3

Wh*n gr*u \srit* * $*tt*r, y*:1,* tskcs ssrll* *&r* *!i*tr }r*xr ******, \Slry !* {i }:s* ivh**wxl ***d cm **r!'leif w* jxtxt w!** s:l*wn xny*id n*r:se**e*? een* 6:r*s* ss** alts* *hstn9t**p f*r tlr* b*st X. l**y {*ll*}v*X $*s**i*j Si**$

l)* ;r"::.r pr*fur e-m*iiir:g ro picki*g rlp tite pbon*i, llo y*ri serf *sicie I prrticulrrtin'i* {* elr*ck ,trour *-rrr*ill ilise*sr rr'it}: a ptrtn*r.

&X *r.t Lisr*n ro fiur busin*si; p**ple r*lking ar;*ut *:*ir :rnitud*s r* *-rn*il.l)* rhey r|ientisxl *r:_v r::l'li:e p*:L:ts v*r.; elise*ssecl in 1?

l"iste::. ag:lin. 'fiek rl'}:iqh sr'.rlf.il]ri:it*i hesr sunxl:i;r.ise r.vhrr e*c.h speairr:r say$,

rh ;i |annr'r c'rulrlctc tl:e texts belcw xritir rhe numl:ers in the b*x,

?:.j: 'l ti *$ :tl'l 15*?0 316

S Wnrk rvith e p&rtnec l]*qjde h*w (he

* the w*y yau n1:tn*!i{] ysur time

ir:firrmnliun 1:*r.r just rced coulcl *J'fccl:

* *,'l:o 1'ou gir':: y**r **rn*il eddrr*s lo

* $le content cf 1.*ur e-n:lrils* '!r(;tlr wrii:ing stylr

S .fhe slatisli*s in ;i c*nrain severai ex;rr:iples af appri:xim;rd*l':r l:inci rv*rein rx*aningr

& appruN:imel*i,1* Arauld abo4t fol'trqhly * nl*re rhan overh elnxr*t e dy_ vil.tudly * q,pi

Desk w

ovel

one ls

are,q^

I'm

Students begin by talking about attitudes to e-mail. Theylook at some statistics about its use and how much ofpeople's time it takes up. They learn some usefullanguage for talking about approximations and then lookat the style of English used for writing e-mails. An extractfrom lhe Bluffer's Guide to the Internet gives someamusing advice for would-be e-mailers and studentsdiscuss how much truth there is in it. They then look atsome rules for e-mail and complete and improve someexamples. Finally, they work in groups to exchangee-mails.

The grammatical focus is on future forms and the lexicalfocus is on collocations relating to computers.

-:- ttris first section, students begin by exploring attitudes to;-inarl and how it affects time manasement

i

I{-e11. e-marl has

:

Sfurdents discuss the questions in pairs. Encourage them togive reasons for their decisions They should note downthe points they make to refer to in the nefi exercise .

El t t.t Tell students to listen to the four soeakers tosee if they mention any of the points they discussecl inExercise 1. They will have the opportunify to listen againfor detail in the next exercise. Play the recording and getfeedback from the class.

Go through the statements with the students before youplay the recording again so that they know exactly whatthey are listening for In a class feedback session, findout how many people agree with each speaker.

Students work in pairs to read the texts and completethem with the numbers. Ask them to read the numbersaloud first to ensure that they can pronounce themcorrectly. See how much agreement there is on thecoffect positions of each of the numbers before you givestudents the answers Ask them to note down the coffecranswers as they will need the corrected texts for the nextexerclse

Students discuss in pairs how far the information theyhave read could affect them. Have a class feedbacksession to find out what everyone thinks

Encourage str-rdents to produce sentences of their ownusing these expressions.

*

s

ds

$

s

vilt arrive at its Speaker 4

::,:::L",yv l F:r:J: aso, our -Tpr{.gd rhe-same

eqqia

::i:::iir]:l

'.: ,.: .:,- i ill_,

' r a r . : i . ' - ' t I' . '. ',:.:): :,

.....it:ilt1itli:tai:tt:;1.x:r:.:;:.'l:.;,-trx::ri ..Ilti.lx::. . :

- r ^ ^ ^ t - ^ - r ^ N t ^ + ^ ^I U A U I I U I D I \ U T U J

Wr*t*mW e*mm$XIn this section, students look at the style of e-mails and somesuggested des for writing them. They read an extract from ahumorous book on the subject and practise changing formalletters into a style more suitable for e-mails. They then workon making e-mails clearer and better organised.

{ Students could answer these questions with reference totheir own languages first and then exchange views ontheir experience of the style of e-mails in English.

9. Bluffer's Guides are a series of humorous books onvarious subjects. Their function is partly to inform, butmostly to entertain. A bluffer is someone who doesn'tactually know very much about a subiect but is able toconvince other people that he or she does. Bluffersusually achieve this by peppering their conversationswith technical terms relevant to the subiect concerned.Have a class discussion on how much truth there is in theextract given here

-mai! guidellncs

$ Check the answers by having one student read out therule and another provide the reason.

4. The three types of grammar words are pronouns, verbsand articles.

Satnple answef:

:,uir::rrl

Wn**$mg w*mxm$$$ Ilo you u$e a dilTerent style fi:r writing e-mrdls, cornparecl to lctrers and f*xes?

Are th*re any 'rules' fbr writi*g **mails?

3 Read this extract ilnm the boak 77:e B{ut'fer's Gttides tu the l*terrcer. Is rhere anytruth in iti'

*i.,.,t ,:l.1.|rr,r,,,:,lt,,ll

i r

! i i .

l-:,1'

t ) i

:l

i'

ill)

t:

i

:,,':rrr,:

'l., 'a,,'

:l.,SFi:t

l

- - - :

E-ev**i* 6*!**l*rw*x

:

- i

s |Fhere are no universelly accepted rules fbr writing e-mail, but here afe somer-r.se&{ guide}ines. Mateh each rule {a-g) tu rhe reason rn'hy it js L$eful.

a ereate a sublecl line with imilact.b \Xlrite short sentenees.c Keep paragraphs short.d Dor:'t always tru$t your spell eheck.g Put yaur sign*trire nn the me$$ag{i.

iej It saves pe*ple seroliing down ro serl if there,s morc aext.

[l :fn*o* w{}l guicle the reader ancJ make i.lre meseagc easier ro grasp.

lil Ir c*n't tell the tliffurence hetween yowr and yau're. or f&erffi and #:srabl

la-l lt i" more likely that sameone will reael yr:ur e-mail.

iil T h.r*'.: less chnnce the reacier will miss anyhing.

H It aru*t*s e morr: profesisionaL irnage if there aic no silly r:rrors.

fJ yor'r don't need cornplrxiryrammar or punctuation.

*ll People you know u.'eli may sencl you e-nrails wirh cerrain grammar lvorelsmi*sing. \fhat ihres types of gra$rmar rvorct arc rnissing in these examples?

{t*a great idea. h+,t}resen;ti:ng ;f fo *'be board torla.1t. {1{ speak ta yott later.

Now put the missing words back into the s*mail l:elox.

f Proe{tead the message beforcsencling it.

g {Jse headings" hul}ets antlnu*rbering"

Hi Flosa - been in rneetings alt day, so just got ysur message plus attachrnent.

Sounds gfeat * particularly like your suggestion about discount rates. ()ne or rwo

points a bil unelear perhaps, but basically good stuff. Could add something about

paekaging. ftlice job, anyway"

See you Friday. Leo

l':*irt:i-l.r gallrf;tlh, cr.tlt|lilr Iq.:rr:i:l lj:r:il i:rp:r,rssii;:rs:rlrll lt.l',i: L.ss jrrrlrr:rl ljr,.rn

bLlsincs: lutt{tm. llr:"vl'ile thrr k;lllrviiu- iillirtcfs ll'trn husir'lrr!$ }rtlrt5 *l c-l'l'l:tils

Lr$jr. ]{ l .he lrpri :ssir*s in l .hr brlrrs.

. . , , , . 1 1 , . ; . r l ; : l i . , r i , , 1 . i . i , , , . j . ) i l r . : , , : , . r 1 : a

I { i r l t ) : l ) r . r t t l tL:ss i l ,qrr { r l t { . , l iccr t . ! i l r - :^1 , l : r , lL I t : l l t '1 . r i l l ] ;c . . .

: f l i . - . t lor , rd ncu,s: i ' l r . r* t , . Sh:r l l i . . :

3)*ar l,*risr-

Th*xXe ,v{}x', f{}r .}'{}e}r l*t{l*r *f, Srpt*nlbr:r l?lh. {Jn{br*wn;a{*}yu I sh*3& b* i:{{}:!*X}}* t* a${*rmd thi: r**elir;g ii* *r* llsi, 3 ll's:,$id *glpre*:}rxt* i{ i{y** ee*lra}ei ,,.$*r'!{.1 r}rr. * c{}t}}r ci tl-le rninr:les"

*cs{ w}shes"

lirin i lunt

! rcgrc{ t$ i$i{rrru ,y**g lt}ee$ lhc h*urd iunl*ll r:lcrrn yr:ul pr{rpos*l" { w$s.l]liil ,,,$tke {c} sp$l*gis f,$}' l:r:t g*tling b:rrli t* }L}L! st}{litff *n thjg, bul i't'r bccn ir :::&{ri*i'**l *li rveel.

i

i If yu",u have any !prtstip65, let rnej are rrre .itill 0K for ...? Ahout ..

i .5pe,ak t{} vort seon. Piease ...i

k:noN,. liolkrg..ing ...

