Helena GommCol in Benn

Simon ClarkeGina Cucin ie l loPaul Dummett

Paul EmmersonJon Hi rd

Mark PowellNicholas Sheard

I n t e r m e d i a t eT e a c h e r ' s B o o k

MMACMILLN

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d. Oontents$*rtr*si***t{*r*

Skills-based approach

Why are the units divided into categories?

Language input

Lexical syllabus

Grammar syllabus

Class Cassettes and CDs

How can I exploit the dialogues further?

Reading texts

How can I exploit the texts fudher?

Fluency work

Teacher's Book

$t*d*nt's S**k *cl$t*nt*

$twd*nt's S**k p*6*x wrlth *r:*rv*r* xvwil3*m*h*r'* N***ts

1 InternationalEnglish

2 Making contacts

3 Making calls

4 Keeping track

5 Speed of life

6 Business travel

7 Handling calls

I Making decisions

9 Big business

10 Smal l ta lk

11 E-mai l

12 Presenting

13 Technological world

14 Being heard

15 Snai lmai l

16 Solving problems

17 Globalvil lage

18 Eating out

19 Messaging

20 Negotiating

*vesnsx*s s*d t*xi* limks i*s{th **s\ssrs

&ddlti*n* *rxet*x'i*{ qr*lth mn*w*r*

ffi es*sxr** stt*1l*ris$s

Contents

Teacher's Notes

Photocopiable worksheets

tv

iv

v

v

V

VI

vi

VI

vi

vl

vi

4

6

1 1

1 6

20

23

28

32

37

40

44

49

54

56

61

67

72

74

78

83

88

1 1 8

T126

T128

T136

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I n t r o d u c t i o n

In Company is Macmillan's skills-based Business Englishseries, aimed at professional, adult learners seeking to realisetheir full potential as speakers of English at work - both inand out of the office - and in social settings.

In Company Intermediate takes students through fwentyprogressively more challenging units ranging from basicnetworking, information-sharing and small talk to higherorder skills such as problem-solving, presenting andnegotiating. The course reflects the need for students at thislevel to consolidate their grammatical awareness, increasetheir lexical range and, above all, boost their communicativepower in both professional and social situations.

Ten key observations on the teaching of English toprofessional learners underpin the course:

1 Professionals like to be regularly reminded why they arestudying and what's in it for them.

2 They are used to goal-setting and time constraints and tendto welcome a fairly fast pace.

10

They are motivated by topics which directly relate to theirown personal experiences.

They expect to see an immediate, practical payoff of somekind at the end of each lesson.

It is English, not business, they have come to you for helpwith (but see 7).

They want to be able to actually do business with theirEnglish rather than just talk about it.

They appreciate texts and tasks which reflect what theyhave to do in their iob.They also appreciate texts and tasks which allow them toescape what they have to do in their job

They don't regard having fun as incompatible with 'serious

learning' (but see 1. and4).

They like to see an overall plan and method behind theclasses they attend.

Skt il$s- *ra*ee$ mppr*a*f'l

In Company is a practical course in bout to do business inEnglish

'With target language selectively introduced on a

need-to-know basis, each unit is a fast track to competence ina pafticular business skill. Recognising that people need morethan just phrase lists and useful language boxes to operateeffectively in real-life business situations, each unit provides asubstantial amount of guided skills work to give students thechance to fully assimilate the target language and'make ittheir own', before going on to tackle fluency activities.

Target skills developed at this level include:

. keeping track in cross-cultural meetings

. creating a favourable impression in e-mails

. handling unexpected phone calls

. getting people to do things for you

. opening, closing and fuelling conversation

. querying and clarifiiing points under discussiono making and reporting decisions. applylng and resisting pressure in negotiations. exploiting the power of your voice in talks

Wky mr* the umlts divided into catego,ries?

In Company Intermediate contains four types of unit: Talkingpoints, Nettaorking, Desk work and Meetings Categorising theunits in this way means that you can teach the course in:

o eitber a linear fashion, starting at Unit 1 and finishing atUnit 20, selecting the most relevant mateial as you go, butknowing that you are varying your skills focus from lessonto lesson and covering the basic gramrrlatical structures ina tried and tested order

. ora modularway, doing all the units in one categorybefore moving on to the next, thereby ensuring thatsrudents see some real improvement in one area beforegoing on to another.

The approach you choose will partly depend on your needsanalysis with your class and pafily on the importance youplace on structural sequencing, bearing in mind thatintermediate learners are likely to have met most of thesestructures before.

I n t r o d u c t i o n

\Tithin each category, you may want to consider thefollowing:

&ftu;tgrperxfx

In these units, the emphasis is on using the English studentsakeady have to discuss a topic of general business interest.These units tend to rotate around a text or texts, usually withaccompanying listening work. There is some lexical input butno grarnmar focus in Talkingpoints units Unit 1 assumes youare working with a new class and therefore acts it pafi as akind of informal needs analysis.

N*fw*;kdmgr

Given the choice, most of us would prefer to do businesswith people we like. Networking and building businessrelationships are, therefore, important business skills and thefocus of these units. Unless a sffict structural syllabus is beingfollowed, the units in this category can be taken in any order,with the exception of Unit 2, which is best done with a fairlynew group.

S*s& xr*rkBusiness people now spend many hours on the phone andonline, taking messages and sending e-mail. This places anew impoftance on listening acuify and writing skills. Theunits in this category can also be studied out of order.However, it is probably better to do Unit 3 before Unit 7, andto leave Unit 19 until last, since it brings together phone ande-mail skills.

i.t,{**fingm

Meetings are endemic in business, but, of course, a lot willdepend on the kind of meetings your students take part in.Unit 4 is the best one to start with as it providescommunication techniques your students will certainly needlater on in the course. Units 8 and 1,6 both address fairlycommon types of meeting. Unit 12 (Presenting) and Unit 20(Negotiating) are more specialised, but nonetheless useful toanyone in business, not just presenters and negotiators.

&*mngax*:gc *npx.lt

At an intermediate level, students have typically met muchmore grammar than they have mastered, and recognise farmore vocabulary thar' they are as yet able to produce. Acertain amount of recycling is, therefore, essential, but theworst thing we, as teachers, can do is simply to go over oldground agan. A better idea is to try to help students applyand begin to integrate their existing knowledge -'noticing'

grammatical patterns in lexis, lexical patterns in grammar andthe underlying function in a business context of both.

For instance, in teaching the expression'I'll get on to oursuppliers right away', students' attention 66gld u5ef'rlh' he

drawn to any or aIl of the following:. the phrasal verb get on to (contact) and its complement in

a Lrusiness context get backto. the time expression right away and other time expressions

(later toclay, sometime this afternoon, when I'ue got aminute) that could fill the same slot in the sentence

o the collocation get on to our suppliers and some collocatesfor suppliers (negotiate witb, cbeck witb, cbange)

. the grammar of will as a modal verb and its use in the firstperson singular to respond to urgent requests (I'llfind out

for you, I'll see uhat I can do, I'll get bach to you on tbat)

. the use of getas a generative verb in the context ofcommunication (get througb on tbe pbone, get J)our ideasacross in a meeting)

***x**s* sb*$Ceh$s

In Company Intermediate devotes a lot of attention to lexis,showing students how to build words, many of which theymay akeady know, into larger, multi-word items they do notknow. For example:. compounds - searcb engine, belp menu. collocations - sbarp Nse, go out ofproduction. noun phrases - cost ofliuing, rate ofexcbange. phrasal verbb - sell ou4 buy up, cut back. discourse markers - aboue all, by tbe way, to sum up. fixed expressions - Leaue it uith me, I'll do my best, I'm

afraid tae'll baue to break off berec partial frameworks or scripts - ITIME] ago ue tuere bauing

dfficulties witb ..., tabicb tuas also affecting ... and ..., notto mention So, wbat was going urong? Well, tbeproblem we tuerefacing u,a.s not ... but .. Haue a look attbis .

Pre-constructed lexical chunks, like those above, are a crucialpart of native-speaker interaction and, if judiciously selected,can significantly speed up the language processing time ofnon-native speakers too, allowing them to sound more fluent

f:".."*i:I, in situations they can predict they are likely

Lexis, therefore, is given a prominent place in the unitsthemselves and, in addition, students are referred to optionalLexis links, which effectively double the lexical input in eachunit and can either be set for homework or made the basis ofvocabulary-building lessons.

*r*mxryrmr sV$*eh&*s

Of course, Iexical chunks are only useful in so far as ourstudents arc able to produce them in real time, as and whenthey need them. rilihen, for whatever reason, they are unableto do so, they will fall back on the generative power ofgrammar and the simplest words in their vocabulary to getthe job done

The approach irr In Company Intermed,iate ts to highlighttarget grammar as it naturally emerges in the activities, butthere are no long detours in the units themselves intostructural matters. The reasoning behind this is that, thoughsome formal errors persist, when it comes to the basicgrammar of English, iniermediate students tend to have moreproblems with use than form - and such problems requiremore than a short exercise or two to put right. This is wherethe Grammar links come in. Fifteen Grammar links, cross-linked to the fifteen main skills-based units, systematicallyaddress the usual questions of time, tense, aspect, voice,modaliry and conditionality as well as broader areas such asreporting and diplomacy, where gtamfrrat becomes as mucha mattet of choice as of rules.

In the Grammar links, students are encouraged to exploregrammatrcal use and, to some extent, fathom out the rulesfor themselves Tenses are usually presented contrastively.Practice exercises are mofe commonly text- or diaiogue-based (rather than simply sentence-based) to give a feel forthe discoursal role of differenr structures.

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l n t r o d u c t i o n

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Throughout the course, substantial use is made of audiorecordings both to input business expressions andgrammatical structures and to demonstrate subtlercommunication skills in action Indeed, very little ofthe language work is not presented or recycled ina recording.

As well as the usual dialogues and narrative extracts, uoxpap- ordinary people's views on a particular topic - is acharacteristic feature of the recordings. These have beenscripted for the sake of clarity, but they do help students in,smal1 classes and one-to-one - it's easier to articulate yourviews when there are other views to suppoll or differ from.

The recordings feature both native and non-native speakeraccents, providing the students with extensive exposure toreal spoken English There is frequently an element ofhumour in the recordings which, besides entertaining thestudents (and teacher!), motivates them to listen again forthings they missed the first time round. The target languagein the units is printed in bold in the recordings.

Ss*e **:rx * *xpi*$t tih* e$Em**g*x*$ $*$$'thsy?

