Aspects of business travel covered in this unit includeattitudes to travel, requests that business travellers mightmake, and methods of coping with nightmare journeysinvolving a succession of problems. Students read aboutthe modern phenomenon of living simultaneously inLondon and New York and commuting between the two.This stimulates an activity on differences betweenEnglish in the USA and Britain. The unit closes with somepractice of things people say when they meet businesscolleagues at the airport.

This unit teaches some useful expressions for talkingabout opinions on business travel, making requests,dealing with problems and greeting people at the airport,and making polite conversation.

The grammatical focus is on polite question forms andthe lexical focus is on collocations relating to travel.

In this first section, students have an oppofiunity to exploretheir attitudes to business travel and talk about what they likeand dislike about it. They are introduced to some ways ofemphasising opinions and some words other than like wlnrc}":'they can use to make their conversations about likes anddislikes more varied and interesting.

* Find out how often your students travel on business,where they generally go and whether or not they en,oyit Put a list of their ideas for the worst things aboutbusiness travel on the board and encour2ge them tonegotiate with each other to number these in order,starting with 1 as the very worst thing

$*nt*n***btxtt*$sS

* To make this more interactive, or to check the answers,you could get individual students to pick another studentand then read out words lrom the first three sections forthe other student to finish. That student then choosesanother student and reads another set of words forcompletion by their chosen student, and so on.

S Direct students' attention to the Lexis link on page 95where they will find some useful vocabulary for talkingabout business trips. If you have time, you might like tostart with the first two exercises on page 95, calling outthe first part of the collocation for the students tocomplete. They could do Exercise 3 for homework

Go through the expressions for adding emphasis toopinions and then put students into groups to practiseusing them Encourage them from now on to use theseexpressions when they want to give a strong opinion.

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l.: th* rx$\rsThis section provides more useful structures relating tobusiness travel. Students first listen to some conversationsul'olving business travellers and identify where the speakersare. They then examine some of the language used, notablystructures for making polite requests and enquiries They thenpractise using them in new requests.

. El 6,1 Reassure students that although there areeighteen conversations, they are very shofi, and all theyhave to do initially is to identify where the speakers areand write the coffect numbers in the boxes.

\fhen you are checking the answers, you could askstudents to tell you what clues they used to deducewhere the people were

. :iitt r'**r:*sis xn* $i:*r-l;n*s

:: Ask students to do this individually or in pairs and thencheck answers Help them to practise using the languageby getting one student to read out the first part of aquestion and another student to finish it.

.r Direct students' attention to the Grammar link on page 94where they will find more help with and opportunities topractise polite question forms.

Ask students to match the first halves of the questions inExercise 2 with the new endings Check the answers byhaving one student ask a question and another give asuitable resDonse

$1****;r

In this section, one student takes the role of a harassedbusiness traveller for whom nothing seems to be going right,whilst the other takes a vaneqr of roles representing thepeople the traveller encounters on the journey They practiseasking and responding to polite questions

Less confident students may need some time to prepare whatthey are going to say, but discourage them from simplywriting out their parts and reading them. Confident studentscould perform their nightmare journeys for the class, perhapswith mimed gestures andlor props.

In a feedback session, encourage students to tell the class ofany nightmare journeys they have experienced.

,

D :

6 Business travel T24

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

Yrmmsffi*$emt$s * rs$w* px mThe text in this section presents an unusual ,ition, but onewhich may become increasingly cofirmon: living in fwocountries simultaneously and commuting between the two.Students are invited to talk about whether they would preferto relocate to Britain or the States and to discuss ouestions onthe text with a partner.

Ask students to give reasons for their answers and findout if any of them have spent a prolonged period of timein either Britain or the States as pat of their work.

Ask students to speculate on the title before they read thefirst paragraph. Check that students understand that IW-Lon here refers to New York and London, but that nylonis a man-made fabric.

l

Students read the text and discuss the comprehensionquestions in pairs Get feedback on students' answers roquestion 4 as tlne difference befween the English spokenin New York and that in London wili be the focus of thenexl section, and it will be useful to establish wtratstudents akeady know on the subject.

Guessing the meaning of new words from pntext is anextremely important skill. Point out that sometimes thereare clues in the surrounding words, for example, trend.yand moclern, drawn together and sbared. Sometimes wecan infer from the context, for example, a penthousemust be a very desirable property because Joel Kissindreamed of living in New York and this represented thefulfilment of his dream.

eilist's ncarby, do yon

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il* {tJcw }!:rk end tundcn$herc a cultur*? *r *r'cn& lan$Lrag*?\Vh*t *th*r tinan*ial

csntr*s **ulei ev*irtu*N!y*v*riake L*nd*n xntji{*rv York?\,tlhel are the sther b*finlinejustri*s th*se day*?

llclv wculcl ysu *escribeth* riiy rvhcre y*u liv*?