. I'm serlding ynu ...

T}:ra.nks. $ee vou

ts an a$acl]ntenl

ii:t:.liiit.i*il;:,

l

I

r:r:t:aa:lilll::

:i:::alii

,ii;i:

, li :$rwriX::rlrl*:

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

5 Elicit or explain that fixed expressions are sequences ofs-ords which often occur together, and that they areparticularly common in formal letters. For example,Tbank youfor your letter of , I regret to inform youtbat ..., I lookfonnard to bearingfrom pu. Althoughthelanguage of e-mails is in many ways simpler than that offormal letters, the lack of formulaic expressions like theservhich can be memorised and used for avariety ofsifuations may make e,mail writing more challenging forsome students

Answers

- r ^ ^ ^ t r ^ . , ^ N t a + n a

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

S Elicit or explain that a new paragraph begins where thereis a change of idea. Although e-mails are less formal than

letters, it is still very helpful for clarify if they are dividedinto paragraphs. Discuss with students what makes agood subject line for an e-mall: a good subject line isshofi, creates a context and gives clues about what is inthe message.

Sample answef

To practise writing good subject lines, give each student twopieces of paper On one they write a short message of one ortwo lines On the otheq they write the subject line for thatmessage. They then exchange the message only with apartner. They then each read the message they have received,write a subject line for it at the top and return it to the sender,who compares it with the original subject line. Pairs candiscuss the reasons for any similarities or differences betweenthe fwo

Nfith thanks toJohn Hughes for this idea.l

? Sampleanswer

S Rearr*.ngc lhe i*forrn*lion in the t*nail i:elow xrd rcwrilc it to 1n*kc it c|*er*r.(}ive it pilragraphs *nel * suirrrble sr.ihieet line.

? Make {ht mess*ge helnw *irnplel i:nri clc:i,rr:r by c}*lcLing ;t.ri {rliiny *l1fiecrsserv$ri:t:{ls as pr:ssibie $rillioLll r:}ranging ilrt: rnc.rrrrng.

ti::a:::

0tt0l-'{ovr are you dcing? Gst t}:e joke you snt ms * very funny. l've {axerJ you those sistieticsyou wanled, by the way Hope they ccme in useful tor y,our presentaiion. spoke to cherylin accsunts the other day. $he sends her regards. on the subject ef accounts. did yousond your quarterlies in? | don't seern to have thern. l-et rne know how the prc*enlationEoes. And don't forget those figures"

Dear Mr Nordgvist,Qn behalf of mysei{ and nry colleague, Karen $harpe, may I take this opportunity tothank you and your te&rn snce again for your kind hospilalily during our brie{ stay inMalmo" Karen and I bsth felt lhat the two-haur meeting we haej with you at yourheadquarters tast week was, without doubi, a great sucsess, and we very rnuch look{arward to discussing our ideas with you in much more detail lhen we were abte to inthal extremely short but highly productive meeting.

I am sure y

a

t

Chenge ct plan"

lwas going te . . . ,

but . . .

Hnve you heanl ...?

Don't want io be

a pein, hut ",.l wa$ tninkinQo t " . ,lwant tc go cn e

lrarnrng ccurs{:

to . . .

..'',,,,: 1 I i.il. r, i :i!r t . i l,$ * f't'til'1 i:j {:} iiii *i':'i:}

, i , W'!j. i l$*rah is organising:r hi-rsincss trip le-faprlr ferr hr:r"self rnel hcr ccllcagr,te

peirr, $hr has .iefi thre* voire lr:eil iless:rg{s fl:r licicbi, 1:.rr r:r:ntect in X:lgol':t.

Listen rncl ilrlswer tix: qut:$tlot:$,

Mes*ag{3 L X \&hen r,,'ill Sar"elr anci Perer ;rrrir;e in Nagr:v*? WedrcSday- --

h llhy rrc rfrey goting 111 i,r ? < j.,i - I.,r. i' -fl,*#*#$o.

&{*ssxge 3 X \{hy r:an't $:rr*h and l}etcr stry at t}re Rarlissr:rn: ]it'r fr.dl '

b $i/hal C*es sr;:*h :isk Koichi to riol -fiad*qmthe|,!lete.!--fu*tl',e}"

Meri$s$e 3 * l{lr*, lon$ x'ill Lhs pi:*s*ntxinn *e: -*beUt*41*urMt95-"--

b Wh:rt sofLn'lre :lncj har*lw:rr* dr: lh*y r:r:ecli PowerPoint, +rojqJtor,Scree^

Cr:rnplete ii:e extracts frotn Lhe rlessrges in 1.

* lleter and T were lpei^4 tc arrive in liagc-va i:n &{*ntlay ..

&:! That l{ ^cl .4e-'1.4 tq be possil;le tiorv' f'tn *iieid ,.,

& $o, we .'rq ir.eilg tq $ct then'r by S/eelnsiscle), ,..

d .ljr:ter *m1 I were pjanlil4 to-- . 't J\ 1l thc lLeeliss*n ...

e .". I @ e-r:rail you *bout tl:ris yes{ercia-v.

f rVe to heep the prcsentatiorr itself quit* silort

S* . . rv* ]l-e 4pil4tc-. * rise Pc-rwedir:int '..

h .", rve 're

{oin4 to neecl a ;r

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

1,

EI

. i - \ f 1 1 j } " - | f ' 1 ] ' t : : t r . . d * r . ; : Y * , s r { . *, . . j i ' . { d J \ 4 a 6 r r t j } " i r t { r _ i * t 1 1

EI f t.Z Go through rhe questions with the class beforer-ou play the recording so that they have some idea whatthey are about to hear and know what they are listening for

Direct students' attention to the Lexis link on page 1,03for more vocabulary of computers.

Encourage students to try to remember what Sarah said,but play the recording again for them if necessary. Checkthe answers before going on to Exercise 3.

Direct students' attention to the Grammar link on page102 where they will find more information and practiceof future forms.

This could be set for homework. Start students off bybrainstorming suggestions for Koichi's subject lineDisplay the completed e-mails in the classroom fore\ieryone to read and enfoy.

Suggested e-mail:

Y r l - 1 i r , * ) f t f l * f ! ' ] i $ l :, v , * \ F a

To make this more authentic and fun, prepare a box to putat the front of the class in which completed e-mails can beposted and from which they can be collected. Makrng anelectronic bleeping noise and reading out the names ofstudents who have incoming mail will add to the fun andkeep the activity moving briskly. Separate boxes for thedifferent groups might help avoid too much confusion atthe front.

Go through the introductory expressions with the class andmake sure everyone understands them. you might like toask for a few suggestions for situations in which they mightbe used

Students start writing their e-mails Ensure that there rsenough space on each piece of paper for subsequentresponses. To avoid a crush at the front of the class,encourage students to post each e-mail as it is written andthen return to their seats to prepare the next one

The sequences of e-mails would make an interesting displayfor the classroom walls.

Messaser ,r.rlXrXl*llX

x,,,,t,",,,,r,{*,***$

This unit is about presenting successfully. Students beginby identifying the elements that make a goodpresentation and ranking them in order of importance.

The next section emphasises the importance of deliveryand teaches students to distinguish between the deliveryrequired for a presentation and that employed in normalconversation. They practise making a short toast to agreat contemporary using correct pausing and emphasis.

The focus on delivery continues in the next section andstudents are introduced to devices such as repetition andrhetorical questions which will enhance their presentation

style. The emphasis then moves on to the best way tostructure a presentation using discourse markers to helplisteners recognise in which direction it is going.

The use of visuals is examined next. Students then listento a presentation involving visuals and analyse what thespeaker says and how he presents his material.

Finally, they practise making their own presentations witha framework to guide them.

The grammatical focus is on past forms and the lexicalfocus is on expressions and collocations relating topresentations.

This first section focuses on what makes a good presentation

Students identify and rank qualities in order of importance

and discuss good presentations they have been to

$ Students choose the words to complete the list. Encourage

them to talk about successful talks they have been to,

where these elements were particularly noticeable

$3!scr$*s**ct

* Students work in pairs to number the elements in the

order they think is most important. Let them compare

and discuss their results with other pairs before a ciass

feedback session

& Elicit suggestions for other elements that make a good

presentation \frite them on the board and discuss their

ranking in the overall list.

T*ik i*w, tnllq sb*v xn* d**'t say ts:e; mx*h.