Play some of the diaiogues a second time and:. pause the cassette after questions for students to recall

or predict the response (if they write these down as theygo, you can ask them to recall the questions as weli atthe end)

. pause the cassette after responses to questions and askstudents to think of other possible responses

. pause the cassette in the middle of lexical chunks(coilocations, fixed expressions) for students to completethem either orally or by writing them down

. ask students to speculate about the personalities ofthespeakers in the dialogue

. ask students if they have ever met / done business withanyone like the speakers

. ask students if they would have reacted differently to thespeakers in the dialogue

$Qe*e5{ng t*xts

The reading texts in In Company Intermediatehave beenchosen to involve, entertain and provoke students into livelydiscussion, as well as to contextualise key target vocabuiary.Squeezing a text completely dry of all useful language usuallydemotivates a class, but many of the longer texts in 1nCompany Intermecliate are informationally and lexically richand can usefully be revisited.

*{*wy **n $ cx*l*it lth* jl*Nts fwrtl'l*r?

Try some of the following:. students set each other questions on a texto students set you questions on a text, and vice versa. give students several figures from a text and ask them to

recall the context in which they were mentioned. read the text aloud but slur certain words/phrases and

students ask for repetition/clarification

. students read/listen to a texi and complete sentences toreflect their own reaction to it, e.g. I tbougbt tbe pointabout .. xuas interesting; I'm surprised tbat . ; I'm not sureI agree u)itb ubat it says about ..; I'm not conuinced. tbat..; I completely d.isagree uitb tbe idea that ..

. give students the first half of 8-16 collocations and a timelimit in which to search for the collocates

. give students a set of miscollocates and ask them to coffectthem by referring to the text

. students find expressions which mean the same as, e.g.incidentally: by tbe uay; TnoreoL)er: in addition;generally: by and large or the opposite of , e.g inpractice/in tbeory; in general/in pafiicwlar

o give students a set of prepositions and ask them to scanthe terl for noun phrases / ptrasal verbs / idioms whichinclude those prepositlons

. read out the text pausing in the middle of collocations /fixed expressions / idioms for students to predict thecompletions either by shouting out or writing downthe answer

Slxsn*v *w*rk

Each unit culminates in at least one fluency activity whichdraws on both the specific language presented in the unit andthe wider linguistic resources of the students. Activity typescomprlse:

1 skills workouts, where students practise a specific micro-skill (such as effective interruption or voice projection) ina semi-guided way

2 roleplays and simulations, where students are given ascenario and perhaps some kind of 'personal agenda'

3 case studies, where students are confronted with anauthentic business problem and then compare theirsolution with that of the actual company concerned

4 'framework' activities, where the students decide on thecontent for a presentation, e-mail or phone call and theStudent's Book provides them with a linguistic frameworkto help deliver that information

Preparation is essential for types 24 and it may sometimesbe advisable to carry out the acfual fluency activity in asubsequent lesson, allowing plenty of time for feedback

]b**8**nus S**$q.

In this book you'll find comprehensive teacher's notes thatgive an overwiew of each unit, detailed proceduralinstructions for all the exercises and an'If you're short oftime' section at the end of each unit. These are interleavedwith the Student's Book pages and contain the recordingsscripts that relate to the Student's Book page opposite TheStudent's Book pages themselves are faded slightly so that theoverprinted answer key stands out clearly, helping teachers toIocate the answers more easily. Suggested answers for longertasks are provided in the teacher's notes The Grammar andLexis links pages may be photocopied and given to studentsto check their answers

The book also features a Resource materials sectioncontaining thirty photocopiable worksheets which extendand/or revise elements in the Student's Book These werewritten by eight practising business English teachers andprovide afl exl'ra twenty hours of material to supplementthe Student's Book.

1 lnternationalEngtish p*3*l&i*g ;:*in{**::gli*l': *s * gir:h*l1$*$$*Ss

Colrplsting 11 necds analysis

Doing a qulz cn languages

Diselssinq allitudes to Fnglish using expressionsfor talking itbcut langila{,}o neeCs & learnrngpreferances

& Adicie about [nglish dOminatingwodd cemTnunicalions

*- Feople ialking about theirstiiludeg :lo learning English

f f i : ,Making contacts Lescr'bing peccieDiscusslng appropriate converuatiol-rtopics

Koeping the ccnvera&tion going

Netr,vcrking

Extracts i'on a business travelpr0gramne on eonfgrence venues

Peopie gcssipinE at a cafilerence

Fecple socjalising at a conference

Fresent Sirnple

PrssntConlinilous

Present Simplevs FrosentContinuoLls

eellocaticns'relating tocOn'terences

Verb +prirositions

N*'h,ti:riti$S

O$st*|efi*ss

!

!*

3 Making calls pt:

n8*[ $$rk*sln$ tl]s t*i*p**$*

l\laking te{ephone phrases

Exchenging infdrmetion on the telephone

Planning a telephone 6a1l

Voice mail messages

Teldphcne conversatlo ns

Past Simplo Telephcne

Time adverbs fi:r, exPressions lart t . i t ) , r q . i ) : l , .

" l e / ; n C ' : r

. j l l '^ ; r L< .1o l e r i e r o r d

' : . l " - '

'

cts l iaclrois

4 Keeping track !!*,lt**iirq*&da*llng skiil*

Checklrrg & clari\rirrg iacls & figures

Queruing rirlcrmsiron

Fxkacts iiom rneetlngs

Texts: the Sudwejser companies

Extfacls fron a meeiiiig

A briefinql meeting

I

X

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Compaiefivg$ &gUpelaltves

Comparative &cupeflalve

Phrasal verbswith cn, out, off,up, dawn

$ s Soeed of life ' "r:'illili::g p*!r-rt*

:ii*a r*******1**{pl**$lli{: *i rvi:*

D,qcLss:nq I;r.3 naitgp"leni slra eEies

Discussing Ftalments on how speed affectsysur workirg life

Mini-texts: statistics airout iheworking week

Extraci fn:rnr Gettrng lhrhgsOone by Roger Eiack

People talking abeut hcw speedaffecis their work

Peopie talking atlout how theyunwind aflr work

6 Busine* travelpl$

*elx*dri*g

liavelli*S *;: b*linE$*

i:^p'csc;ng , ikc, & dislr.{e;;bouj lr .r .ei lr-E o"rbuslness

Makinq pllte feqrests & enqLriries

Silualional releplays

ldenlifying signs *s tsrilish or Anrerican Fnglish

Greetirig \lsilris

Extracts fiom business travelcQnversatlonS

Aftlci from ldewsweek abouipeople who live in two ciiies

Shcd exeharlqes in British &American fngiish

Conv6rsations at the airporl

Polrte question Collocationsforms relating io travel

lndireci questions

ffi Z Handling calls p*$lss.!:.:.:*th

,&iti:i:*s$ t!. iicit'l$ th*t$l*$h{:*

}!*1***no ni*i:*er

Discussing your attitude to usinQ the lelephone

Making polite telephone requests uSing ,{ &Could ycu .. .?

MakinQ telephone xpression$ wjth /l/

Dealinq with inceming cails

l\linr-lexis: relepno,ro ct.itislics

Tebpl'r0ne conversati0ns

*t".

Vv/ill lor futurepredictions,D P U | [ a L r E U U )

decisions, ofre:'s,requests.picinises

re{usals tirea:s

Corciii;cnalsl + i \ , . ^ . . . i ^ . 1 . ^ ^

unlessr r . . t i - - -

(thet)2 e , ' ca laa , - , c

surpcse,'sJtctsjng

Collocationsrelating to \,vorkroutines

Coliocatronsr c a | n d 1 A + h a

I Making decisionsi iii

, {ir*il:lg::

***i*ioir-*l*king

Doing a questiirnnaire on rnaking decisions

Using expiessions for rrraking decisions &ccnducting rneeting$ rn a decision-makingmesti&g

E,(kacts frpm e documentary

Extract {rom a rneeting

Articie a}:out James Bond films

Actor pro{iles: James Bondcon.tenclers

lnttiiviewi; with James Bondconten06rs

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s*

ffi s Bis business p*?'l*lllit

fr*ls1'h* 1*,,";*r *{ }igsuSin*$:t

Stating opinicns, agreeing & dlsagreeing

Staliag preferences

People talking about the size oftheir compenies

Article: Land irf lhe Granis - arecompaniee of governments incharge?

Feople talking about ihe arlicleLand of lhe Granls

ffi to Smalltalk ;,.uS**ri:*!**

l$e;i

't 1 E-mail pAq

!]*sk vr*rkWritixg *-rn*il

Diccussing attitudes to e:mail

Guideline$ for writing e-mail

Writinll e-mail equivalents of formal texis

Simplitying a lengthy e-mail

Exch*nging e*ails

People talking about theriatutudec t0 e-mail

Aniele: e-mail research results

[xlra(J lronr fhe Bt\)lfers Guide'fo the lnlgrreii

Voice mait messages

f:dure fcrnis Ccliocaiicnsi : vr , , *q r r , , ; , roi Jt" r \ -J lo

intenlion: lre oomFulers

golng lo/itannrngio/rnfendhg foelc

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m

S t, Presenting o+!fr'l**t!11$$

'3rese$t&ti{:!* skill$

ni$eu$$lng qualities al a good tlresentailon

ftrausing! pacing & senteilce streg$

Delivering a pfesentaticir

Structuring a pressntalion

Using vl$usls

Fre$enting a $olution to a pfoblem at work

ItreopJe conversing & giving apresernation

lbast: try George gernard Shewto Albert Einstcin

Hxtract {rom First Direct wei:site

A presentation about a technicalpr0Dtem

f:ast Continuous

Pact Pedect

Past Sirnple vsPast C0ntinuou$vs Past Per{ct

Fxpressiens fcrstru-cturing apreseniation

Coll0eatiansre.ldiing toprosentaii0n$

ffi

13 Technologicalworld $54?elkl$S Foint$Ts*h*el**y *il$ *han$*

Dlscussing the pras & cons of technoiogy

Making pr6di0tions about futilrc teahnologyusing expressions for speculating aboui thefutur

Article: the age of technology

Peopie talklng aboutJuturete0hn0logiq&l developments

R

L

14 Eeing heard p$s

M*etingx{:rjlt*.ei d;ffs{*il$ss it}m*stis*$

ni$cussing attitudes t0 meetirgc

Oompleting a questionuaire on assediveness inme1rng$

Discussing meeting styles in diflerent countries

Intenupting e speeker

Peopie talking abouttlreir attilrrdes to rntings

Exiracts frorn meeting$ Indllferent oultures

case sludies: Ineel,r:g styles r i lthree countrie$

Modei verbsrr?|]sf, naj4might, can,eould, wor/ld,ougfif lo tc

Collceation$relollng l0meetngs

fxpre$sions lcr$tating opinions

t& tU snailrnail psjn*$i{ i**fk

Writ!$S bu$ir1*$* le*sr$

TyBes of paper doeumentation

eorreeting a fonnal lettdr

Writing letters of eomplaint and apology

Aticle abeut a paperless office Multi-verb

Sontocno correcting a xprsslcns In

colleague's ilusiness letter bu$ine$$ letlers

g Preposiiioirs

't6 $olving problemsps?