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This section gives practice in differentiating betweenAmerican and British English. It is fairly light-hearted as itreal1y doesn't matter which form students choose to use Itl'i11, however, be useful for them to be able to recognise andunderstand the differences.

You could do this as a quiz with students workingindividually and score points for correct answers.

It might be interesting to see if students can suggest whatthe equivalents in the opposite cify might be for some ofthe words in the signs. Many of the signs themselves,such as \ValklDon't walk don't have a direct verbalequivalent (crossings in Britain have a picture of a manwhich flashes green when it is safe to cross and is redwhen it is unsafe) but there ate many words which haveI K or US equivalenrs.

b US freeway = UK motorwayc US center: UK centred US rest rooms = UK toilets (sometimes lavatories)e US subway : UK underground (in Britain a subway is a

passage under a road for pedestrians)f UK l i f t = US elevatorg US gas station = UK petrol stationh s e e bi UK roundabout = US traffic circle

j US Monday thru (through) Friday = UK Monday to Fridayk US parking lot = UK car parkI UK taxi : US cab; UK queue : US linem s e e kn UK chemists = US drugstore or pharmacyo US truck : UK lorryp UK colour: US colorq s e e er UK trolleys = US luggage carts

* El O.Z Ask students to identify the locations as rhey lisrenand afterwards to say what clues helped them to decide

- - : o- 1 .

Meeting or being met by business colleagues at an airport is acommon experience for busrness travellers. Students herepractise greetings, offers and ways of making politeconversation in such situations. They begin by listening tosome people being met at the airpofi and answer questionsabout them. They then go on to complete expressions used inthe listening and practise using them in an ailpofi roleplay

{ El 6.3 Play the recording You may need ro pausebetlveen each conversation to give students time to makenotes on what they discuss and what plans they makeCheck the answers with the class and play the recordingagain to confirm these

6 Business lravel .

T26

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

Src**t$mg v'3s$tmrs

I Before looking at the chart of expressions, ask students ifthey can remember any of the things that the speakers onthe recording said when they greeted each other. It mightbe helpful to have students close their books at this pointand write anlthing they can remember on the board.

Students then complete the boxes with the missingwords. $flhen they have done this, they will have abanl- \ l i : i l i l l rI

{i*rmany iJK Finienci France $p:rin & Ira1-_v i

::,i:;

Small talk can be a minefield when engaging ininternational business, because both cultural andpersonal factors come into play as well as any languagedifficulties. This unit addresses the issues of what isnormal or acceptable in different cultural contexts andlooks at some techniques for making successful smalltalk before getting down to business.

A listening activity gives students the chance toeavesdrop on some business small talk and try todetermine what the speakers are talking about - a usefulskill, as topics of conversation are often assumed to beunderstood and not made explicit.

Students are then given guided practice in makingconversation themselves and finally have the chance totry out their skills in a conference dinner roleplay.

The grammatical focus is on the Past Simple and thePresent Pedect, and the lexical focus is on commonadjectival collocations and exaggeration andunderstatement.

\-ou might like to refer students back to the work they did inLnit 2 on taboo subjects and techniques for keeping ttreconversation going

Ttris first section starts with a qtriz abottt cultural differencesn hen it comes to small talk.

$ Do this as a whole-class discussion and encouragestudents to relate their own personal experiences ofbusiness small talk.

*u*lx

R Note that it is dangerous to make any sweepinggeneralisations about cultures, so be prepared forstudents to disagree with the analysis of the quiz or thediagramfrom Wen Cultures Collide in the next section,particularly when it comes to their own nationalities.Encourage open discussion, with provision of examplesto back up viewpoints, but be very careful not toencourage comments on particular nationalities that maycause offence to other students in the class.

L'*s?tir ig #t*w$:r tm kx*s&rx*ssThis section takes the discussion of the implications forbusiness small talk of the cultural contex funher with adiagram showing how much sma1l talk different nationalitiesare likely to engage in before they get down to busrness.

Students then listen to extracts from several meetings andmatch each to one of the countries in the diagram. They thenlisten again for specific information to answer questons anddo some grammar work on some of the things that are said.

$ Students will be guessing or giving a personal opinionwhen they fill the chart in for the firsr time Allow themto discuss their answers in pairs or small groups if theywish. Then find out what everyone thinks in a classfeedback session.

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

Ertract 2Extract 3r,,xtract 4Extract 5Exftact 6Extract 7

El lO.t The recording should give students the

answers that Richard D Lewis believes to be correct Note

that the names of the countries are not always given in

the extracts The students must work them or'rt from clues.