Think of succes:;f"ul t;riks yor-r'r'e beensucccssful? Completc the teill*q.lng list of elements th*t rxakc a gor:dprosentation using rire &'ords in the boxes.

ahe past" $lihar macie them so

I a * e humcur tal l i r :$ntact *0,r. . ,r , , , , . . .j f * i prei:ararir:n lan,quag* atrittrde voice

knorvledgevisr-lals

TE: l:e a goocl gx'esenter yotl need ...

a a well-stru{:tl}reel talk an sntilusia$tic attrt4de

a srr()ng

a cr:eati\,'r nse of ul44j ,"..^,,,

L'xpr( ' . \ \ iv( ' l )orlr , lan4Uaae

careful trreMr: tia^

g

h

a

!I

b

d

t l l (rr( )qgh str l>ir ' t t kno-Urlgd#_

a s:narl and professionel ,4p.*94[6^qe. -

llie**x*i**

a go*d sense of, huu".oar

G 1-1r,orl cr-t contact _

X Vith ;l pailn{:r: discr-rss tJrs clcrnentc in I enel numher them in ord*r ofimportnnce. LIse the phrases belnw in yor-u discr.rssicn-

\Yh:rt ycr-r need rn*st of ail is' \ n i r t l t t : r i r t r l t r l : i , r n i l l t r n g r t

... c.ir1 nrake a real clifi'erencc

It helps i f , . , bLrl i t 's n*t essenrial

"' \ --r , l . + * . rr a ' i F 1 ' ; i , .

$ l{i:;rrl thc t*nl }:reiorl,'. is ir gr:oei :leivicei

S{dy

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

$

s

I

il.

i

ff::;*,***:*x,****

,1.l 1' l1.;,

-:: ibcus in this section is on how the way we sound differs

r -en \\,'e are giving a presentation as compared with normal. ,ll'ersatlon. Students learn to distinguish between the fwo"::

j focus on those aspects of delivery that mark out a: i-sentation They read and listen to a toast to Albert Einstein-:l tbcus on where the speaker uses stress and pauses for::.;rt They then practise making their own toasts.

- : 'Jfesentalioos.Ltatioos, Howdo thel :i:i:::ti::,itr:ut:..

\bu might like to ask several students to read the text indifferent ways: one to a neighbour as if it is an interestingpiece ofgossip they have just heard; one as ifthey are aspy passing on secret information to a contact in a bar;one as if they are selling a course on presentation to thec1ass, etc. Then have a class discussion on how useful theadvice is.

EI tZ.t Go through the instructions and make suresfudents know that all *rey have to do is to identifiiq'hether each extract is a conversation or a presentationfrom the way they sound Tell them in advance that thesrx extracts are in pairs and that extracts in each patr aredelivered by the same speaker, but in two different ways.

Allow pairs to compare their ideas with other pairsbefore you have a class feedback session.

E2 p.ZCheck that srudenrs undersrand toast(a shortspeech in praise of someone, given before everyonedrinks to that person's good health). \7ith multinationalgroups, it might be a good idea at this point to go roundthe class and find out what people say in their country tustbefore they take a drink. In English, Cbeers is cornmon

Students will almost certainly have heard of AlbertEinstein and if you have time, you might like to dividethe class into fwo teams and see which team can comeup with the longest list of facts about him within a two-minute time limit.

Students may like to know that George Bernard Shawwas a famous Irish play.wright. pygmalion the play onwhich the musical My Fair Lady is based, is one of hisbest-known works

Elicit from the class the reasons why we pause when wespeak (to take a breath, to allow listeners to digest whathas been said, to allow thinking time, for dramatic effect,etc ). Encourage students to read the toast aloud in orderto get a feel for what sounds right as they mark in thepauses.

Ailow them to work in pairs or small groups if they wish.Then play the recording for them to check.

Play the recording agai4 for students to underline thestressed words Ask them to discuss the questions tnpairs or small groups, then have a class feedback session.

The preparation for this could be done for homework ifyou have limited time in class Make sure students don,tdiscuss with each other who they are writing about orinclude the person's name in the toast. Allow time rnclass for everyone to make their toast and for the othersto guess who is being toasted If practicable, you mightallow them to have glasses to drink from as each toast isdelivered. Note that it is customary for everyone to standas they drink the toast

Y:*il"l";;T,:,"H;?lf ;R','5i:TS?y.'J:j:J

J;[yr:]i*'"e whore thing wasvn, r t rnn_, rhat rha - ,h^ l - rh i -_ - , - . Xeple! Gal i leo, Ne*ron, Ei"ste in. 'AnJ i ; ; i

ffilf il" *Triled1'l sodrcv F,,ffi_"":_,,"" :" y1,t$"{{:i11;if****t*

. t gir-ing presentarjons?

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

& mmrnm prffi$*$x*m*&mmThe focus in this section remains on the delivery of a

presentation Students are given material to present arrdl;rave

to decide where to pause and which words should be

stressed. They are invited to make the presentation in two

different ways and decide which way sounds best

'$ The aim of having the students present the material

together is to give them the confidence and securiry of

a joint presentation before they have to do any public

speaking on their ovn.

Before they stafi, elicit from the class the difference

betlveen presenting cleaiy and professionally and

presenting enthusiastically and dramatically. You might

like to write a sentence or two on the board and either

demonstrate the difference vourself or ask a confident

student to do it.

\with a small class, you could ask eachpair to do their

presentation in front of the class, perhaps with the others

deciding which presentation style they are using each

time and commenting on how successful they ttrink it is.

\7ith larger classes, go round giving help and

encouragement as students practise giving the

presentations together.

* You may need to explain that rhetorical questions are

those which are asked purely for effect; the speaker does

not expect or requfe an answer

S Students should have little trouble matching the

techniques to the reasons why they are effective. Ask

if such techniques are colnmon in the students'

own languages.

Strtxm{ux r* ffi # ffi Wr#sffi xxtmt**sxThe focus of the work now changes from style of delivery to

the best way to organise material for a presentation. The aim

is to teach students techniques for making their presentations

clearer and easier for the audience to follow

"6 -J7hen the students have completed the expressions with

the correct prepositions, you might like to ask them to

read each one and complete the sentence in an

appropriate way. By doing this, they hear the expressions

in action. This could be done after the matching activity

in Exercise 2.

R Students identifiz the functions of the expressions they

have just completed

Fres**t'lten'l',,{lcrr

llr lr]lr l*il:i l]il.(.l ,..-'arr sxpr:t'teri{: $ilnrlhiit!wl*ii:,.renl*. ,ri [:ar]r litsig;lcJ rtfllfttl yll;, ,,'lilttf ;r.jitr-rt'l ex;:r':r:i yr-.tt lr: ill r:::l'tr,i ll d

trr*sentcr tl:::nl:, klril r:i berl? i-Jltlteticv*blei fl,*l e liltl+r;lgi*i? Yr,.*, bli nlsl cilililli. sria aila s*rl,,'e . c

FresentelrtAl;i l.;flaex:t yc! ltii,iil ie ll ill \rvr,rll, .!,ct..i :al bar ti;rllr*. licltr...u ir:flr.rteiill orlrre . 3r;;,r,ltlllc. $;'i: ralte.'!l atfrtj nlil'{it,:: frt,]j$i!es lo 1,,1tt t'llf..:iii; llt{j|.]ll.

-ll*"ilita

T;

:l-t

t)Lrn:I

* In the extract alrove finsi examnles rrf

a rupclition e grouping porirlts in threesb rhetorieal questions d pairs af con{restin$ po{nl:

S Match the items in 2 to why they ;11s eflective;

1 ]r*n invile yor-rr audiencc to rry to anticipate y.r.r. *r,"**r l!-j

2 yoLl create a safisf:/ing seru;e nf completeness H

3 yor: m*kr $ure yolir auclience clorsn't miss y-rr-rr tnain points i4i

4 yolr emphasise q.'hat you're saying l:y using the porvcr erf clppositcs il

Str*xmwr$mp e Wr*sff imm****$ The followhrg expressions help yor-l {cl give a cleat $trLtc-ture to a prc$enta$on.

Complete thein using the ceirrect preposition.

' . . " ' - " "I to 0n of off fbr back abour up

{ To start pff , then, ... 62 I 'o ntovr ' oA l { ) tn \ nc\T l )o i r l t , . . .

C Tr; go back to what i wa* s*yinf{. ... 7

4 Tr: iur: nos/ tg*-- a eijf,fcrent.matter, ...

5 To say:r bit more 4b_9ul* ti:rst, .,. I

P '\fhich of the erpressions att$ve are r-r.sed tr:

* return tt; an important p*inrt 13

b repe*t tl're mlin poinrsl B-l

c talk about s*metl*ng unconnectecll 7-

To give you an erampleqf what I mean, "..

To cligress fer

a {fl0miint, ...

- l i r sul l t \F __-. ._, t l rcn, . . .

d hegin tire pres*ntation? ilJ

e expancl a poinr m 6:

f change the subjecr? n A:

- l

- l

ffim$mg w*wwm*wyori cen elrrrv ettentjol-:| i{.1 yo1-r r,isuals by r-rsing tll* phrases belc\v. Complelc then:r

using the rv*rds in thc lrox.

have sht:rw

1 H4Ye a k:*k .it tlds. Lqt me Show you sr:mething.' fe

Ai-uL- lor-r lhc l)ackgr()url({ to this.As yorr e*n 1ee -,

1't1 like ta pgilt out ...