Ms*ti*S$Pr*b1*rn-${r!vl*S

Discussing solutions to problems

Expressions for making $uggestion$

Devising a procedurc for solvlng problems

{, Case $tudies: thre proirlemssotveo

R

r*

|:jltracts from probiem-solvingmeetings

lexts: advice on solving problems

Case studisi solutions loPr0hlenrai in two companie$

Oondiiional:i{p$! referenee)

eolloeationsrelating lo peoplc& products

17 Globalvillagepr*Telkin$ F*;*t$Si*baii$*ti**

Diseussing opinions on glolralisation

Using time exrlressions tc eommunieate yourviews on how gloflalisaticn affects the conrpanyyou wQrk fof

re lextsi four peopls's opinions ongiobalisation

ffi tu atingout p?4Xeiilv*rki*g

X*$*{uri*nt$

Ft:sd & drink'lkl*{* ;-::an*ers

Dscrilring rectaur?nts

fxpressions for discussing food

Dr-rrng a quiz un table rnarnerc & etiqiletle

Categorising food & drink

Describing typical dishes from your eountry orregi0n

$- A ooi]versation in a restiurant

$. Convefsations over lunch

Fassive with Collocationscommon verh relating t0 tocd &structurcs drink

& tt Messaging r?E!]gsk lv*rk

f;-*'l*i!

V*i*e mall

Discussing attiludes to eiectroniccommunications

Seqrrerr{. ing 3 series of e-nrai ls

Fxpressions used in e.mails

Note{akng frcm voice mail

Dealing with me$$ages

Fxtract abcut the role o{e'mail in busine$s

PeOple diseussing theiropinions on ngsaging

Humorous voicemailmessalles

Reported speech

-lig

e| 20 Negotiating oa3lvisstiil*$

N*q*ti**i*x*

Sounding more diplomatic

Expressions for negotiaiing

Compleiing notes while listening to twonegotiatiCns

Negotiaiing a transfer deal

Exiract from Getirng Fas/ 410

People sharing iheir viewson neqotjating

Joke from Complle ldlot's Gurdeta Winning Thraugh A/egotualron

Er.traets ffom negotiations

Afticle cn foctball

Jescript'on ot tootbarl orayers'tranEfer deal$

R

t

r"${

e.

Grammar ofdlpl0maey

Collocaticnsfelating tonegotiatiorl$

Expressions fernegotialing

Yhsn* *:as **v*r h*s*: * langr*xg* xp*!**n hy s* rx*rxy px*plc i* x* rnxxy pNx**s.Fr*fe*s*rS*i'iC ery.e1iil }}* **m$rldEe *ncy*lcp*dj* *f ls*$#sgls

$r$*t**s exlle$ysirs i Completc thc fallonring scntc*mpar{j ra'ith other p*

This unit is about both the role and importance of Englishin global communication, and its role and importance inthe lives of the students. Students complete gappedsentences and phrases as they explore their need forEnglish and their attitude to learning it.

They then try a quiz on the world's major languages andcheck their answers in a text on the predominance ofEnglish as the language of international business andcommunication.

They have the opportunity to discuss their own views andwhether or not they agree with the article, before listeningto six business people talking about their attitudes tolearning English.

R Students should work individually at first and thencompare their lists in pairs. You might iike to point outthe grammatical structures of the two sentences: u6tnt to+ infinitive andfor (preposition) + -ing form. Then askfor further examples.

S Make it clear that students are never limited to thechoices given in the book and encourage them to tell theclass ifthey have any other ideas.

ffi $ mkxm$ m*rxx ffix w rx **m$ *rxIn this section, the focus changes to the place of English inthe world, pafiiculady in the business arena. Students areencouraged to react to and discuss information in an articleand listen to business people talking about their attitudes tolearning English.

*q,xija

$ Encourage students to try to answer all the quizquestions and discuss their answers in pairs or groupsbefore turning to the article on page 5 to see if they wereright. You may need to point out that the answers are notin order in the text and that the answers to question 2are in the panel to the right of Exercise 2 on page 5,rather than in the article itself. Give students time to readthe article, find the answers and give their reactions. Askthem if they found any of the answers surprising

In this first section, students begin by exploring their ownattitudes to learning the language, the specific areas theywish to concentrate on and their need for English in theireveryday lives.

Ne*** e$xe{ysis

$ Allow students to discuss their sentence completions inpairs or small groups before they report back to theclass. Encourage them to give reasons why they chosethe words they did by asking follow-up questions suchas:'X/bat kind of oppottuntty? Why is it a necessityforyou? In tubat taay is it a problem? Wbat would turn it

from a iigbtmare into a drearn?

T e a c h e r ' s N o t e s

Siseuss!*n

* Students should discuss the questions in pairs or smallgroups and report back to the class. Before they begin,you might like to put some expressions for commenrlng,agreeing and disagreeing on the board or OHp. Forexample;

I tbougbt tbe point about . was interesting.I'm surprised tbatI'm not sure I agree thatI'm (not) conuinced that .I totally (dis)agree tbat ...

I7hen they report back to the class, encourage them touse some of these expressions.

&t'**tu$*s t* ffi r-rg$$sh

S EI 1,1 Suggest that students write the numbers 1 to (ron a piece of paper and make notes as they listen to thesix speakers. They can then compare notes with apartner Encourage them to use the expressions foragreeing and disagreeing thai they studied in iheprevlous exercise.

e$ Ask individual students to read out the sentences.completing the gaps.

To add a little movement and make this more fun, aseach sentence is completed, ask the rest of the class tostand up if they think the answer is correct and to remainseated if they think it is wrong. play the recording againfor a final check

aDoutspeaK rorergn ranguages 50 l t s norhing new learning Engl ish. Try learning i r n l ren you-

Sr,oiJapanese But with native

to speak Dutch! In fact, theI do feel at a

that means lo-pon11.'m,tiying to don't real

: l re for r rs Tl re :ame goe: fnr people f rom :{oreanl Actualiv, I find i

' t speak foreign languages so i t s norhing new learning nngl ish. i ry i .ur i -g i , nrren you-. ' for us Tl le:ame goe: fnr people f rom nat ive language is {oreenl Airual l r . I t lnd i

I-uxembourg, Belgium, scandinavia. Eighty cnn spe"k English oK, if I m doing businessDer cent ofDutch oeoole speak English. with other no"n-native speakers, llke

h Mosr of us speak *-. c...r., ,oo] o, Argentinians or fapanese Bur with nativeus speak some Cerman too, or ArgeWe cenainly dont expecr anytody Engl

,?:11.llili'-11',1'l'*?:kr?' disa'

,ta:a

ia:],

o sure lt's certainly not as bearrtiful a language ih. gruln*u, is much srmpler rhan mroI of as mylanguage, which is Ifalian, fu1d, language, Hungarian _ ar least at rhe, _ anr\?y, I think it's more difficult as vou beginning. that's the thing about EngLlish

the get older to learn foreign languages. Br i['s eas[: i -

ql

, .i,l [i.u,!bt]:.r:..rlei{rl::i lhe ru,ctb*r ci lra.Nre

*lx;:r,l**i*r * Discu.tr the fi:trl.wing quesli(]*s : :"- ::,,:j /*m

English Inc.

At!t***x t* ffir:gii*h * EI t"l Listen ro six business pcnple.linglish. Take nr:fes. !(hose opini*n

a Do you fhink the article ovcr"litaiqs dre importancc ofHnglish'i

b What odler languages might er"entually take i.rver frcimEngiish il$ rhr intcl'naiicnal lairguage of husiness?

c Do you agree that big l:usiness &cceleraaes lhc adrranceof thc English lenguage'l

nglish is tc interlational ei:mnunie::lion whatVhs isto video, l"lirn:scft te sotwarr ancl Pe*tiun: tn ilremicrochlp, lt is, i:r better cr wcrlr:, the 'inCustry

standarr1'. And tircse whc cion't speak at least a lrnle risk5 l*sing busirress to tire increa:ing number llho Co A q.rarter

e:lthe planet eurrenly:peak Engli:h.That:; one and a hal{Lrillion peeplc, tvo-{hirc's of r*hoirr sp*ak ii as a 1i:rr3language,

In a rccent srrvey*, 69% ef Europeans sair! ihey tholghtl$ e',/eryone shor.id speak Lnglirh, fl*re than halfi:f thern

already eJe Fr:r most, it's nct a questicn cf ch*ire br.rt c{necessia es Fnglish has rapidly beeonre the f,rst langL rge olbusiness, science anC popuiar- cultur"e.Thr:ee-quartert of ,lhe,*orlcJs rnail is in [nglish, 5c pre lorr *ut cilve e-rnails end

l5 n'!os[ l:i wh*t y:u Ind en -the InternetHcwevel nol c\rycne welcomes this linguislic

menopol;iThe Fr"enrh fliristry cf Fin:nce, for lnstance,recenily :urprised the inlernalional bi,r:iness eamnrr;nrty tyba.rnlng Engliih tenls ljke e-mri/ aneJ lnterrer. ln lael seven

?0 tesms .f l,rngL;age *xperlr have been empioyeC to aorneup wilh Freneh aiternatiles. le \i!'eb is nrlt aecep-table. lcic;ls is. AnC when the French Fresident hinrself reGred tos&rt-!rp eompanre$ a5 l*s sls{-rrpi$les in a lelevised spcrci ,.

he wa: :lrorgly critlcised for tatling ta rJelend Francc _g,,,n:r25 the aclance ofthe Fnglish language.

