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

*w*r'vi*wThis board game gives both teacher and students theopportunity to share personal experiences. As well as servingas an ice-breaker, it gives the teacher a diagnostic tool toassess the students' language.

Fr*p*r*.t!**One copy of tJne Lifelines board, enlarged to A.3, and onecopy ofthe question cards, cut up, for each group ofthreestudents Make sure the cards are kept in separate piles ofAs, Bs, Cs, etc. Each group will need a die and each student acoun[er

Fr*:**$xr*'* Divide the students into groups of three and give each

group the Lifelinesboard and questions.R Explain that Lifelines rs not a competitive game or a race

but an oppoltunity to share experiences. On the throw ofa die, students take it ln turns to move around the board.o If they land on an age group, they tell their group

about a memory, plan, hope or ambition relating tothat age

. If they land on a letter (A-G), they pick a questionrelating to that letter and teli the group the answer.

$ Encourage the students to use the sentence stafiefs(.1 can't remember exactly..., etc.) on ttre right of theboard

Sv*rvi*q*rStudents prepare for and take part in a mingling activity aboutan rmagrnary job. They practise initiating and maintaining aconvefsation and showing interest in what someone is saying

Fr*pmrnti*r:One copy of the worksheet for each student

f fr*e e*xr*S Students read the list of jobs and choose three they'd like

to do and three they wouldn't. Monitor as they discussthe personal qualities and training required for thesejobs, helping with vocabulary and pronunciation.

* Students choose one ofthe jobs in Exercise 1 andimagine it's their real job. Ask them to write three factsabout the job: one neutral, one negative and onepositive.

S Give students a few minutes to complete and memorisethe key phrases in Exercise 3 before the mingling actrvity.

S In the mingling activity, students practise starting andmaintaining a conversation, and showing interest.Encourage them to use the expressions in the box.Monitor the activity.

*v*rv**wStudents categorise vocabulary for describing criminals, writea description of someone and then roleplay describing asuspected fugitive to an FBI agent

Frs$*r* t i *nOne copy of the worksheet for each student.

$3n****uys$ Students read the introduction about the FBI's Ten Most

\Wanted Fugitives.X For each category in Exercise 1, students decide on the

appropriate verb to use when describing someone.Check the answers

* Students assign the characteristics in Exercise 2 to acategory by writing a category number in the boxesCheck the answers.

& If students have access to the Internet, they go to the FBIwebsite and choose a criminal to describe in Exercise 3.If not, they can describe a secretly chosen member of theclass in these same terms, and their classmates decidewho it is they are describing.

$ Students do the roleplay in Exercise 4. Monitor the activity.

s\n$w*r$Exercise 2 black:6, 9 olive: 8, 9 white: 9 stocky: 4tattoo on upper arm: 11 security guard: ! medium: 3, 4green: 7 salt and pepper: 6 bald:5 mole below left eye: 11American: 10 blue:7 scar on chest: 11 dark/medium: Blight: 8 male:12 1.7 to 18 m: 2 \fhitey: 1approximately 73 kg: 3 is known to frequent libraries andhistoric sites: 12 white/silver: 6 thin: 4 El Comandante: 1Iarge: 4 uses disguises to alter his appearance: 12

*v*rv$**vStudents rephrase a telephone conversation and voice mailmessage using appropriate language to practise andconsolidate telephone expressions.

Sr*pmrat***One copy of the worksheet for each student.

Fr**e*ur*'$ Individually or in pairs, students rewrite the dialogue in

Exercise 1 using more appropriate language There areseveral possible alternatives.

R Students compare what they have written wiih othersbefore sharing their ideas with ttie rest of the class.

& Students act out their reformulated dialogues4 They repeat the task with the voice mail message in

Exercise 2. Ask students to discuss the possible scenarioand the likely roles of Bary and Silvia.

$***p6* i l l *$wsrs'* A: Hello. CCC

B: Is that Crystal Communications Consultants?A: Yes, it is How can I help you?B: Could I speak to Silvia Garcia please?A: Certainly. Hold the line I'11 see if she's available.B: OK, thank you.A: I'm afraid she's in a meeting at the momentB: OK. Do you know when she'li be available?

L,

- r ^ ^ ^ A ^ . , ^ N t ^ + ^ ^I U O U I I U I J I \ U L U -

A: I'm aftaidI couidn't say Could you phone back thisafternoon?

B: That will be difficult for me. Could I leave a messase?A: Of courseB: Could you ask her to phone me, please?A: Certainly. Can I have youf name?B: Barry Clough.A: Sorry, could you repeat that, please?B: Yes, it's Barry CloughA: And could you spell that?B: B-A-R-R-I C-L-O-U-G-H.A: OK, Mr Clough, I'11 make sure she gets that.B: Thankyou.A: Goodbye.

K Hello. This is a message for Silvia from Barry Clough. I'min Zurich. I'm rather concerned that you didn't return mycall Please could you ring me as soon as you can. Thepubliciry material for the Zurich Expo hasn't arrived. Thecourier firm doesn't seem to know about it Have youany idea what's happened, Silvia? Look, the Expo startstomorrow - please would you organise a new courier.It's really very worrying.

Sv*rvi*wStudents choose which of two restaurants in a touflsr rownwould make the better investment and justify their choiceusing the language of comparison

Fn*pxrnt**nOne copy of the worksheet for each student.