* \Vfrich g:;trts r:1. thtr graplr cn the k:11 do th* lollnwing v*rl:s refur to?

risc id ievei oi.f 14] flucrlrar{ Fl pc*k Ld-l ,*oo,'*, l}l h{rttom u"t i?-l i'il[ U

/ , . , . : ; . . . , , b ' : t i i

i t

: W 1*-*Lisr*n t* a stock t$di&S cor;1peny tlanaser describe ircxt his le;un sclvecl

:r prohlem rvith lhe eoutl:any's rv'rbsite

}}sl.rt S.1 L!!r,{.1{i:lin0 tir* tg.i.: lhings fl:r* uranasct'rlces lc r::p*n his prr$cntal,on.

"l*k r qlrrl;liortt r/ iell a lokc / tell a story I qr:ore sr:lrre figur*s

* \Xrh:il.'s thc signif,ica*r:* of *lc follorving *ri:ts anci tigttlts?

g ^t^Mber of r. o,rthg ri^ce thev werrt onlirre

2t0.t)00ruprber of hlt< a day nine wroxth; a4o

Cale has beer. with the

60,000

Per:f A

ruuber of hitr a day three -rorth5 a4o

S \(hat three probl*ms x'as the company having with its :r'eJx;ite?

^5low 6cce55 5pee_d g loo SgTqlicalgi c eo?l seary\ ?xll\!s

4 Fl*ving irnprove

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

: ' ; ,1$i,:* i :*. -,ccessflrl presentations involve the use of visuals

- : -'- Lrse of these will enhance a presentation and make:'. --imation more accessible to the audience. Here

- :..is Learn techniqr-res for referring to their visuals

- r:ct students' attention to the Lexis link on page 105-,:-rch gives them more expressions which they will find-:-:u1 when making a presentation The expressions they: , nolete in this exercise are good ways of drawing the-,.--.ilence's attention to a visual.

--- -r:hs are common in business presentations and. --jents will find it useful to learn these basic ways of:. :rring to movements on a graph

, * ' i . * l i ' i l ' : i : ,1* l i):''i:. i:.: li* r:'lIn this section, students listen to and analyse a presentationgiven by a stock trading company manager.

f EI 12.3 PIay the whole recording first lor rhe studentsmerely to listen and gain a general understanding of thecontent of the presentatlon, its structure and howsuccessful it is Then go through the instructions in partsA-C so that students know what information they areIistening for Then play the individual sections, pausingthe recording for students to discuss and decide theiranswers to each set of questions

il This exercise focuses more closely on the choice oftenses used by the presenter. Direct students, attention tothe Grammar link on page 1,04 where they will find moreinformation and exercises on the form and use of thePast Continuous and the Past perfect

r , : l i i : - : a l : ,a . la ' : i . i ? . : . t . - l ' . : l ' - \ ' , . , , i . , .a : l ; l : .

i , a ' " : . a ' , ' t . : . , - ' i i t a , l a j - a , - , . 1 ; , . : . ; ; 1 - : i 1 i . ; , ; 1 . ,

Far6 CB:Have a look at this. It's a grapl'r showing

the number of tfades our customers nakcper clay on our r,vebsite. As yod can,see,rhc i i g r t r e uas f l uc rua l i ng f o r r he l i r s rtl'rree monthS and then fell Sharplyriirbottoitr out at just 10.000 trades a day Fora company of oqr- si2e, tl'r:tr wasn t too ,impressivc. But look. !(/elre np to nearly40,000 trades nosr. our highdsi cvei, and '

s t i l l r is ing, . . .

OK, I'm going td bieak off in a minuteand take queStions So, to snm up Onc,in'rprovementi in our webjite have led tomor r h i t . and i nc l cased r r l c l i ng . Tnu ,l t l ve r t i s i ng on t hc I n l e l l r c r w i l l h c l p r r .win back cuitomcr!. Three., prof its'w-ilifollow E-tmcling in srocks zs.the futuri..Intl're US alone it's the way a quarter-. of thepublic choose to buy their shares. This isthe infomation age and the Internet is rheultimate inlbrmation provider I'mt e m l l t o e L l O t \ \ l t a l D i l n k e f W a l t e l W f r s l ( ) n

' once said; 'Information about money is lbecoining more valuable than moneyitself.' Tl-rani< yolr.

n rong? In a word. lechnology. Theproblem was not tlre seruice we wefe

. , - , : : : ) . 1 , , . : r . . ; l : i i , . t : . , . i i

So. creating a firsr-class website was ourf i rs t pr ior i ry. The next rh ing was Inrernet

.. radvertising; winning baqk,!.re cqstomerr : conf.iclencewe,dlost,;T,hatlq.;1 longerjob,

-r:\orv. three tirings mahe a goncl rrebsire. f;1l|n-e'rc maki'g p'ogte.ss. The ilnal

r:irs[, access to the wcbsitei;;;, ;- -t*L

thrng,. and this,airvavs takes.tin're in. h i . r o r r , r ( ( e \ s \ p r e ( : u f u r r r ' r C l r s i l v : l ) : : l n c r \

R r l r r ) e l O J C l U r l l \ I n J l ( e r

'eanr peopre rver-e getting;Lt"J *"ni"g profit \rell, rve can dream!

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

$xrwswrx&rxg & sffi $ rtx**mxxIn this section, students are given the oppornrnity to use the

skills they have been learning to give their own presentations

l-tu*ncv

Students will need plenty of time to prepare their

presentations and you will need to allot class time to hearing

each of them. Encourage students where possible to use their

own experience as the basis of their presentations, but allow

them to invent the details if they wish. Reassure them that the

language in the boxes on the left is there to help them, but

they can make changes to it if they wish.

The boxes on the right are for them to make brief notes You

will probably have established in earlier discussions that the

worst presentations are those in which speakers bury their

heads in written speeches which they simply read out Remind

students that they should not read their presentations but can

refer to brief notes from time to time if they find this helpful.

Remind them too of the skills they have discussed and

practised in earlier sections of this unit: eye contact and body

language, good delivery with correct stress and pauses, a

clear stlucture so the audience can follow what is being said,

effective use of visuals where appropriate

Encourage listening students to ask questions when invited to

do so at the end As each student has to take a turn to be the

presenter, they should realise that it is not in their own

interests to make the questions they ask too tricky to answer

Public speaking can be an ordeal for many people, so ensure

that other students are quiet and pay polite attention to each

speaker, andthatthe response to each presentation is

positive and encouraging

fix*x*?

[-t f *.: o$ f- : , s t I p': ,,"" ,- . g I I , S , , . "! . { * . " } \ - ; r i l u i i j ; i : i { } F { " ; ' i f i f l

{-ising th* ,ro*.*ro.r]'**.1$w, pfepi{fe ;l sho$ prr$enratit;n *} a pror:iem y{)rr s{rlve{:at riv$rk. lt c:rn be an,v kinri *l p*;blem, big cr small.

d*mp}*t* lhe bcxes an ths rigirt *ith i:riqf n*tes. {f you iikc, prepa.re simplc vi:iralairh basec! r:n the :inf*rln:1ti*ri yol! prli in tl:es* bux*s. Use lhe l:rnguag*r on rl:rq lefirr; heip _\rsu $tructurc yr:ur tllk, br.rt ei:ange it if yr:u nesd to.

. . i . . : l : i . I t : , l t ' : : r ; i : , : r . t l . r ' i , i , i : : , i t : i ' : : - . : : i r ; ] ' . , , : r 1 1 , | 1 i ] , , , . , , : t l t f . i : . . , . . ,':l'l:-i::

i.lt.:,1 l: i.ll L

queation3 fY"n:ffl:t;lxp'^4 H,;;il;iffin'. -:: f{icns

r,ur ,r1r...x...rr,.1..11:l''lr.:r...llr':rrl

5 $fr#ifi

;f,'il: r ai,,rn a, crroi, on

7 ffil3i:;:,,t'-;f FJ-"-**',tr s we h.1d -, ck,

fi ffi-Jnie resufta (PerhaPs a srqPh)

i .

*tl f l \ Fraaat fJ lfose

'95* li:r* i* l!* :.lgr

*{t*r}rx*!q;y.Ninely per rent of ail

scien-ti*s who have ever

liv*d are alir,e ncw

There i: mcrc nicrochip

terhn*l*gy in the

a.,erage rar than there,,ra: ir: l.fre !r:;lAp*lit

:N :plrelrafi ic t;:l

points :

ii::l::illlil

Tlis is a discussion unit on technology. lt begins byooking at attitudes to technology and finding out ifstudents are technophiles (love technology) ortechnophobes (hate it).

llhere is a short text which gives some surprisingnfonnation about how technology has advanced inreaent years and students also read some different pointsoii vlew about gadgets and give their own opinions.

ll-he focus then changes to talking about likely futurecevelopments in technology. Students make somec,,redictions of their own and then listen to some people'lalking about technological advances, some of whichrave already been developed and some of which arennedicted for the future.

:. -::is first section, the aim is to get students talking about:.ldes to technology and to teach some usefui language for'::essing points of view

Students work individually to read the article Elicit from,he class whether the author is a technophobe or arechnophile (The author is technophobic A1l thestatistics he quotes are objective. His own view seems tobe sarcastic - for all the amazing power of computers,lhey still can't think.) Ask them which piece ofrnformation in the text they found most surprising, andput them in pairs to discuss whether they, themselves,are technophobes or technophiles.