The Fr:ench have a poinl.lwqnty l*nguages dlsappe.a;,eyery yilar !rccause nobocly spea,k thern anymcre.At lhatrate, by the enC of the l ist eentury almnst a -ihii.rl of thewulci! stx;nc1 a h;ilth*rsand langr:ages rvil{ be d*d. [ven

:0 rn Gernrany rvhere Dengrish is {ashicnabie, and phrases likeJc,ntlnilfs, fc,.rerpudner and Sirness-tcining are ecfi rnen,th* lesCer ofthe Froe Democrats has expressecl {:$ncefnalnut the'food oi angiici:ms cleseenCing on us l.erm tlrenredia aelverising, preCr-ret d*scriptions and teehnelogy.'.

i5 Scrne go sr far as tr: ca:li it 'a bmn of violeree',l"laybe ii is, md big businet: c*rtainly aeeelerat$ th*

prreess, As liro&s:or Daviel Cr-ys*!, ar.rthor- al iheCcntrnCg* [nryc/cpedr* ci Lcngucge, puts it, 'wave d*rllar biilsin i^snt ol:orneone. and they wiil learn cornplicated

4t spelling: anC gramn*r:'RLrt whal al:orJ peopl* r,vhr: learn ibr.eigr iangr.rag*s ;r-:l

for trn? A 37-year-old An:eriran, Greg; Ccx, ha: taken thissrnrple plea*re 10 extrenes. He holds the world recerrd iorspeaking the mo:t. fcreign languages - :ix1,fu*'- r:L *n. ,urt

{5 co*nil t1e would unCo,-rbiedly b* arr iisset to any ccmpanyd*ing internattcn;rl bl,srness. ELrt {:r th*se of u: wh* ;ur:less gifted lingr.iis:tlcally the por,vor cl the Anericxr derllar-mear6 lhere nrey soon be cnly cne i:reign language weneed t* Ie;vn, and th*t langu*ge will be finglislr.

. i : ) ingll: ir "t l l :ni1 : 5pirrirf 16{rrr : : 4 i - l i n j i i l l n

.t]: 5 Ar' lbr. i$ I rr

l:: 6 i.arglelE :65rr

:1i / *ergrti l6:ir

i | ! Ru!1r:tft l58n

1;1 I j::perr.es* l?,tri l i lQ I , l rn rn : ) l ; r

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fq

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talking ahnut thcir attltudr:s ro iearningis ck:sest t$ y{}ur own?

Complefe rhe f*llowingiistenecl tr:.

exprei$idlns, They werc uscd by the people y{ru lLl,sr

0 Lerrning lln.qlisli my idea -ef- tiin.

I went t{} get _o....A.......-_* in my carcer.

English is thr: la:rgu{ge af ..." , rile nlrdia,

lt's eertainly n,ot 4.5 _ beautihrl a lang_ugc s$ ... I{aliiur,

I think it'$ txore djlficr{t ^t you get older,

I'11 always tldnlq in ltalian.

\{/ith narive fir-rglish spc.:tkers, I do feel 4t a clisaclvan&rge

b

c

d

e

I

g

h 'fhat's the thing abq4t Xnglish * i{.$ easy to speak a quire quickly.

& **nf*rsn*c lx * gxlirering *f i*rp*$a*{ g:**pl* xruhn *[ng{y *an d* n*ghin6, !:utt*getlr*r ei**id* th** ::*tl"ring *e:tn i*e d***, Frcd,q#*n, uS eornsdien

* which of the {cllondng ciiies would you mo$ like to visit i{)r :r conference or onholid*yi l)iscuss with a pitfincr,

lSarcelona$yelney

L*ndt:n trlio cle Janeiro Hong Kong ParinVenice Nq:w Ybrk ]Suenos Aires ilokvr;

Pr':rgr rr:

tr Some busincss people were risked for thejr opinions about conferences,Complete what they saict using fhe words in the box:

d*ys + year excri$e +

cards + inlention time

videc;conferencing + $21

audience + stomach

g

Most business people attend a conference at some pointin their careers and this unit is about making businesscontacts and socialising at conferences.

Students begin by talking about their attitudes toconferences and discussing conference venues. Theylearn language for engaging in small talk and keeping theconversation going and they listen to people chatting at aconference. They will also practise doing it themselves.

The grammatical focus is on the Present Simple andPresent Continuous tenses and the lexical focus is oncollocations relating to conferences.

This first section is about attitudes to conferences. It givesstudents an opportunity to talk about their own experiencesand ooinions

As students discuss the cities in pairs, go round listeningto their conversations and make a note of any interestingpoints. At the end, ask for any interesting information tobe reported back to the whole class.'When

students have finished compieting the sentences,ask them to say whether each of the speakers has apositive or a negative attitude towards conferences.Encourage them to read the sentences aloud, reflectingthat attitude in their intonation

Do this either as a class discussion or ask students todiscuss in pairs which statements they agree with

ffimm$*$.*ffiffiffi w*ffi &t*ffiIn this section, students meet some common collocatronsassociated with conference venues. Recorded extracts froma business travel programme are used to show thesecollocations in action and also to train students to listen fordetail, in this case picking out numbers and saying what theyrefer to.

$ EI 2.1 Focus attention on the three photos and askstudents to say which of the conference venues thevwouid be most interested in going to.

As you play the recording, students match the extractswith the venues.

it,:r:::::uti:aaa:ti.ii:tr:i:i:a:l

Teacher ' s No tes

Before playing the recording, rcad aIl the figures aloud,or ask students to read them, ensuring that everyone isclear how each is pronounced.

You may need to play the recording several times andpause it between extracts for students to match thefigures to the venue and note down what the figuresrefer to.

See if students can complete the collocations frommemory before playing the recording again for themto check.

To make the activity more interactive, you could dividethe class into two teams. In turn, one member of eachteam calls out the first word in a collocation and thecorresponding member of the other team replies with thesecond word.

For homework, you could ask students to use all or somebf the collocations in sentences.

Direct the students' attention to the Lexis link on page 89where they will find more on conference vocabulary.

Srudents can discuss the question in pairs or groups andreport back to the class.

twVhm's w8xm?This section begins by introducing students to the kinds ofthings they will need to say at conferences, beginning byidentifying specific people by appearance, manner, location,etc. and saying something about them.

ffiexani&r*ng pesple

This exercise equips sh-rdents to identify people theywant to talk about. \Zhen students have completed thequestions and answers individually, ask them, in pairs, toact out the dialogue with one student choosing aquestion and the other giving an approprlate response.Do not let this go on for too long as they will be doing asimilar thing in the next activity, but with a freer choiceof words.

Put students in pairs to make new sentences followingthe gtructures practised in Exercise 1.

Make sure students can pronounce some of the trickieritems such as pbarmaceuticals, buffet and moustacbebefore they-start.

Invite some pairs to perform short dialogues for the class.

x Li$ten ag&in anel match the figures to eaeh venue. r&'har do the &g;ures rre&r to?1zt rdenue if hei{ht o{ the bhildi^j ix vetret

4:6 Venue l2j rrnraber o$ roolvrs

z:rh venue Uil

1{l-300/o Venue fldircor,lrrt available or 4pecial value dales

3,000 \fonue 3 SiLe of exhibitio^ tpace i^ ;qt^ re uetre1--.r--ic'it--

t"f)-:lJ{) \r'nri.' "1' site o$ _deldxe ;;itet.--i^ lq^^re \1+:"1

95 Yen*em@t?00 verrue lZ l9y-.t-f lf private

* \iihat qrther lacilities docs each venue have? complete t&c collocatiEms belor,-They wc're all in rhe extracts 1,ou iusf hstenecl tn.

&3{10 l&n*e ffi 11uber of people the corventior cerrtre c^^ jv:>^re

$er\lleee room seruice

2 fllght3 spacious

Sex*x&b-ixxg Seep&e

in inaa ilteirl byto fbrwith

kffhw*s whm?

S i r

2 with the long ciark h*ir?the loucJ voice?

the cOrnelfthe blue srri0,

tlre llar?4 a tthe table in dle comer.?

5 ralking tp - tht: rvaiter?theise people?

6 is !1. financiel s*rvices.

7 works fet- ehase-Manhattan.

I is stnyjng at The Hilron.

I is giving a talk c,\ glob*lisarion.

S Yerur compalqr agrees to sencl y()u l{l an ioternation.al conferrnce at c.rne of thevenucs abovc, providcd that you give a prc$enretion in Enelish. \Xhich wculdyou cherosc and why?

one of fhe main reasofis far g

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i l t : l , l ::: i l .... I i ir ir irt- l ir i t. l l

i : l l t la:rl l :tt i ' . : i i ' : inl::,r-:a-rr-lt

aa .i:ii:ia .:!

. . c . I . . : . . L . . . . .

- . . 1 . . . - * ,

, F . n - . .

. , , , , , ' , , , l . ' ' i ' ' - ' i ' ' i : i - r - '

. : r i - r . : - i i ' r ' , r , : l : ; : , , : , , 1 , . l ' . . : , : , 1 ' ' ; i r , r : r r l j ; - ' r j i r l - " : : - 1 : : r . :

' 11 , ,1 q ; , . , ' 111 , , '1 - r ,1 r i - . l l ' : : r l i i , , ' - t : ; ta ; , ' : , . . : l { r i r : - ; l l t , i , ' t t : l . i : l :1 t : r : t i f - ' r . ) t r i i , ! ' l r1 t . ' i : i . i

l . ] ] l j r . : i . ; i r . . i i t i i t r . : r : t ; r , r . t : l l , i r : r . i i . i r : t i r ' : l r 1 r

L:l, : l r:rr't rl I ;:lh Li:9!111I j ::e" hinrArD{r:t

, l -a - lr l - i . :r

, 4 , , , ' : . , , t , , , l . r . : _ r . ,

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l r : . l i r , . , i , r , ; l i r

l

T e a c h e r ' s N o t e s

$ El 2.2 Focus srudents' artention on the phorog raph arrdask them to use some of the language they have beenpractising to identifr the people. For example, tbewoman in the pink sueater witb tbe shot t bloncle hair.

For fun, you might like to invite students to see who can

grey skifi and talking to tbe man in tbe ubite sbirt

Before playing the recording, estabiish the meaning ofgossiping Either here or at the end of the activity youmight like to invite students to suggest some potentialgossip abour the people in the photograph.

Play the recording and ask students first to clecide whichof the people in the photograph the speakers arediscussing.

Play the recording agatn for students to comolete theinformation. You may need to play the recording severaltimes and pause it between extracts to give students trmeto write their answers_

Draw students' attention to the Grammar link 6n page ggwhere they witl find more information about the uses ofthe Present Simple and present Continuous

il::

1tg!1g&'@, 1s |

l

T ^ ^ ^ h ^ " , ^ N t ^ + ^ ^I U O U I I U I D I \ U L U J

"Ymhmm sr m*t imb** IIn this section, students discuss the issue of what is and is nota suitable subject for conversation with people you meet at aconference for the first time

Establish the meaning of taboo. Ask students whethertaboo subjects in their culture differ according to howwell you know the people you are talking to and thecircumstances of the conversation Invite them to suggesttopics which they think would be taboo when meetingsomeone at a conference for the first time and whichwould be safe

Point out the other categories given in this exercise:conuersation killers and a bit risk! Ask for examples, e.g.subjects rhat arc not exactly taboo but wouldn'tencourage people to continue a conversationJ andsubjects that are risky because they may cause offence.

