then askthem to practise reading the dialogues aloud.

9.12Dialogue building: real-life negotiation Teacher’s Notes



Write a short dialogue using the model below.

Customer Supplier

Ask and answer questions about § © Ask and answer questions aboutquantities and price. quantities and price.Ask and answer questions about § © Ask and answer questions about delivery and terms of payment. delivery and terms of payment.Negotiate: make proposals and react. § © Negotiate: make proposals and react.Link issues. Link issues.Ask for a final concession. § © Agree. Summarize. Close the negotiation.

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Dialogue building: real-life negotiation9.12 Business Builder


Worksheet


business builder %281-3%29

Documents

short feedback

optional service

unemployment

lighting design

profits rose

ing form

bs change

early morning