:.'it of Record ngsforpage 755

3: Free lr , r - Ieah,

- l ai:i::i::::i::t::it:i:::::itiiii:ri:r:i:

i****t* *{ viclv

* Ask students to complete the sentences To check theanswers, ask individual students to read out thecompleted sentences and the rest of the class to make athumbs up sign if the speaker is a technophile and athumbs down sign if they are a technophobe.

Go through any difficult vocabulary Nerdis a slightlyderogatory term for someone who spends a lot of timetalking about and working with computers (Americanequivalent, geek). Draw students' attention to the usefullanguage given here for expressing points ofview \7ritethese expressions up in two columns on the board:

NegatiaeDon't talk to me aboutI bate all this ..Half the time .

PosititteI'ue got a tbing about .I'm a bigfan ofI couldn't d.o tuithout .

Ask students to use them to express their own points ofview about downloading, backing up files, updatingsoftware, viruses, etc.

S Read the sentences againand ask students to put uptheir hands ifthey share the view expressed in each one.Then ask them to talk about their favourite and leastfavourite gadgets

To get them started, you might like use one of yours asan example, perhaps bring it to class and give the classa brief talk on whar it is and why you like or dislike itso much

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

1 " r T ' . . ' , , . l i * ] u , r i r . r - ; i . : ' 1 t ' q l . ' 1 "

The focus in this section is on making predictions aboutdevelopments in technology.

Go through the language in the box first, then put

students in pairs or smali groups to discuss the items in

the list. Go round making sure they are using the language

correctly. In a class feedback session; get students who

know something about the more obscure items in the list

to share with the rest of the class what they know. Make

sure that the eight topics discussed in the recording in

Exercise 2 have been covered in these discussions

EI tS.t Make sure students realise that only eight of

the topics will be discussed. rwarn them that the speakers

will not name the topics, but will simply talk about them

They should put the number against the topic.

Play the recording again. Students make notes of

an1'thing they don't understand. They then use these

notes to form questions and ask other students in the

class to answer them if theY can

d*

tikely

Read the question and the quotation from Scott Adams

Ask for comments

Students work individually to make their predictions Tell

them that in the next exercise they will have to suppofi

their views so they should think carefully about their

reasons for making each prediction.

Students read out their sentences Encourage students

who disagree to say so and to ask questions so that each

speaker has to supporl his or her opinions.

Recordings continued from preuious page

$

x

. . : . . ::

Wwtq.$ rwq$ www$*$3ffix wrxw{ In a tirne of rapid change, iS there

any point in try:ng to preclict rhc

f-uture ar dn yorr asree &-ith $eottA

Wiry ix th*s* n* *cxlili*t *t this rxewti*:6? S*rx*tllix6-s \$r*ng w!:*tx th*r*k

n* ecmfli**. Mje$ri*l Sjsn*r, j:*ad cl*is;'t*:'

Work with a partncr' Complctq and discuss ttrrs statements below'

j makc find w,i$l{: diser:ss rxchange eriticise

k{eetings are ...

a an ideal eipportun,f)'t() excha.ry pLiints of vi*rr;.

b the besl place ro l,r4ke l*ey dccisions.

a safe environmenl in which tc: di1s.u15 -, impertent issues.

d a rare chan{rj lo ql6t-- srith peoplf from *ther department$.

e the r:nly way to fbd-_..* t:ut rn'hat's really gning orr.

f an r:pen invil*tiil:] lo clltlqqq- eaeh o{hcr"

g $re perfect tx{use lo h4t1e iln entirc nlorning!

\fhich is clq:sest to thc kind of mecrings you havt'i

k K8 t*.: listen to t*n br.isit:ess people from rlifferenl cor,ulttrle$ complaining *bottt

rneeiings" .l{atch **ch *xlr*ca with i}:rc rorteet tnpic trel*w.

a there's no flxcil agcnclx le

b mt:eting$ are bori*g DJ

* preparaLion i.s lacking 13

d r:nly the bcss' opinions coti:x i:[]

e it's ail ai:out st*tus lH

Lhc fulk:t-up is ncvcl' cletrr '-Zj

*)e rrcnues ilre inapprr:priate D

mceting$ S() orl lo

Ueeti

This unit is about meetings, with particular emphasis oncultural differences in discussion styles and ways ofmaking your voice heard.

Students look first at opinions on the function ofmeetings and explore differences between differentcultures, moving on to an exploration of the acceptabilityof assertiveness in meetings. This provides anoppoftunity for practising modal verbs, which indicate aspeaker's attitude to what is being said.

Cultural aspects are then explored further withinformation from a communications expert on thedifferent discussion styles that prevail in differentcultures. Stddents listen to some extracts from businessmeetings and identify the cultural types they represent.

The next section provides students with some usefulstrategies for interrupting, so that they can make theirviews felt in meetings. They practise using thesetechniques by taking turns to read a text and interrupt thespeaker. The unit ends with three case studies of a Britishsalesman's experiences in different cultures.

Students identify and discuss the different attitudesdisplayed to such things as relationship-building, time,interruption and delegation.

The grammatical focus is on modal verbs and the lexicalfocus is on collocations relating to meetings andexpressions for stating opinions.

ln this first section, students look at different attitudes to whyn'e hold meetings They complete sentences giving differentpoints of view and talk about their own opinions. They thenlisten to some business people from different countriescomplaining about meetings and discuss what they say.Students then examine the question of how assefiive they arein meetings and practise using modal verbs to complete aquestionnaire on assertiveness in meetings

::t,:liti::]liiti:]l]i.ai,,::::a::i:.::lll:i:t::rillitii

Students complete the sentences with the words fromthe box. Check the answers and ask students to choosewhich sentence most closely describes the qrpe ofmeetings they normally have.

EI f +.t Reassure stu

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

Establish the meaning of assertiue. Someone who isassertive is confident and good at making their viewsknown and often good at getting their own way.Assertiveness is different from rudeness, though in somecultures it may be interpreted as such. Employees inBritish and American companies where assertiveness is,on the whole, valued, may even be offered assertivenesstraining if it is felt that they are weak at putting acrosstheir point of view.

\*/here assertiveness ends and rudeness and bullyingbegin is something you could discuss with the students.Ask them to tell the class if they have had any experienceof being in a meeting in which they were madeuncomfortable by someone's asserlive behaviour.

Allow students to work in pairs to complete thequestionnaire. Check answers to make sure each pairhas a correctly completed questionnaire. They shouldthen discuss each point and decide whether they agreeor disagree.

Refer them to page 125 for colnments on their answers,which divide them into the types of animals they are inmeetings: mice, foxes, horses or bulldogs.

Ask students for their reactions to the comments. If theylike the animal idea, you could use this as a way ofdividing them into groups for later exercises

Direct students' attention to thb Lexis link on page IO7where they will find more vocabulary for talking aboutthe sorts of things that happen in meetings and someuseful language that students can use to introduce theirown cornments and ooinions

6 Direct students' attention to the Grammar link on page106 where they will find more information on the form ofmodal verbs and some exercises to practise using them.Modal verbs are arxJliary verbs that show the speaker'sattitude and express such things as obligation, necessity,permission, probability, ability, etc.

'When students have matched the sentences in 5 to their

functions, ask them to make their own sentences usingeach of the modal verbs.

ffi u.x $tu rffi & d *$fmrws"xffi ffi sIn this section, students look at three different discussionstyles, identified by Fons Trompenaars, a communicationsexpert. They say which group they would place differentnationalities in, based on their own experience They thenlisten to extracts from three business meetings and matchthem to the three styles.

'8 In all questions of cultural differences, it is ifilpofiant topoint out that identifiring differences between culturesdoes not imply that one is better than another.Celebration, rather than criticism, of the differencesbetween cultures should be the aim. It is also very hardto generalise about cultures, and students'experiencesmay be very different from what is put forward by culturegurus as facts. Those experiences should be valued andstudents should be encouraged to express them.

* There are no fixed answers here Students should decidewhere to place the different nationalities according totheir own experience.

Arc yr:u assertive irr rr:reetilgs? What if the mcering is heki i:r linglish?

$ C*rnpletc thc qucs{ionn*ile using tl:e :,1'*rcls irsloN.. Thcn cliscnss cach poin{.

1 i r s a q { } i } ( l i < | , ' a , i . '" :

z l t s J l ' ) l rcl lcl( ] a .4.

3 i t ' s r ) r ' ( r ' ss l { r ' ) b ' d

g Work wilh $ partner. Oil

a Asians?

b )dorthrrn f,uropeans?6 $outhern ilur$peans?

silences r(}0n:l rubbish ceinflict

it's nof **..roury i$

it's acceptable ffi

it's not acceptable il m

*re diagram ebove, r*'here wr:r-rld you typieally placc

rIIL

ti:rings conversation

pcoplc tiule

$ Fech senfence in i contains ;r moclal r,eri:" I,{atch er:lclr modal verb io its mcaningl;el

ffi t*,X Listen tu extracts kom tluer L:u.*iness lrecting$. Which of the culturalqrpe:i ere ]i*u lislenin.q to!'