Ask students to share with the class any amusing orembarrassing moments they've actually experienced inconversation. Ifyour students are from different cuitures,ask them to work individually at first to group the itemsin the box under the headings. They can then comparetheir answers in pairs or small groups If students share aculture, encourage them to discuss and do the grouping

m pars.

* EI 2.3 Students may be able to decide whether thespeakers get on or not before they identify the specificdetails of the topics of conversation. Ask only for this thefirst time you play the recording to encourage students torealise that it isn't always necessary to understand everyword of a listening in order to pick up the gist of what issaid or the attitude of the speakers.

Play the recording again for them to note down thetopics of conversation that they hear and allow them tocompare answers in pairs before checking with the class.

o { F : l ' ; ^ i c r n } ' f } U : * } r t ' . . ' S f S : " .

{x* sffiffThis section gives students some of the tools for keeping aconvefsation going once it has staried.

\trrite the expressions on the board as the studenrcomplete them. Then wipe off some of the word*s andsee if the students can still remember the expres-sionsGradually wipe off more words so that fewer anci iel-erremain, each time checking if the students can stilremember.

Play the recording as a final check.

Ask students to discuss the questions in pairs or sn-iallgroups. Then have a class discussion on ri-hat rher- rr'ould

do in their own language(s) to open, continue or enc aconvefsatlon.

It q'a-s ir. Lhe

ct a compa:rf ijke

in oil.Ve made : r'israke. I m

not in oil. I work for Audi

Sl'p;:doyou know manr

ncun Fabulcus hl:tl -&ei

K: Oh, ihars al l r ighr. i i -- : - . : ; ." : . : ' -l ike some more of th.: B..:-- , . : . : , :DeIOre lt all goesl

_^_ning.

?! rgutt .tt thanks. yeah. it went quire wetl. I c:Audi? oh' sorry' Thoughr \ cii R ete

) Morecurar --{;:_" _"^, ,-,"_-_-",;,:":," n,+iT."""3'*:ti',iuou.r, e\c-- r-e. r

l:: l*^'T'"::?-:'fJT*:'9,*,;;" ,,, iusr so and say hero to someonea:l!t]:i: I llr Aury uuupgl, vy utE wdyirIgi;::[:qi]ri:r:,i:i::r::iriiri:i:i:ir:arii:ii:iiiri:r,i,rr......_...

like to talk ro you about some of your Conversation 5lJ: tsl no inanxs' l'm rne ideas. My company may be interested in J: I like your watch. An oniegi. :i: : irA: Suie? - . - - - ^ ' , - ; ' f ; ; - :^ : ^ :^" . . -^ . . - - :^ : - :^ ;" ' ; ; - - : - - l i :^ .^ '^-^^- r^ ' . . . : : ^ . ^:' :t' ":

tnanKs''l m nne . ideas. My company may be interested in J: I like your watch. An Oniegi. :i: : ir

l ' : : ' : t . stavins? K;,iia:ia:tii:'a

:' ::t.:t - TL--,.- your pioduct. v/here are you staying? K; Er.

?'ffilri:"]:j:o;"11;llll"IlTf;.{^n-.., r, ii ,i'Jir"e"'. y. uuA: \x,ftat are you drinking? The Chardonnay, ;, i;;;."H""'o. *hu do.,., we flx up a l: *", air.ff ilLlf., ,""f ro mr -r1sre dicisntil? ;,;".;-;;i;;;rua1i"r.i-n.r."--yi"ra. 't;;"il -_

B: Erm'.yeah so' what line of business are r, on, ,nu.,t r. r've got mine here ... K: Turkey, It cosr me r,'enn'-r'i '. cir.:::.

youln? .*;;;; i ' A-;rt""! so.dovouk-oowma.aycJrro.t"rtlor, 2

c: Mm r was sure ' *'"ul'::1l""ji, You're i,ii;J]?i,l ;??:il-."", quite a ror or BT*H.tJil;;can I get sou ansthing

_ il *q."i;.:,,areni you? I canlf]] , - '

*"rr. for us, bir. f ine. . 1l-*P":l l;^h, ,.,, -__: a..__ .. r nD : \ i l e l ] . I d o n . t k i r o w ' I . m - n o t r e a l l y i n t o - . ; : - i ; ; l ' - . * ; . . . ^ " . ^ * ^ ^ ^ i m i . , , l t s ^ K : o h . t h a t . s a l l ' , 6 ' ' . .horoscopes, r'm arnid.

not rea'v into .' :a y:'j1fl1f,:i":I": 1{t::1,:^" .

fl* ::il: ilro," or ,r'., B.. : -- , .: . :,:

me. that's for sure.C; Oh, then try the cheese dips instead. F: Erm. wouldyou excuse me a moment?

They're good, too. E4v_ we met fl| be right back

Ymbmm ffir $xcp *mhmm?\Xbrk wirtr a paltner. Imagine you meer seme husiness people at a confer*ncelbr the lirst tirne. \fhirh nf rhe fi;llowins ropiL.$ arer inieresting? " safe? . converxntic.in kiilers? . a biL risky? . taboo?

* Sl x"x Llsten lo some pecple socialising at a conference . \ilhat are they talkingabuut? Du ll.rey gt:t on with each orher?

' :

l

Kwmp$mffi tFx* ff i*ff iw*rse*mm g*$mg'$ The expressieins helow wt:re in tht: cq:nversations you just listenecl to. Can yq)u

rcrner:rber thc first threc qrords of each expressioc? contraclions lit,s, y*tt'll" ]'ntete_) count as tr:rre worel. 1l nr:cessarlr, listen again ancl check.

a l s !\it Y?tf fir${ f isir ro Runsia?b Wltl 9" - ygl .. * cto, b;, rrre w*y?c s*!.*d What lir'.e ?f brwiness :rre you in'i

fhese - they're rlelicious.Have we pret

- $omewhere before?y?,9-!]- ?|:l:l1? me, r'have ro m*ke a phonc caltl9-"-l - ll"c-9"--- ratkins ro yor.

of

f

g

h

i

j

k

I

m

n

o

How

| - lndty g!?y--ei your ralk this mnrnins.

Irit^re Yo|^ enloying the eonfurcnce?lltis *911f9t**ftrl? Half a merer of snor*, this mornjngly?r^ ?\c t? ml: a mornent? I,ll be right baek.ry51 )l\5t - go ancl say hello ro $omeone.

Would

yot krcry many people her-e?

A, c , e , f , i , j , k , l ,

b , c , d , e , j , k , , r ,

L*ok at the expressions in 1.

a Which wr;uld bl: gor:cl way:sof opening a cnnversalion?

b W:ich vrould help you tokeep a convers*tion gnin$

c \qhich eculcl y*u usq t{)politely end a eonversation?

1, h, l, r.^

&* m m*m$wr*nce dr*sxkw partyWclrk as a class tn l*eep the conversation Soing at a conference drinks pafiy atDisneyl*Rd, Paris. trt'.s & warm summer evening and the place ls full of delegates,Tlre conference the:me is Bttsiness in the Twertty^Ji,rst Centun'.

S Invent a oaille and nationalin- for yourscff.

]liame: liiarionality:

"Tlhqn, eomplete the questions below lT:ink oil possible ans!*Ers fs each andmake ncltes in lhe space prorided.

Q $o, who I rvork for'r

T e a c h e r ' s N o t e s

&t m *#m$ff ir*$x*# e$ri imkw* n p & * .

F"ic{f { .y

In this section, students put into practice what they havelearnt about stafiing and maintaining a conversation at aconference by roleplaying a conference drinks party. Studentswork together as a class to do this and they are given plentyof supporl by preparing questions and answers in advance.,$ Students could use their real names and nationalities

here, but some may find it easier and less embarrassingto assume a fictitious identity when taking part in aroleplay. The fantasy role approach may also work betterwith in-company groups and those who already knoweach other well; it certainly allows more room for gossip.

R Ask students to complete the questions first and checkthe answers with the whole class before getting them tofill in the answers. Students should work individually todevise answers for their character, and you will need togo round offering help and advice where needed.

S If you have the time and the facilities to do so, you mightIike to add ro rhe realify of this by having somerefreshments availalle andby encouraging students tobring to class business cards (real or imaginary) andname badges

Draw students' attention to the fact that they are notlimited to the questions and answers they have justprepared. They have already practised other techniquesin this unit for talking about other people in the roomand keeping the conversation going They could evenengage in a little (fictitious) gossip about the otherpeople they have met at the conference.

Conduct a feedback session at the end in which studentsreport back to the class on the fascinating people theymet, the interesting gossip they heard and theappointments they have made.

Making and receiving telephone calls in English isperhaps one of the most difficult skills which businessstudents need to acquire, and certainly one which cancause a lot of stress.

This unit provides strategies to make telephoning inEnglish less stressful and gives some useful formulaicexpressions which will facilitate dealing with calls.Students practise listening to and dealing with voice mailmessages and returning calls. Finally, students do aguided roleplay, initiating a phone call in order to find outcertain information.

The grammatical focus is on the Past Simple and timeadverbs, and the lexical focus is on telephoneexpressions.

This first section provides an opportunity for students toexplore their attitudes and worries about speaking English onthe phone. The aim here is to demonstrate to students thatmany people have difficulry with telephone calls and it isnothing to be ashamed of Several techniques will be given inthis unit which should helo.

****tiq:*m*ir*

{ Give pairs time to think about and discuss the questions,encouraging them to give details of the incident whentheir answer is yes. Ask them to report back to the classon any interesting anecdotes they shared.

l!3$**ninq ii{if"f i' e,*l*s

Planning calls in a foreign language is vita1l1' rmponani Ifyou prepare what you are going to say when ),ou make acall, the conversation is likely to progress much moresmoothly and with less chance of misunderstanding If louare aware of what you should say when you recerr-e a call.then you will sound more confident, and ]rou are less likelyto cause offence by not using the established formulaewhich the caller will expect.