Extract 1, Japan (Clues: Sakamoto, Mizoguchi Bank,

Usami-san, green tea)Germany (Clues: Berlin,'Wolfgang)Italy (Ciues: Juvenfus, Lazio,ltalian football, Luigi)

UK (Clue: cricket)imlano (Llue: f lnrano,USA (Clue: New York)France (Clue: president ofFrance)

Go through the questions with the class before you play

the recording again so that they know what information

they are listening for. Can anyone answer any of the

questions without listening to the recording again?

'$rith multinational groups, encourage students to explain

why they have put tl-reir nationality in a pafiicular place

on the chart and to give the class a brief explanation..Sfith

single nationality grouPs, find out how much

agreement there is within the class on the position in the

charl their nationality should occupy.

Flx*t $l;x*i* *r Pr*$**l S**'**;t

$ This exercise involves closer study ofthe language used

in listening 10.1. i.e. the choice of Past Simple or Present

Perfect tenses

'When students have underlined their chosen forms,

instead of playing the recording again, ask pairs to stand

up and read out their dialogues. The rest ofthe class

should stand up too if they believe the dialogues to be

correct and remain seated if they believe there is a

mistake. The students who have read the dialogues can

amend them if they wish until they can persuade the

whole class to stand up. Students who believe that they

are coffect (or when the class is divided) can appeai to

you to indicate whether there is a mistake or not

Play the recording again as a final check at the end.

Direct students' attention to the Grammar link on page

100 where they will find more on these tenses.

B:That s right Have you tried green lea A: I ne crlcKer' I ney canceucs "tt.l:'."ttt' thar's nor fairi Hoq aoa" "h" gcts the

before. itr peer.srni -

B: oh. they didn"ti well. we cenainly #,

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", savs .rwell, on

A: Er, yes I have. I had ir lasr time I was haven t seen mucn,crlcKet lnls surrrmer. question 27. the qucstion vou both qothcre l l ikeit verymuch

fi. |,;; i ::"JX'l3i '.1jlr""ones?Business wrong..he,*rore Tdontinow rn-dvoul J : ( J I l . I l a \ ( w c g u r ( l l u ( u t a l q u | q \ : D r r b l i l s s b w r | t e

. . N e i t h e r d o 1 . . . .*rrac't z

r r:r r^ mrrst be goocl. ., il;;:, ,lirnii.]"u", rr".Goodmglning,everyone t'1.1:f to , , c:Rishr, *ev"1'",,e'r,,r,s9pposewe'dbetter ;.il:}:i:'j:l"i:,liirpi.dr.".,.r,,,tgr.,,r.iritroduie vou al.l to Dr Alan. Vinter, wltols -

^-? ","*..gco.mle over 11om the Atlanta olfice Lo

g=r rurLcLr . A: N{ariy, we'l'e lhearcii the joke be{ble lt's ,co.mle over f'om the Atlanta office io

ger sraxrecr : A: Nrlarty, we'r.'e lhearcii the joke be{ble lt's

spencl a fen davs at our research centre. . lCxltt"aal! 5 ' anclent. OK, everybody. ttine to n'ork

Veti"tne,t":e"tfi";,D;wi"t... ' ,,, ,, ,',A.,'$t1,ina{wi,l1artfllf1tst,9talli.ntili , B:Ithouglrtit'wasflnny.

B:yes, I did:q/as$,tir a grear,1ar.h? Orre oi ;;;;"r*";;;;..' '-' .4:W1'rat i do worry about is \l/hai's going or

the best X,ve ever seera. .Bnt then ihere s bet$reen olri' vice-president and our head

nothing like trtaiian football. E>rtractt (r of flrance.

A: So, you iike football then? A: OK, you guys Thanks for coming. Now, B:'l'hey're having an affair?

B:Oh, yeah. { lorre it. In fact, my f'athel v,'as to busjness ... Oh, cl:id you ail get coffee? A:i'{at'ein'rj\zorLa nlea::ci? I riXaought

a prcifessional t'ootballet B; 11e-v, wait up X got a gre:rt one here. evervbo.l"y ['q:inevlr.

A, Rialiy? C; Oh no, it's one of lViar[y's jokes. E; God, nol No one ever tells me an]'thing.

lJ:yes, I:{e v,/asn'i: a supetstar or anylhing. E:See, there's this guy George goes fol a -A: I mean" it's noi the afhir tr care :ibout, It's

but he, er. piayecl foi: Leeds iob, right? And it's a really cool job. Right hovr it al'flcts olrr ineetings. Haven'i you

A: Leccls l1nirecl? here in lrle'rv )lori< Big n-roney So, noticed?