! : ' l t * . , r r : i i - ! * l i ^ ! r o ' : f r : n t . * r o q i . '6 : i { \ ' \ , * o a r a * l i ; } { $ s { F # q ? e t f $

$ \X{r*r clo 1r6;Lr think is lhc rr:o;t eillclir,c wey ta elo t}re following? Circle y*i:r

m'l$\{rcrii.

Intcrrupt in meetingsI reise my hand.X cough.I say crlrr'nr .",I say rl.re speakcr's nameI iri$t st.rt spcakingl

Preverrt interruptionI gcsture *rat I harrcn't finished.I raise r:-ty V0ICtlI avoid eye conm.t with fhe r:*rer persr:n.I just kerp talkingtI gl*re at thr peffion intenuptin&

Rcarrangc thc rvorcls tEr rtake compl*te erprcx;lons. 1'hey rvcrr all irr tirecolnirr$alion$ you iust list*necl t$.

a r jtrsr rnirrulc 2ust-1 I'nlt"

h mc iet finish let r,re fia.i

T ^ ^ ^ h ^ . , ^ N t ^ + ^ ^I U A U I I U I - I \ U t U J

IIII

I

EE U.ZRemind students of the three cultural types:dentified in Exercise 1. Play each extract on therecording more than once if necessary so that studentscan identifii the cultural type

, l t \ $ l t ' , y r ' - ' " t . i - : r F * " . . 1 r e "* ) . " . { i . l : ^ _ q : q s ! 1 \ - $ d \ \ d

.-,::mptirg someone, and dealing with interruptions,::;.cially in a foreign language, can be rather intimidating forri -.ents. This section will give them some useful techniques' Establish the meaning of interntpt (to stop someone

speaking in order to make a point yourselfl. Go throughall the strategies in the list for intem:pting and preventinginterruption, making sure everyone understands themand ask stlldents to circie the ones they think are themost effective.

\llow them to compare answers in pairs before checkingB.ith the class. If anyone chooses gesturing or giaring aseffective techniques for preventing interruption, ask themto demonstrate the gesture or look they would use

i Point out that students heard all these expressions in thelast listening exercise They should be able to unjumblethem fairly easily, but allow them to work in pairs orsmall groups if they wish.

i Students divide the expressions into the fwo categoriesand identify the fwo that can go in both.

Get students to practise the expressions in Exercise 2 byhaving them prepare a few sentences on how they feelabout being inteffupted They then staft saying these to apartner who has to interrupt, using one of theexpressions from Exercise 2 The first student should tryto prevent the interfuption Do not let this go on for tooIong as there is extended practice of these techniques inthe next section

F l ; 1 , * { T { ' " r f I } } 1 i y } i l 1 $ :j r i d r r $ r e l : ; : rThis section gives students practice in groups of using theinterrupting techniques they have just learnt.

Sl**n*y

3 Make sure that the text on fast talking is fully understoodbefore students start practising intemrptions You mightlike to get them to write comprehension questions on itto exchange and answer.

Students then take turns to try to read the text aloud inunder a minute

Other members of the group attempt to inierrupt as oftenas they can to stop them achieving this. One membershould be the time keeper and needs a watch with asecond hand This person could also award each readerwith a grade from the Interruptometer on page 59,according to the length of time it takes them to completethe text Go through the notes giving advice for readingand interrupting. Just ignoring each interruption is notacceptable; the speaker should deal with it by using anexpression for preventing interruption and then continue.

Each group could put for-ward a champion reader for aplay-off with other groups to find the person in the classwho displays the most determination and asseftiveness ingetting to the end of the text within the time limit.

- r ^ ^ ^ 1 , - ^ . ' ^ N t ^ + ^ ^I U d U I I U I D I \ U t U -

g This activity extends the practice to dealing withinterruptions by answering questions before moving on.In practice, this is what most good speakers do.Constantly refusing any interruptions could ^ppeatimpolite. Students may need time to prepare theirinteffupting questions in advance.

&rtrwet$ mW e*rs$s msNXtuxneIn this section, students each read one of three case studiesabout the experience of a British businessman doing businessabroad. They answer questions on their cases and thendiscuss the different attitudes displayed in each with studentswho have read a dfferent case.

* Divide the class into three groups. Each group shouldread a different case study and answer the questions onit. You could go round and check the groups' answersindividually or bring the class together at the end to goover the cuestions

ttII

,,, lt i:rltr:;1 ::1r11 1-r 111111q r|i' i l l l it. i:ll lr:llrl ltr rl"i.i:l l\l)i:.,iarfl i:r iit.tl It;.{r.t:.:,:tr:r:r-,t',.r:rr rrl. v|r'.r. r'til lttll.:t::..il: fil),rrr,:,.i,;l:,. tt..r':..iai:':r:)lr.:,:|itr il, llt .,r.,r]i ' l i ':

, ,:::i rapaiirlii::t':. :i::|rr,::t'1t i:l ,t larf atf ai). 1,.]1-l ::;,,ti;::;rt:: r il]iititt-it. f i ':t ln;li,:it l. 'ri lititi)

:r: irlrl: ,:f. l5i.-l lc -.:i"lfl. irt:l i '|rllt..i.t ll:t ,:triiial'trltli. l,,tl .:liat: ir:ttr't,.tr'a .r :,,.r,iil ll:il.

. ri i: i:t: ft iltlt lrti l,l]]t:-t;::-: !|' ita ,rt!t :.:.a, ii!tl fi...:':tlr,:;,;';,.11'r1grl11;, I'i:it:-t:;ti.:-,it.l

.:.ri) :yll;l,rls1 .r r'frirr..rir,j li il:ylvlrl rlr'lrr:r,::., lltl.,,,.r'1.,:tl.:l ir,:t ij.rti:,trar-l 1r.r'.ri:;:ljr:t,tr

, ' l r ' i . :1111: l ' r1 l l r l : 1, , ; i r , r l l : : r , r , r1t t r1. : : : i . ; : f t ' , t i i i r , i . r : r i ! l t i l i : i t ' . : ' l , i l i l l r : l ; l . . l i * - r r r : i r , : t r ; i . t ' ] ] . : t l : r r l . i :

.:,:::ii ', ' l i,ti{.tr rtii.i-t)tt1 ll tite ll,r:;,1 iltfl-rr'l:,:'ri t:ll:til i i:rt,r.tr':,:i:r.., i,:trrt.::t..t: larlir.:r:t:: l ' i

1t:.ii: t,tt i,ltii iiat.:i :; .t l '|tiiti:: ' l.l 't|)| rlalf,:t:, ii:r lt li].f .:r': .tt;ll-,r].ilt it-; tu::| .:r'i_:1it::t flr.tl: ll' , : ' r : l - ' i i t ' | : , t . l i r , r r - r , i l r f l i r r ' l : ) ' . r l t : : , t r . : t r i , : . i : t : : , : r t r , l t .a r ' t ' t - t i : ; i . r : ,

I : l I I

11 Try rhe ectil:it: !g*in, liliii time withi;ut tlle time limit. Thc pcoplr: i:ttcffuptingshi:uld n{}f cnlv int*r:"uptr, but iiiso ir:rk qu*$tions. T'he reader shouid try tl: deelwith eeeh que$tion bcf*lc lnov1n:{ {Jn.

M**t i t rS &*r*$s *** tL i r*t Work in lhr*c groupri- Churi.qe on* {$ i:he iblhrving three casr stuqlics aholrt il

Sritish sel*sn:ren's cxpc*cnce in r:nc cf drrcc rlil}erent ()Ltntric$. llt:ad th* icxliinel dr: the r:oc:rhulary rxercis*$ in }.ol-,r gloup, Then knli at que$tion f,

ffimmm mtu#y "XSat-, Paoto. /om. ,{ jpJ-iaggcdBritish salesmen and his bett*r-rJressed Bra:ilian elisnt wnit or,r{side titeelegant rcstauJ'ant in which they've hardly talkecl busine*s all ni$hi. Their caris driven right i.rp to the daor. llis is a geari part of l6vln, hut you don't want

s to tre walking to the parking loi in n srna* *uii end sxpensive watch. TheBrffilian suggests a night-cli-lb, but ttnrorcws nreeting is sch*dr:letJ for $arn,and nayhr* the salesnran'$ alr*a

' . ' i r " ' 1 . . .._"" - i , ' -= q , ]_ { I , , ' . , ' r

" . Rarn boats a( j - t , is t ] -s I ' r i , r1r-1;3;g

rvindows ol e Frenkfurt office blcck. The British salesnlan s appcintment wasfixed isr 9.30. At 9.29 hel shaking ths hand cf lrls prospeelive client andstsflping intc lhe *pot-iit orulerlines$ o{ the Gernranb ofiics. lbehnicaleliaEriinrs and {lowehads eov*r tlre nregn*1ic whit&lloerd. A socret,*ry bringsnlee:hlne *oflss in $tyrofe$rn eups snd it's *tr*ight to businEss.