R El 3.1 Play the recording and elicit anss ers ro thequestion around the class. Encourage studens to suggestthe kinds of things the person answenng rhe phonecould have said instead of his abrupt one-s-ordresponses (Hello. Yes. Yes) which q-ould har-e been morehelpful

El s.z Play the recording for srudens ro !r-'ren andcomplete the gaps. $7hen you har e checkco ucanswers. ask them to say what n ould l .c an :cpropriateway of answering the phone in their on'n siuations

El g.S Play the recording and elicir ans'r'ers ro rhequestion. Again, you could ask srudenL. :o sa,.'ho*- thecaller's utterances could be impror ed bercie r-ou plar-the better version

El s.+ Play the recording for sruden- :o lj-.ren andcomplete the gaps. In pairs, ask sruden-r. rrer-h- toroleplay the first part of a telephone cril s-iih oneanswering the phone properlr- and the other sar-ing rl-hothey are, where they are calling tioni n ho lhe\' \\'ant tospeak to and what it is about Ther- cai fiel sn'ao roles

.. B: Sorry?received. u:sofry/

.

clasil

veS' {o) er' Laulerrne 1\te!o'tlla:laii:rr:1;;11rili11:bgi0o6e:of your catll\d^,- ^^rr^^ ^r-^-^,

.. B:It's about an invoice

ask the

&r,*'s*w!li*nneix's

Fi*nrr ing y*uar cc l l t

**r t*{*g*h*xs *n*wering cy*t*m has *:r*}r*n cl*w*" Thi* is a }:urnaR b*ing. M*w **nI h*ip y*u? Sn*nymoi,,s r:il$rsri.l*r s$?.y!ss,.ep$sr?fafiva

$ How comfortable are you speaking Engli.sh q:n tlre phone? Ivork witlr a pa$n11f.Complete and cliscuss the questior:naire beluw using the coffecr fr:rm of tlr{:fblk:wing verhs:

kccp iry want II

_ l

Making phone m-lls in a foreJgn language reqtrires planning. It's espeeially imporrantto ltrrow whar to say righr at rhe beginning crf the call.

* B *"x Listen to rhe pl:r:ne call" Why cioes the cailer get angry?

EI x"g Listen to c better version of ths s:une phone call ancl ct;mpiere lhe

following: Hello , accounLsdepartraerrt . Mlujus Fot jpeakin4

$II s"x Now listen ro another phr:ne call. \lhy does rhe caller slrrincl sa

unprofessiunal?

El *.* Again, Lislen tcr a better ver',sion of the s:u:ne phone cell ancl cornplete lircf'oilowing:

Il'tis Ranron llerengucr te". _ Genex Fharmaceuricals.

Cq^. * I -- 5p4} te-_ - carherine Meiloq p)elze 't

It 's about aninvoice.! ' ' j .. i ,; i l, , . . . l , ' , - 1 - r . " . . . ; ; . , 1 ; , r t - . r , ' : ' . ' : ) : l ' j i , . i i " , ' 1 + i i , i ,

s{.

have iose shor-rt

souncl mhunrJ.erstancl

T*3*ph*nex ;xkr**i***s A kil of thc Engli,sh )icil nlled on the pl:eine is iLt$t a sm*lJ nul:her of kcy worclsuseel in diffsrent cornhinetions. 'str* r-r,ith a p&rrner. !{*w *rany felephclnerxpri]s$ion$ can you nrekr' irr z ruinutes Lrsjng or:e worcl or phrase frnm two ormore seetic.rns brrlow (eg. dhru I bn,a* your fi,&?ne, 1:lease"fi. Write fhem down.

re'l l be back

Yi:u *v*rhear a c*li*ague say rhe f'ollr:wing tlrings on the phone. whar qucsrionscio yot-t think sht *-as asked? Llsr some of the telephone expreri$ions yorr maciern h"

a Can I help you

Yes, I'el like tn spe;,rk to lfakat Karsli, pleast:,

b Ca,r I have yolrr na,rvre' please? ,/ Cax I agU who'E callirr4

Yes, it's lvan:r Medvedeva"

c Can yor,,r

T e a c h e r ' s N o t e s

"Xbleplre*x'l* phrexses

I Students will find the phrases given here useful in a widevarrely of phone calls. \X/hen they have found as manyexpressions as possible, divide the class into two teams.Each team takes a turn to call out the first part of anexpression and the other team has to complete it.

Point out to students that the key to successfultelephoning in English is confidence. If they have a rangeof expressions at their fingertips to cope with all thepracttcal aspects and eventualities of telephoning (theperson being out, on another line, offering to take amessage, etc ), then they will sound more confident andwill have more time to concentrate on the moreimportant parts of the call (imparting information, findingsomething out, etc.).

? In this exercise, students predict what the person at theother end of the phone must have said to cause theresponses given. Give students time to complete thequestions individually

For a more interactive way of checking answers, select apair of students and ask one of them to read out thequestion they have written. If the question is correct, theother student should give the response from the book. Ifthe question is not coffect, helshe should either saynothing or give a response which is appropriate to thequestion that has actually been asked Establish what thecorrect question should be before moving on. Do this forall the questions, selecting a different pat of studentseach t ime.

Direct students' attention to the Lexis link on page 9Iwhere they will find more useful telephone expressionsfor dealing wirh difficulties and disrracrions.

T e a c h e r ' s N o t e s

W*$m* f f ie$KIn this section, students practise listening to voice mailmessages and identifring the important information in them.The messages are then used for grammar work on the PastSimpie and pronunciation of Past Simple regular verbendings.

'$ EI 3.5 Encourage students to take meaningful noteswhen they listen to the messages. Elicit that these notesshould contain the important information from themessages, which is likely to include the name of thecaller, what the message is about and any action that thereceiver of the call is required to take.

& Make sure students have read the questions before youplay the recording so that they know exactly whatinformation they are listening for.

$xmst S*n*lp{* *m{$$$Ss

& You might like to ask the students to try to put the wordsinto the correct columns before you play the recording,and just use the recording for them to check theiranswers. V{hen students have to categorise things bypronunciation, always encourage them to say the wordsaloud to see what sounds right. Developing an instiactfor what sounds righr will help them rhroughout theirlanguage learning careers.

Elicit that the verbs rn the /id/ column all have infinitivesending in t or d.

Students will find more information on the form of thePast Simple in the Grammar link on page 90.

Focus attention on the cartoon. Ask studens whetherthey sympathise with the woman's frustration. Do theyfind that increased technology in the office gers in rheway of cop-rmunication rather than facilitating iL?

an estimee for a co@ad in. Errq we rlilcrscnd m,v dient's

and,welt lqtdmhearyou las week Could you give re a

01865 iiJ959 Ls m as p6ible!

.s me. Sorry" mte, I tded e'enFhing,office saywe cant have anynore

say rleyrefredsix rnq*hs forepo4 arctilersix msrths

,feasibility sady and nm-tlrey wantgeme results. Anyery, I boo&ed thence room fo three tsnorrow. GiveI

I

II

III

whea you get in- Sb need to rzlk.

W*$*m xxxm*$t trl $.s Liiiten t

i:*) ; ci rhe quesfinns,

1 a . V h < l s t ' a n s \ \ L ' l T ) l } ( ) n c i t i L : 1 ' ' i . . - - ' ' ( Y | v i a - W 4

b \fhet does ilre caller n.i:r-.: b *ro,. iou, the r.aeet_in{ with Terco wer\t

2 Put the r*corde

T e a c h e r ' s N o t e s

l ' ; . r , r ) ' . ' \ { r i { r ' , * * l , i !' - " o l j ' r

In this section, the work on telephoning is expanded toresponding to a voice mail message.

$ El 3.6 PIay Call 1 and do the questions relarrng ro itbefore you play Call 2.

Call 1

t Make sure students have read the questions in 1 beforethey listen to the recor.ding so rhat they know exactlywhat information they are listening for Reassure themthat this is all they are listening for at this stage and theyshouldn't worry if they don't understand everything thatis said

* Al1ow students to work in pairs to number the messagein the correct order and to compare their answers withother pairs before you play ttre recording again for themto check their answers.

CalI2

Again, make sure students have read the questions beforethey listen so that they concentrate on listening only for theinformation they need. Encourage discussion in pairs or smallgroups for the questions in 6

- l

T**kr*6 *h*ilt ih* p*xt

Students should not have much difficulty in putting theseverbs into the Past Simple, so the time element has beenintroduced to encourage them to work quickly and togive an element of fun. You could structure the activity asa race, with the first student to write all 14 verbs in thePast Simple and raise their hand being declared thewlnnef.

-il4ren checking the answers, you could write theirregular Past Simple forms on the board as students callthem out As they listen to the recording again, ask them toraise their hands every time they hear one of these forms

Students should be able to identify fairly readily thatextract a is incorrect because the word order is wrong lnboth questions.

Direct students' attention to the Grammar link on page 90which has more information about the formation of thePast Simple

l : - l t a l I

beef. l

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i

,::"*- ffi#,tr'rt'r'#ffir," [i3**-#*#i:ru*d{}"i?dlr"*t+"w*'*.,"t;"y:[Hr*?iu:;when ;rou went ro ihe UK last month. A: Hm.

a

- r ^ ^ ^ t - ^ . ' ^ N l ^ + ^ ^

I U d U I I U I D I \ U L U D

ff i*xxd *xxg mmtSluelt'?cy

The aim here is to get students to put into practice all the

skills they have learned in the unit so far. They have a choice

of subjects on which to base their roleplay and there is plenty

of preparation work and guidance before they embark on

their calls.

Make sure they don't just rattle off a string of questions when

it is their turn to initiate the call. They have a lot of

information to find out, but they must listen and react to their

partner's answers to one question before they proceed to the

next. It might also be useful to go over some of the language

they could use to introduce each new question so that the

impression of a list is reduced For example:

By tbe tuay, wbicbOb, and I'ue been meaning to ask, ubat ...

And. I was wondering bou long ...

Draw students' attention to ttre usefui expressions forshowing interest in the box at the side If necessary, practise afew of these around the class by telling individual students

some information and getting them to react appropriately.For example:

Yott: I'ue just won a lot of money.Student

'1,: Great!

Yotr: I'ue just bougbt a neu.car.Student 2: Really?You: Someone I bauen't seenfor ttaenty years is coming to

dinner on Sunday.Student 3: Ob, tbat's interesting.

'When students have done their roleplays, encourage some of

them to oerform them for the rest of the class.

Fl****y

ffi$m*$mffi #w*X/o.r]* wjtJr a pa|tnel:. Phunc e*ch uther in o:dertt fincl $ut somc inli:ni:*ti*r: tn help yo1;

't tla busines* in a fixeign *ilyr;r X give apreni:nl;rtir'rnor $ attenci a job int*n'ien'

T:rik tr: ]rour pil.ltn11r J:Sfi:t* yt;L: hegin en*elcci.dr rn th*: sr"ri:ject r:1 1'*ur ph*ne ce.lls.'fhink of rhe langu:lge vciu wi l nrcd.

li*gin yciul plu:ne call in this *'ny;

{jrar par&tet'sronrsl, l/:irllorr atr{-1*rur nlrnre} *orc

.Renlcfiber lo sirslw inLrn:st itr

*'hal ,vou' pill-lfief telis y:r"i,

&ralll:r

J,reg.