B:Yes, that's rigl:ri. tn)''tvalr, he takes a test, like an aptitude E:Noticed vrhat?

A: They wer"e o gt.ut Leam in the 70s. test. you know. him and this s'onian, ll: Hov', tl-rey al$'ays agree on everythinp;

weren't they? rl'hei'e's tvro of them. And they have to ts: Weil, nov'r vou mention it .-.

ts : \Xlhete is Luie i . bv the wav:)B: How do you do, lVf t Pearson. i am A:Oh, he. l l be he, .e ' .oon. He.s never rhc f i

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S3 'lg.t tlsfen to exlfacts liom seven meetings. check yolrr anssrers in 1 l:ymiltching each exfract to the correct eountry.

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4 $fhat kind of snack is serveel at the rneetins? chocolate bi5cuitt

5 \fhy was Cafherine in Finland lrefore"l Ehe wag on holiday

6 In the !oke, what score do boti-r &e man ancl ihe woman g{:r in rhe rcse "32!7 s'har commonly happens in rheir mr:erings fl"rese elays? th: yi::.-qt_"-:ji9**

ar.d the head o{ fi,rarrce oA eve

Place your own naticrnality on lhe chart, if it's not there aireaily. If it is there, dr,ryrlll agrer $iith where it's placed?

Look at these excerpls fiom the ceinversations you ju* listened to ancl underlinefhe best grammati{al choice. Then listen again *n

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1!:t

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

' , , i l&* &r* th*y tm{k*m.gi ' : , i *#t?

Tfus short section gives students the chance to listen rn onsome conversations The topics are not immediately obviousso they must listen hard to work out what is beins talkedebout.

1 El 10.2 Again, you could make this more lively byhaving students stand up (or raise their hands) as soon asthey think they know what is being talked abour. Assoon as a student stands up, stop the recording and askfor the answer Tell the class simpiy whether this answeris correct or not. If it is not coffect, the game goes onwhen you play the rest of the recording. The first studentto correctly identify the topic wins a point

2 Ask the students who won points to teil the others whatclues helped them to guess. Ask others to contributefuither clues that they spotted

Strong students might like to make up their own shortdialogues in which clues to the topic are given, but thetopic itself is not revealed until the end They can thenperform these and challenge the rest of the class toidentify what they are ralking abour.

:i:ii:l:

Ym$kiff i # f f ih*1.$t *xp*r**russsIn this section, students prepare some sentences about theirown experiences which will be useful when making smalltalk They then try them out on other students and take turnsaskingquestions to find out more

3 Give students time to complete the sentences Beprepared to help with any unknown vocabulary in theboxes. Alternatively, you could ask snrdents to do thispreparation at home and bring their sentences to the nextlesson to use in Exercise 2

It is always helpful and encouraging to the students ifyou can join in with activities such as these, so completethe sentences for yourself and be prepared to minglewith the students in Exercise 2 andtalk about yourexperiences The sftrdents will appreciate it and youwill get a good idea of how w61l they are coping withthe task.

R Allow plenty of time for this because it is useful languagepractice in talking about experiences, responding to whatis said, asking questions and keeping a conversationgoing (if necessary, remind students of the techniquesthey learnr in Unit 2).

Direct students' attention to the Lexis link on page 101which has some useful language and strategies formaking conversation more interesting, usingexaggeration and understatement.

A:D :

A:

B:

C:D :

C :

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- a

D

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

&t m e&m'f*r@$xs& d*mrxerThis section provides students with a roleplay in which they

practise small talk at a conference dinner. They can put into

practice all the language and strategies they have learnt in

this unit.

F*uemey

This roleplay is guided so students don't have to use their

imaginations too much to think up what to say. This will

ensure they can concentrate on fluency and using the language

they have been studying to keep the conversation flowing.

However, although it is nice to keep an element of

spontaneity in this activity, students should prepare the

information they'll need before they start. For example:

'$7hich city are they in? (They should make it one they both

know quite well.)

Has it been a good or bad conference in general?'$Vhat talks

did they go to?

\fhat did they eat? Did they enjoy it?

V/here are they staying? \trhat's it like?

'S?hat's the weather been like? How has that affected what

they've done?

Go through the introduction with the class and then give

them plenty of time to read through their roles and think

about what they are going to say. Discourage them from

writing their lines down and simply reading them out. Point .,out that they should respond to what they hear, rather than

ignoring it and just going on to the next item on their role

card. Remind them to listen carefully to what their partner

says so that they can respond appropriately.

A good way of encouraging this is to make them swappartners immediately after the roleplay and do it again with

someone new. If you do this, they won't be able to plan

together how the roleplay will work and will have to listen

carefully to what their new partner says.

$1*rx*c'**y

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