The salesmern starls to net up hin frowerFeir:t pr**ent*tion, hui'lh*re's aproblenr lcadirg th* eiisc anrj he ends up i:onowing the G*rnr*n's top-otthe-range Fu]ltsu. l"le tries tn rnake a joke ef tfre piobl*rn * rath*r *nsuccesslully.When he finaily gets going, objecliens $eern le be rai*eel to n*ilrly everythingin his proposal 'Ar* you sure lhis i$ * nrere eilirisrrl sysienr?' 'Dc ycr-r hav*{lgures to back that up?' 'Ah, we trieei lhel befure *nd it didn't work.'

Sixty rninr:t*s have b**n ellnect*d io :lha nreeting. An el*etrenic alsrun enihe G*rmen'$ watch merks the hcirr. Two minutee laier thercs n call lromr*eepticn {c s*y tl-re salesnran's taxi has just iiriveii, He is aceompani*d l:the liii staggering uncler the weighi of sir kchnical nanuais, a Z00-pageprintoul cl prcduction qucias and e picnrctional virl*r.

Over the next eighteen menths lhe Cermans have an endiess suppiy cfqu*siions. Dozens oi e-mails are exchanged anel diagranrs faxetl i:efore anyagre*men{ is re*ched. Afler the deal goes thrcuglr. the sa}esnrsn is sr:rprisedto be invit*ei {o dinner at ihe Gernran managcf's family hoire. Fut he nsvergels to rneet 'ihe i:ig i:*s*'.

, ' ' r . - . - ' , , f - - .' . " " _ " - - ;

- , f i , . ' , \ . . L - t r t l . r r : t t \ v h , l c \ , . , . . 1 S . l r x u r , ) . , , :

carpeis and the scfl ltunr o{ air condilioning, A Brilleh sfilesn:an site a litt}euneomfoli$h!\' in the sffice cf e. $qudi lnana$er. An hour p&$$es in little mcrethan small talk * recent new$, horse-racing, th* lloyal Family, The sale*nr*neasually cempliments.his hcst on his iaste in ar.t ancl, after several fulileatten:pts t* refuse, enCs up accepting a valuable-lceking vase a* a giit.

When the me*|ng tlnaliy gcis ur,Ccrwly ih:.e :r* almo$t canstantinlerruptione and it ie di{ficuit tc $tick ta any kind c{ agenda, Pe*ple drift intolhe ald** *n*rnouneed, lalk irurily anri excitedly and {e&ve. $eveml subjeetsseem lo i:e under discussici'r at onoe, lt is sometinres diff;cr,rtt to bs hearciabcve the noise. The salesman smlles uncedainly as h* accepts a third cirpaf het sweet lea.

Five days later a secend nreeting is in progress. Tl-ris time the questicnsarc rnors direct. A senior Arab rnenager is preeent en this occasion, but says

15 very littie . The arrival of ye'l anctlrer visitor heids up the eonversali*n by afiLrther i1,0 rninutes. Tlre salecman tries hard to hicie his {rustratipn.

Meeting three. Terms are negotiatecJ in a livsrly hoEgling session. Thesclesrnan finds the Saudis rnore *asiiy persued*d by rhetorie ihan hard facts,They clearly tvant tc do or-,:rness.

-Tl-c qL'est:cr is whether they want to do

:l business with hlm. Their i"ritra, ler,ancs seern unrealietic, but slowly theybegin io rnaka concssions" As the Arabs say, 'Wherr Gnd made lime, hemade plenty of itl'

* Fr:rm nr:lv,qroups rvith pecrple wh* read riiiT*r*nr {ase $tudlc$. Discuss thediffe::cnt iiftitlrd{s t$l

limc hicr*rcirl'matte fs

M*tch the folNowing to makeccllccaticns frorn the t*xt.

ra'Se ----_- ajreement

all.caie - >t-- chieclions>

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

IIi

2 The groups canbe any size you like, but should be madeup of at least one member of each of the original groups.They discuss the different attitudes displayed in the casestudies to the topics in the box.

Have a class feedback session with groups repofiing onwhat they discussed. Ask them to say in which of thethree countries they would feel most at home whendoins business.

This unit is about office paperwork, particularly letters.Students begin by thinking about the kinds of documentsthey see in a day and attitudes to paperwork. They read atext about a company which has abolished paperworkand traditional office organisation. This leads them on toconsider whether letters are ever necessary and whichmeans of communication students would consider first ina number of situations.

Business letters and common mistakes made in them areexamined next and students practise correcting letters.Finally, they work in groups to write and answer letters ofcomplaint and apology.

The grammatical focus is on multi-verb expressions andthe lexical focus is on prepositions.

Students work individually to list the documents they seein a typical day. They should list document types likee-mails, faxes, memos, etc. without going into thespecific contents Allow them to compare lists in pairsand small groups See how many different types the classhas come up with by making a class list on the boardThis will give students access to more office vocabulary.

Ask students to put a tick next to the items in their listswhich they look forward to receiving and a cross next tothose which they dread

Students can work individually or in pairs to completethe sentences. \7hen they have finished, check theanswers, go over any difficult vocabuiary and find outwhich of the sentences reflect the students' own attitudes.

In this first section, the focus is on attitudes to paperwork.The aim is to get students thinking about the kinds ofdocuments they see every day and the best ways to dealwith oaoerwork.

,:i

\Srit!*g vdltlr*ut th**:kixg ix *ilq* sh**{ir:g w*h*x{ olrxing. Arnctd *]***w

3 Acc*r

Read thl: fir$ rwo paragraphs of th* a*icle below. I(har's Olicon's solulion to

the paperwork proirlem? Molt paper that cow.es i,rto the o$iice is

5c4^^ed electronically and the,r recycled.

R*ad the article agein end thtnk about the que$tion$ on the right. Ttr*n discussthem with * p*finsr"

Ti-:is

pienty of warks{ations, but no on* issifting at ih*rn. Feople are alwayn cn thcnrcve, One rea$on empl*yee* ero fres lc nrcvearound is lhat they elon't irave l* rJreg lets clpaper with them.

Fvery rnorning, p*opls visit the cempany's

seccnd-Jloor 'papef rocnr io sc* throughinccnring rnail" Th*y rnay keep a lewrnagazin*s and repofrs tc w*rk with fcr theday, i:ut lhey run everythinq eise thrcugh ancleclronic seenn*f and ihrolv the originals irrtca shreddei th*t *nrplies into recycling irins enthe ground flnor.

li's harcj tl inragine e mors diearganizedorganiz*ticn than Ctlcon. 8ut, over the years,

Lars Kclind cnd hls Danish c*lleagues havebuili a bilsin*$s $o $uccsssfi-.rl tl'lat th*y havecaptured tha inraginaticn cf businessinnovatcrs around the Lv*rld, Ai Ctiecn, tearnsforrn, disband and fcrrn again as the wcrkrequires. The ccmpany has a hunCred cr sopr*jects *1 any cne lime, and most pc*ple

wcrk on several proleci$ at cnce.

'The rnosl impo$anl c*nrmunicaticn isface-11-face cornrnuniealion,' says lbrbenPet*rsen, whc l*el the rJevelepnrent erf Oticcn'snew infarnraiicn sysleins. 'When people n-revearound alrd s* next to dilferent people, lheylearn something aircul what others ere doing,'says Foul Erik Lyregaarel, Oticor-:'s R&D leader'-ihey also learn tc respeot what those pecp{e

WWwwwWffiffiWwffiKWwwmticnn headqua{ers is an anti-pap*ranti-o{lice lvith rubile workstationsand netv,rcl*ed compr:l*rs. Thsrs ere

Xni

g

*

$Ia

se:ssoo:$

c3Tgl

iOl

l. do. They're not jr:st ":lhr:se bl*orly locls ilr:rarketing ".'

KclinrJ suxts ii up: 'Ic k*ep a renpany aiive,one cf the jobs of top nlanagrnent is tr:r keep afticle in a sentenee? til eiisargenixed.' ::,

S Qiiton'$ appruactt t* *fficc crg*nisa$on is scirnefirnes callcrl 'hot"clcsking'. \\..or-rlqllhis systein make 1,11115 lite easier or mo;.e ccn:rplicated?

d \ l F f , \ l r l . . t . ^ {L . i ! j i I I I r n . - i I l i l l l l S

'10

'! Do you wi*h yeu enr:lcger away 1r0m yolrr

d*sk nrorc?

Be honest. How mucho{ ynur cwn paperworkis L:asically just rubbish?

Do you likemulti-tasking or dc yaupre{or to work on on*lhing at e tinre?

Dc you agree that f*ce-lo-face comnrLrnicationis the rnest effective?Do ycu think that eross-funeticlnal teams werk?

$ Can ynu sum up ihe

t 5

ii:!::s:ata*i!i

*:

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

This activity is aimed at training students to scan a textfor specific information. They should only be reading theftst two paragraphs and finding the answer to thequestion, so don't allow them too much time and dealwith any questions on vocabulary later. Students mightnotice the American spelling in this text: orga.nization,disorganization, etc

Students read the text more carefully and answer thequestions on the right. Encourage them to answer thequestions on their own first and then to discuss them rnpairs. In a class feedback session, find out how muchconsensus there is and ask for several examples of one-sentence summaries of the article. One-sentencesummaries are a very useful way of checking thatstudents have understood a text and of helping them tokeep their communications concise and to the point.