,clqr/.t/l;tt,ft.Ci?nd.{i;"tttt.

Ol:. l/:*t lr vrfercs/jr.;,q,

|inish yor,ir ceil kkr: this:Au1a;tt1t, loo&, I m;;st l*f .1uxgo. ?'I;criAs a lcxJbr j,our iefp.lpss;,& fo.1,o# r*ori. Blc rroff;.

l&d'rugs:?. .

'1"1*n usequfsrlons,

C r;rl **u,' l,; &&slt'lss.ti

drt notcs belox' ril help yuu ask yor.rrAsk other qursti{}1-}.r if y6s 11L*.

l:

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CK

W**n {h* r**uit caf * rx**tix6 i* t* s*h*d*ls r**r* rn*ctings it usually sign*ls {r*xhi*"l.$i&* S$urpi* &usn*ss wrl**r

$ \fhen you take par[ in rnccLings in linglish, ir is emy to losc track of whatpeople are saying, $fho c.l$ yr:u g*neralfy finet fhe harclcst to rrnclcrstaR.l?

nitive speekers othcr non-nalilre speeker$

peopl* e'ith $tr:ong accent$

* Herc arr: six simplc x,ays of cheeking what someone h;,!s just said. $rrite in Lh{rrnissing pairs t:f t&'orcls

s*e * be cateh + slrw rnissed + sayr{n * gr; uneierstancl + explein

S \fhich of dre abnr.* cl* yon i,rsc w.hen yor-r

a dicln'r hcarl lai lr] b dje]n't un.ier$r,.rncl'l

fbllorv + rurr

g ui55ed rlrai, CorrldYou t4.v it ellLini/

didn'c catch thal Could you slow

dilwn a l:it'l

eion't 4^de[tt^\d . Could you explair rv]raty*u mcan?

d not x,itir you. Could you go*ver that again?

clont fe!"!e,I,- -- you. Could youtluough tha,t again?

elnn't qnite 1?l9 rrhat vou mean. Could you

a Lrit n"iore specific?be

: c ; ; JS Match the phr-*sal vei-bs from ? tc rhe me*nings on thr: right

a slow dnrvn--.- ,,,7 n:renfiorl quiclely

b so no*.---- )a spe*k mor* slarvlyc run tJrrough.-2-===\8 erarnine, eliscuss

C*n you remember th* phra*es in 2 x,"hen you need thcm? \\brk n ith a partner.

Take it in tulns te; throw dice anel try r* prodr:m the cxact cxprcssion.s r:sing {}:ewnrds b*low. t{} hc}p }-0u"

mi*sed *

say -.

again?

not with you *

g(] cver -

again?

eiidn't cateh -

slow -

bir?

don't fellcw you *

run thr*ugh *

agein?

e{on't understand - don't quite see *

explarn - meat *

]rr.::::::::::.a{:::rttitlt:]::iii

whai you mean? bit more speeifie?

Meetings in a foreign language pose a problem for manybusiness students. Loss of concentration when meetingsdrag on is one issue, and inability to obtain clarificationon points that have been missed or misunderstood canbe a tremendous obstacle to business success.

This unit provides some simple techniques whichstudents can use to keep themselves abreast of what isbeing said. Then they learn some formulae for asking forclarification, checking what people have said, and askingthem to repeat or slow down. These can go a long waytowards making students more adept at dealing withmeetings in English.

The grammatical focus is on comparatives andsuperlatives, and the lexical focus is on phrasal verbs.

Preparation:

Bring to class enough dice for pairs to have one die eachfor activity 5.

ili:**:kl* g r..{n$pf $1*rn* iris

tr The aim is for students ro identify what they personallyfind the hardest in meetings and who they find thehardest to understand. Have a class discussion on thisquestion and encourage students to be honest aboutwhat they find most difficult. If anyone has an interestingstory about a time they misunderstood something in ameeting, they should be encouraged to tell the classabout it.

R, $ Once they have completed the gaps and identified whichexpresslons you can use when you didn,t hear andwhich when you didn't understand, give studentspractice in actually using these expressions by sayingsomething to them in a way that will make it very hardfor them to understand, for example, mumbling,speaking too fast or too softly, being too general, usingtoo much technical jargon, etc Select individual studentsand elicit an appropriate response from them

Direct students' attention to the Lexis link on page 93which introduces some more common phrasal verbswhich are frequently used in business.

This game helps students to remember the keyexpressions by giving them only a few prompt words touse to reproduce them They roll the die and recreate thesentence for that number Make sure that students havecovered Exercise 2 before they play so that they have toreproduce the expressions from memory

This first section begins with an examination of the problemof conducting meetings in a foreign language.

,,,,lttr rrio!6t6l rt

T ^ ^ ^ t - ^ - r ^ I \ l ^ + ^ -I U d U I I U { J I \ U L U J

Q.-t re"r, $* " * - ' J '

In this section, students practise pinpointing the exactinformation that they have missed.

Slxrifyi*6 $p***fi* p*{nt$

t * S EI 4.1 once students have completed the gaps and

have checked the answers by listening to the recording,you could give them more practice by devising some

more prompt sentences to feed to individual studentswho then have to come up with appropriate clarificationquestions Respond to their questions and encourage

them to end the exchange with one of the expressions

used in the exercise.

Some extra prompts you might use:

C)ur ma.in d.fficulty is tbe timing ctf tbe proiect.'We

baue to deliuer these units by Febnmry 25tbNew equipment will cost us at least $25,000.Yolancla Squatbush told me about tbeproblem.7he components are sentfrom the taarebouse in Pocatello.

It will take at least six montbs to get tbe proiect sta'rted.

Alternatively, you could ask the students to prepare some

suitable prompts themselves and have conversations in pairs.

:

Sil*,t**:*v

S Students turn to their respective pages and read out theBudweiser texts, asking for clarification where necessary.Make sure that as they do this they are genuinely makingthe words in bold difficult to hear or understand and that

their clarification questions are appropriate.

4 Students work in pairs to put the sufitmary in order

$ Elicit examples of comparatives and superlatives. Askstudents to underiine them in the summary.

'When

checking the answers, write the word on the board and

elicit the superlative form of each comparative, and vicevefsa.

Direct students' attention to the Grammar link on page )2where there is more work on comparatives andsuperlatives. If your students need more work on thispoint, you could do the exercises in class

:l:lrl:llut:::rl:ij::l:li:::l::::t:ir

;t:ri::::l

ffi*nry?In mccting$ wb.*re y{.}!l an'e discrissir-Lg kcl.s *nd figures, $:,ryi*g .lbr,}t or I rl.on'ln*t{e*tg,ttd is ${it *l$r;lys rnr:lrgh. li$1}re{iR!(rli ylr-r nrcri {

f i " ; : r p l , " lg rs l i r - t " ;? . " 1 :11 , *

i ; i r i * l ' t i s * 'S t r i r ; r *?* Per:ple soructin':es riisagr*e about fecls in :neeiings. Onc n-'av of politely qu*rying

s*:x*tliing is simpiy to {epeai th* part you tirink is rvrong ancl esk a qu*sii.o:r.

l-ook al the ex**rples $n tlle iefi.

t Xhrh with ir paltncr. Takc ic i1-r auf,nr to reasi q:ut the follos-ing false infarrnation.

Query each o{her using the coffrct information from the bor. The lirst cnr has

been cl*r::e fi.rr y;u as an tx*mplc.

Finlancl tnu^s ic 199- f , r r 'd Kotc'ln sr-rl'ttlllr' |he*ie+l+e+|ar+tlr

Th* biggest Se::eh-rx col-ultr),- is llelgium.

Selgdu*li Jloll '} 3r*r+ mes* fi&e &tbf&rd*rudri

Il:iew

T e a c h e r ' s N o t e s

' ; , , a, ] ,

In this section, students practise techniques for dealingpolitely and appropriately with situations where they disagreeabout facts in meetings

: 1t ui}:lt'!$ : ll1'*l',*r:*t|**

Wa

Read the explanation with the class and then ask them tolook at the dialogues in the side panel

Point out that in each case B is politely correcting afactual mistake that A has made and that B is sure that hisor her information is coffect. By doing this indirectly,asking a question rather than simply stating what iswrong, the coffection is softened Intonation is alsolmportant here A tone of mild puzzlemenr is polite inthese situations, intonation suggesting astonishmentwould not be polite Read one of B's lines first withintonation suggesting astonishment and then withintonation suggesting slight puzzlement so that studentscan hear the difference.

Then ask students to practise the dialogues in pairs.

Students take turns to read and resoond to thestatements. Go round making sure that their intonation isappropriate. Encourage students to also use Isn,t it . ?and Shctulcln't tbat be / where appropriate

Students work individually to invent their own falsestatements for the rest of the class to correct This couldbe done in the form of a team game with teams writing aseries of false statements and taking turns to call out eachone. The opposing team has to come up with anappropflate coffection in order to win a point.

E2 +.ZGive students time to read the sentences beforeyou play the recording so they can identifiz exactly whatinformation they are listening for. Check the answersbefore going on to Exercise 5

Play the recording again and then ask individual studentsto coffect sentences b, e, fand g

The expressions given here are useful when somethingdoes not sound quite right, but you are less sure aboutwhat is wrong

Students should be able to complete the expressionswithout listening to the recording again, but be preparedto play it if necessary. Note that these expressions don,trepresent the total response to a mistake. The personusing them is likely to go on ro say whar they think thereal facts are, as in the dialogues in the box at the top ofthe page:Isn't it .? Don'tloulnean ...? Shouldn't tbat be . ?

You could invite students to make up some more falsestatefrents, perhaps with mistakes not quite as obviousas the ones they wrote before, and practise using theexpressions to respond to each other's statements Makesure they use foilow-up questions to establish what theythink the facts are.

B :A:

B:A:

C:A :

C:A:

.' Tli?ai! e an't be rigJ|;t Sales havc nerre il , cen guu , l i r r ! . : n t l ; n ; : ' i a

. . rA:-fhat's just i:l 're point. Sales in Scandinr

1,,' . . , are usua-liy tenible, but ihey rr'cre

t r ^ ^ ^ , - ^ . , ^ N l ^ + ^ ^U d U I I U I J I \ U I U J

? It doesn't matter how many of these the students actLlallyget right, as disagreement over the facts will lead to morelanguage practice. Students can find the correct answerson page 724 of their books.

lisriir;ti::rg; {:r::': i:ir::ti$|:ipi:ti:{;i*t:

$ Discrepancies are mismatches with information thatsomeone has given earlier. Ask a pair of students todemonstrate the example dialogue

i:i:.;:::''::1,.,

$ Students turn to their respectlve pages and practise thedialogues The discrepancies are fairly obvious, but youmight like to check in a feedback session that everyonehas understood them. Yor-r could ask students to explainthe discrepancies for homework

SpeakerAa Dublin is in lreland, not Scotland,b Bordeaux is a French wine, not a German wine.c Ulrike can't be one of the speaker's closest friends if he or she

only met her yesterdaySomeone who smokes as many as J0 a day cannot be said tohave nearly given up smokingIf the woman is the speaker's wife, he cannot introducesolneone to her husband as that is himself

Speaker BOne of each means one of each sex There are only two sexes,male and female, so if the speaker has three children they can'tbe one of each sex Two of them must be the same sexLisbon is the capital of Portugal, so the French negotiating teamwor,rld not have their headquarters thereDutch is the language of the Netherlands, not Denmark,If the managing director is 70, then his grandfather is unlikelystill to be alive, let alone mnning the companyA company called Network Software is more likely to makecomputer software than domestic appliances

El +.S Go through the instructions carefully ancl allowstudents time to read the notes so they know exactly whatinformation they are listening for

The briefing meeting is quite complicated, so you may needto play it in sections and repeat pafis of it.

V/hen you have checked the answers, ask the students if theyhave ever experienced a situation where they were expectingto do one job and suddenly found that things had changedand they had to do something completely different.

C

d

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r : : ' - - lA: JO' wel('ume Lo loKlo' vlatl l l s Euulr lo for... i thorrqht lwas iust here as an advisor.A : JU. U er ( UmC LU rOKlU, .V la i l . l l . S gUULr lO

fo r . . .?

, , l i i : I : ' : : i l i l l1 ' ]" , - , , A:corporate f inance. I thought 1ou rwo lrad A

t:r:riA:,1

^' i" : * l l .?T-t i : i"TI: ' rvrarr 'rrsgoooIo for.. . i thoughttwasjusthereasanadvisor.nave yotl on tne lealn

r^ L- L-.- A:Corporate f inance. I thought 1ou rwo lrad A, Erm . l The sinrat ioo s changed a l imle?:IHi':Ilt-t :l::':^d]: !" l:.1:."- ,-,.",i o.y*"y. Danrels hatt ro nrsh orr ro a since we r,n ,p"t... n,l"li ,i.i ""*lL.A l I n l n k v o l r r e o n r n q l d e h l 6 v \ / o r r r l h r e e]:]j l iA:,Il!hi4&]y6.!]'e::gai!g!.ii:qni:]..I.9::IhT:.,"""'i; ' i1l#';;:i;d;;.6:;lh;;;i:

Inonths l rere. Nlat t . Now. th is i r Sharun " ' " ' ; , i i ; ; , ; , ; ; ; " ; ; ; { ; ; ; r : ; ; ;

mething; iame np a takeover as big as this I'i.n the 5Juv rvithi fill you in on most of thc pocket calcul.Lior' I just rnake slrre tlre

figures acld r,rpessistants v,.orking C: Oi'r. corle on, fulatt You're too ilodes[

t \{'hiie and itobln Tib know _vonr tracl< iecord Janet cani r k i , a r L u f r h . f i g r , i . s \ . w r n l ] o t r l ( )'r)

Janet Witite a.nc1 ieacl the f it'st ronntl of negotrations onthe i3th

;p mcrgei-s and l3:Your r.nedn thc 30,th, ltght? T'he l3th isst I think you tv/o next n'eek:'11 be helping 1'eu -A,:'I'f i:rt's rjgiht Wc've scheCuieci the ilrstAnd Robin's your meeting for next Wednesclay J:rnet r,irl1 be:'11 be helping 1'eu -A':'I'f i:rt's rjgiht Wc've scheCuieci the ilrstAnd Robin's your meeting for next Wednesclay J:rnet r,irl1 bey fanr:Lar vrrth able to bnet.1'ou before then Tlrrs ts youl; here as s,.eLl a,s big chance I'm counringl on you, Matt I:resc. of corirse knov,r 1ro11 !v'on't let ile clc;nrr-i

Tt9 4 Keeo ino t rack

:! l':[ci*i gincl is yt,ur husiness ger:er;rl kncwledg*? Uncler.littg. thc cr:rreclinklrmari*:l belcr'.

ffi flr* number of eokec eaRsumed in rh* w*rld Ber*ay ex{qggsl.i't rliiii$n I I ll*dr*ri nllfln I s t$gf

ffi fhu highest paid en:ployee ei{th* ?0qh cenrury

!$ ev*qghimg ***:rt$ ur:sl*r *nr*n*$, y*u're j*st nnt g*ing feast enou6h.&{*np Andreff;, f:$$s$t* **s i$ing drii/sr

* Are we all working harder than we r.rsecl io? I)oes ir seem like ).our u'orkingweek is gefting longer and longer? Reacl the texrs below.

.\7hich slatistics surprise

you mo$ll

I

1I

i ,

it Wired trs iharr thev didocq's drscoverlar. The rnost

OLISINESS

; revealed tha' d r E u d y -

; t days I don' t '

rarery worK

* Hclw pressured do you feel at work? Indieate your level clf pressure r:n thethermometer on the 1e{1. Then colnpare r,vith other people in the class.

Y*vm*rYt&$3effiffiffi**'*$ Look at these strategies fbr

maneging yolu time.

. say'no'rnote of'te.n

. make iists of things to do

. throw things awayr keep a recorcl of liow long

each task tiikes you. holel fewer meetingsI screen phone callsr check e-mail at specific

a

t

a

a

times of the d*ydeiegate meirepl*n aheacl

milximise your'uptime'

s iking poi

This unit is about pressure at work, the pace of businesslife, time management and relaxation.

Students start by reading some statistics about workinghours and working practices. They are invited tocomment on what surprises them most about thesestatistics, and then talk about how much pressure theyfeel they are under at work.

The next section investigates some strategies forr-nanaging time better and students are invited to addtheir own ideas to the list. A reading text, written by amanagement training specialist, then offers advice on aiechnique for f inding a magic hour in which to catch upr,'ith everything you've been too busy to do.

Students then listen to four speakers talking about howthe need to be faster than the competition affects their',,,ork. They match statements to speakers and then relatetne information to their own industries.

The final section looks at ways in which people unwind atrhe end of the day. Students listen to a recording andcentify the things that each speaker does to rerax.

-:ris first section, students read and talk about workrng.'rs and pressure at work.

Warm-up

Ask students to read the text individually Testcomprehension by asking each student to write two orthree questions on the text for other students to answerStudents take turns to choose another student ancl askone oftheir questions That student then choosesanother student. and so on.

Alternatively, you could have two teams and scorepoints for correct answefs

Ask students if any of them regard themselves asworkahohcs It is unlikely that any of them can matchBiIl Gates, but it might be interesting to see how nranyhours a day or week they work To make this moreinteractive, you could ask them to stand in line with theperson who works the longest hours at one end, and theperson who works the shortest hours at the other

Each student should decide where on the stressthermometer they should appear and then comparenotes with others. Ask them to comment on what theythink the causes of their stress levels are. Is it just amatter of long working hours or are there other factors?

' ' . \ ' . 1 . ; : ' '

This section investigates some techniques for timemanagement and focuses on a strategy recommended by amanagement training specialist for finding a magic hour inwhich to do all the things you want to do but never seem tohave time for.

$ Encourage students to discuss the list in pairs or smaligroups and to come up with some ideas of their own Ina class feedback session, write the new ideas on theboard and ask students to say which straregies they findmost successful

You.could also establish with a show of hands who useswhich of the strategies and which strategies are themost populaf.

- r ^ ^ ^ 1 . - ^ - t ^ I \ t ^ + ^ ^

I U d U I I U I D I \ U L U -

* Focus students'attention on *re photograph and askquestions such as W'bat is tbe man doing? Wbere is be?Does be look relaxed or stressed? Is tbis sometbing youutould like to do in tbe middle of the working day? If not, isthere anytbing you toould like to do as a breakfrom tuork?

Aik students to read the text individually. Make sure theyfollow the instructions and write down the things the texttells them to write, so that they have something to discussin the next exercise

S Allow students to compare what they have written inpairs or small groups, then conduct a class feedbacksession.

lAsk students if they have read any 'self-help' books onavoiding stress.

'W'hat do they themselves do to relax?

What works and what doesn't work? Compile alist of dosand don'ts for the classroom wall.

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{ S;f, S"$ Li.sten t* four business people telking *bor-it how being fuster than thec*mpelition affects their w*rk. lFhi.h ir"rdusny cloes each spcaker helong rr:?

Speaker I caf $peaker 3 Ccr.4prteC

Speal*er 2 elgslfeAlst* $pcaker 4 fi'rance

* Haeh speaker m.al*e.s three tndn points frorn thc list below \Vitte the nuini:er ofthe speelker in each box-

a Tllc incir;lsr.ry is more :rnd lRclre res*arcll-led. iH

b }1:u can't stop competitors copying yorir tdeas. 7

e Yuu ne*cl to movc inventory very rapidly" 151

d lt's ihe little eletails tUg .1,{U

valLle ts} your prcietucf or service . i!l

e f'hcl*'s no customer ioy*.tq; nrrym,rr*. i{l

f lt's very difficult t* clifferenriate yolrr procluct frr:m the competition. lf

S As m.Lrch ei'fcrrt goes inrc hraniling *s int* technr:logy. iL

h Cuslomers are J:elter informed about the serwices yr:,u otfur. [i

i lltociuct leacl times are getring shorter ancl shorter:. ll!]

j Tcehnok:gy is advancing almost ctaily. B

k Costs Eir* steacliiy talling. 3

I YErr-r're opcn for busine*s all rhe ti**. H

S Llnclerlirre the poinrs in 2 whiclr arc also tr-ue fcr your indusrry. Discuss thcm withc;ther people in the class.

S $peeel is impr:riant at every ntage cf the clevelopmrnt of a product

T e a c h e r ' s N o t e s

- ' , ; i a " ' i l r r r l i i , \ i . ; r . . 1 ' : . b- r l r \ i ; ; d { \ i r - r r . $ } , r 1

In this section, students listen to four business people incompetitive industries for whom being faster than thecompetition is vital. They discuss the implications of speed intheir own line of work

EI S.t Play the recording. Sruclents idenrify and makenotes o