S The term bot-desking probably comes from rhe idea rharthe desk and chair are still warm from the previousoccupant when the nexl one moves in. The desk is inconstant use by somebody and never gets the chance tocool down. Ask students for their views on theadvantages and disadvantages of bot-desking.

- r ^ ^ ^ t - ^ - , ^ N t ^ + ^ ^I U d U I I U I D I \ U T U D

ls a le t ter necessary?This section explores how necessary business letters are andwhat the alternatives are to writing them. Students rearangesome advice on letter writing and discuss how good it is.

Jhey then do some work on prepositions, completing officetasks and discussing what their first choice of ways to dealwith themwould be.

This exercise questions the occasions when sendingbusiness letters is really necessary and when other formsof communication are better. You might like to askstudents to list the alternatives to sending aletter (an

e-maiI, a fax, a phone call, a meetin$. Students put thetext in order to dssemble some advice about writingbusiness letters They should also add appropriatepunctuatlon.

Check by asking one student to start the text, another toadd the next section, and so on. Then find out whetheror not they agree with the advice.

First, students complete the sentences with theprepositions, then look at the bulleted options anddecide what they would do first in each of the situations.They discuss each point in pairs or small groups and thenreport back to the class.

Direct students' attention to the Lexis link on page 108where they will find more exercises to practise usingprepositions and some advice on learning them.

*m m $wtwr ffiffi##smmrpr?S Do yoll {jver get husiness lelfer$ * qrr is it aitr e-mails these rlay* ilo you t6inJc

people [ake rncre notiee of a formal iett*r than an e-maii? put thc &:llowingaclvice in the right oreler. trs ir go*el :lelvice?

Bef

i:'': * I'X*li':'i lisrr{ r}:e i:rrsiness l*it*r l:eilirv. 1ih* pcrron rvho rvrcle it xr*s i.n ;t rush tr: fir:risl:

it :tn1i macie a klt {}f ixist*kcs. X!:r* irith :r p*$llrt Tft*r* *rt: 17 :nis*llies in r11."li tl: cr:necl ihe*:.

I

lrr tii****,:if!r: Lusd lr: jli'rijntrt.i{.xt illt ii* 9itu1$ Lli

:tr:rl t.r: i.*ll -1** \\,* ;rr pilr:ll:rg rrrtli;r rx* i:: l3lariltr

*r :!pil -18.

MeA^tiMe lo1Lest e c*: thr n+en:*i:l::r. | *te f,i-rs* ii r.*p-v i:i r:$ |:si *rl,:llr:glr arui *r:lr$*l plif'* lisi.

lf y*x lrr,'* lill-! q**.tlir:* ltl rv*rlil lile lirr' $ , 'f . ". , lg r:tt:'

.or:lprn! *r* !tl .pr*r!**tl, pl*ll* dltn'l ;tc!ltltr:&;+r:alrlliirl *re lg:lln.

i . l , r r .1 . ,

f l - r , r r . . r r ; l J 1 , \ l l r , r : i } r1 ! | l i : : \ / r r ! .I ir.rlii !!n';r:',l{ Lt'l ' lr*l' i l lg .lrt.l:: yr.tr.

\lrrrr ffi 5ixcerely lor 'beEL

wishes')

f ,, r!;: i l i i i ,r*:f i

I ir.rlii l!n';r:'r:l{ Lt'

Xr":;J*jl Iin::fr

;r1: ilri::rl i,il-l::t:l

. r : : l : , ] : : : : , : : : : r : , t , , , : : l i t : : : r : l r i : : : l i l i l l : : : r : ' r : l : : , . , r ' ' , , , r : , , : l : , l l : l l l - : : , i . r ' : : ' l : ' : : ' . : : : l : r r l : i l : i : : : l , i :. r : : l : , ] : : : : , : : : : r : , t , , , : : l i t : , ; r : : r , , : : l : l l l : : i r : ' r : l : l , i , r ' ' , , , r : , , : l : , l l : l l l - : : , i . t ' : : ' l : ' : : ' . . : : : l : r r l : i . l : i : : : l , i :

ir. l ir i . iJ i i l l t l t: i :: lrr l l- i :- lttr j i ::r--:r-t;: l lrrrri:. l i i lr:| l : lr l lr.r:rl *l i : i !: r"lt:;r: . I

* ffi **"* lf'l* per:on x,'l:o x,'rci:e the letr,*r asker-i a c

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

:l & rL$str]In this section, students look at a hurriedly written businesslener and identify the mistakes in it. They coffect it and thencheck by listening to the writer's colleague talking to himabout the letter

1 Establish that in a rush means the same as in a hurry.Students work in pairs to read the letter and find themistakes. Ask them to make a note of their correcrlons

2 El 15.1 Play the recording for sruclenrs to listen andcheck the corrections they made to the letter irrExercise 1

**ux$* $ w** y*u & rmsrff i f f int?ff$*t*n*y

This exercise is both a roleplay and an exercise in correctingmistakes in business letters. Students turn to pages 120 and721 and follow the instructions. Draw their attention to theUseful language box which wiil help them wirh ways todescribe the mistakes in the ietters.

Answers:

i ' ' l : i . i

:, 'r.:, '-,-;: i1, a-,ritel(: ' :r i lcomwhatls IYgq

a

'Mv

l

l

l

:

in furure

,

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

Wh#t '$In this section, students practise completing some cofiunon

expressions from business letters, decide what part of the

letter they usually come in, and whether they are formal

or informal.

Students should work individually to complete the

expressions, but allow them to compare notes in pairs

before checking with the class.

Students decide where in a letter the expressions are

likely to come and categorise them according to whether

they are formal or informal.

You might like to focus attention on the verb forms in

numbers 2 and 1O

Direct students' attention to the Grammar link on page

108 where they will find more information and practice

exercises on multi-verb expressions.

m*wm$rxg?

\W*ext*s rw$mm$mg?$ I{eplace rhe rnissing rvorcLs in the following sentences frum husiness lefters. In

$entences 1*7 one x,'orrl is missing. In 11*14 fil'ei worcls arr: missing. The fimt *nehas treen done frrr Vou a$ mr cxarnple,

u:ith1 Hon' *rc thing$

Ayou?f^-

2 I i i l r ,r lorr is. l"n

_ , . , 1 , , : - i l l ' ' . , r l , . r l r '

\$brk in g{i}:olrps to pfactisf $i:nding ;rmi fe{fiving lcllers of cnmpl*itlt anrl apokrgy.

lir.ery. 1g1-1 minllies )|cli wi{l h*ve tr.r l]1ai}' ti-ir: lftt*r }ou ltave u,rilt*n to ant}iltcr

Sloup tLnd repiy to the elre you r"eceiv*. Usc lhe phr*srs and exptcssi*rs ircl*r.r'as

thc besis fot'yor,tr lettetls, but arkl {:xtra points if it1;s 111.*.

'l FreparatiosaI* ys11r grulrp inlcnt a clefec{ivr picce rif eqllipulcrll rou rect:ntny purc}useri * il

can be anylhing yuti like,

IL__

l'trrr".1ttr- t: Frobir:nt

Wh*n yu,i {}.re xi${/-y" r{.rr"ile fi: tb* *tntltrfactt*rer wttl c$npld.i{r.

2 A letter of eornXrlain{

x'riring ;'ccrnplaiir itlx:ur ,.. ,i r:*cenily pLir:ltesecl :'

srenl lo he having problcrns ",vith .". I expcnsivc itern I

wcll within guelantec I lcpair or rr:pbce ,:'loolc iorw:ircl I hcaring /

v{]Ll l i{x)l l

M&il t-(|'r*r Wter d'fid repbt t0 {be one yaw retekw"

A standardfesltttn$e

thank you for your letter of ... I surprisecl to hear ,/

having problerns with "., / always try to en,$ure / highest qwlity I

rrur proelucts I probabiy just ,,. I rnay we susssst yotr .".? / if Ifurther cliffiquities I please c$nfact I again or try /cll$tomei'hel.pline ein freephone 0800 5O5

Mxil your letter aw| r'E y ro the efl. yaa re{:{Ci:c,

A strorrger cornplalnt

again writing / cornplain abcut ... I fclund yor.lr respr:nse I

previous letter I quite unsatisfactory /cleady a defect requiring Lugent attention f customer helpline /

permanently engag*cl / afraiel I nr',:st insist I irnmecii*te acliqn I

otherwise I no aliernative / ask for full refund of purchase price

,{{arll.}our fettc:r *wl rqpry to {:be arle 3::tttt rt:cai*'

Eitber A letter of aPologY

$r A. dismiss:lve resPonse

] reg*rcl. I yo*r leiter of ,.. I I can oniy s::ry r'never hnci corrrplainrs bcfr:re,r I

i problern you descrihe sirnply clrnnet h*ppen I oot ollr poliey i ij ofler refun

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

CN.*mmwc$ *&xw 6x*s

Students work in groups. Go through the instructions withthem carefully and ensure that everyone knows what theyhave to do. Allow plenty of time for the preparation stage,but once the activity has started, keep a strict eye on thetime limit and ask the students to mail their letters as soon asthe ten minutes is up

The activity can be extended by employing the options ofphoning the other group to confirm, alter or complain aboutthe arrangements

$ffi

Askor ifposrto