Sr*c*dur*$ Ask students if they have ever wanted to own or run a

restaurant. Ask them what factors would be the mostcritical to its success. Check/Pre-teach: turnouer, rates.

g Elicit the language of comparison by asking the studentsif they had to choose between rwo hotels to buy in aseaside resort which they would choose, e g. Tbe oneuithmore rooms The onenearer tbe beacb. Tlte one inbetter condition Thecbea.per one, etc.Hand out copies of the worksheet and ask students toread the text at the top. Explain that they are buying alicensed business and its goodwill, not a piece of realestate. Focus their attention on the map, the restaurantfronts and the key facts and give them five minutes tostudy the information.In pairs, students discuss and decide which restaurantthey would preFer to buy.Have a class feedback session where students exolaintheir choices.

*v*rvi*xvStudents read about and discuss time management, bothpersonal and professional.

Sr"*pmr*ti*nOne copy of the worksheet for each student

Fr**sd*rw$ Individually, students complete two pie charts in

Exercise 1 - one for a typical day and one for anidealday - and compare their results with a pafiner.

Have a class feedback session to discuss any differencesbefween the fwo pie chartsStudents read the text in Exercise 2 They then completethe sentences in Exercise 3 and discuss their ideas witha pafinefStudents report to the class anlthing interesting fromtheir discussions.

*vsrvi*wStudents readan afiic1e and discuss the advantages anddisadvantages of electronic business communication, asopposed to conventional business travel

Sr*parat i*nOne copy of the worksheet for each student

Sr***d*n*$ In Exercise 1 students, in pairs or small groups, look at

the title of the article and predict what the article isabout. Then students read the article and check theirpredictions Elicit from them the main points of theafiicle.

* Individually or in pairs, students find the words in thetext and explain what nouns or noun phrases they referto in Exercise 2. Check understanding as they do this

$ Ask students what else in the business world each of theitems in Exercise 2 could be used to describe e.g.increasingly pouterful: mobile phones, IT companies, tol)

footballers, etc.& Students discuss the questions in Exercise J, and report

to the class anything interesting from their discussions

&r**uv*rsb) business communication c) the desire for conventionalbusiness travel d) the cost of electronic conferencinge) the Internet, desktop computers f) e-mail, instantmessaging and other applications g) the assumption thatcorporate travel and in-person meetings is the only realwayto do business

Svsrv**wStudents work in pairs exchanging information to update abusiness irip itinerary This activity recycles and practises thelanguage of travel affangements, dates, times and spellings

Pr*p*rmt i*nOne copy of the worksheet for each pair of students Cut theworksheet into two.

Svmc*dr"rysDepending on the class, you may want to start byrevising prepositions of time and place (in, on, at, etc.),the alphabet and question forms.Students work in pairs to discuss Valerie's itinerary,asking and answering questions but not showing eachother their sheets. Monitor the activity and help withquestion forms, if necessary At the end of the allottedtime, students should have negotiated an itinerarybetween them, which they should note down.Ask them to look at the form (beginnings and endings) andIanguage of Student A's e-mail and to pick out any usefulphrases which they could use in their own e,mail messages

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

*v*rv i*wThis fast-paced, competitive team game receptively exposesstudents to 96 common verb-noun collocations and increasesstudents' lexical spontaneity.

$)r*pxrmti*nOne copy of the worksheet for each student. Distributecopies afiter the game. To play, photocopy the word boxesonto an OHP transparency or write them onthe board.

Fn*****r** Ask students to work in teams and explain that they are

going to compete in a vocabulary contest.* Explain that there are three rounds In Round 1 the

context is 'In the office' Set the scene by asking studentsto think of things they have in their office, e g. PCs,phone, fax machines, reports, etc.

S Nfrite up the nouns for Round 1 on the board or displaythem on an OHP. Explain that you are going to read outsets of verbs (see items 1-B on the worksheet) There arefour verbs in each set and every verb in the set willcombine with just one of the nouns they can see Theymust guess which noun it is as quickly as possible.

*$. Read out each item slowly The first team to guesscorrectly wins a point, but they must be careful! Some ofthe verbs will collocate with more than one of the nouns(but only one noun with ail four verbs). Give the score atthe end of Round 1.

S For Round 2 'On the road', set the scene by asking yourstudents to think about business trips they've been on.Then display the second set ofnouns. Conduct theactivity at a brisker pace this time and keep track ofthe score

$ Repeat for Round 3 'In a meeting' Ask students to thinkabout what they discuss in meetings and then play theguessing game Give out the final scores.

? Now distribute the worksheets. Students write in thenouns next to the verb lists. This could be donecollaboratively after the previous competitive stage

s\nsw*rsRound 1: 1 a phone call 2yourcomputer 3 a repon

4 aletter 5 a form 5 a computer file 7 amessage8 your e-mail

Round 2: 1 your hotel 2 a presentation 3 an agreement4 your flight 5 an appointment 6 lunch7 a meeting 8 your office

Round 3: 1 problems 2 ideas 3 proposals 4 figures5 decisions 6 your colleagues 7 views 8 excuses

*v*rv!srvStudents practise using language for agreeing anddisagreeing, and asking for clarification in a group discussionactivity. (NB Explain the expression deuil's aduocateattheend ofthe activity during the class feedback session )

Sr"*ssrnti**One copy of the worksheet for each group. Cut theworksheet into three (There should be a minimum of sixstudents in the class for this activitv.)

Fr****ursDivide students into groups of three or four. Give astudent in each group a card: A, B or C. It's a good ideato allocate C cards to more extrovefi students if possibleIt does not matter if one or two students do not havecards. Tell students not to show each other their cardsExplain that the students with cards are going to Iead adiscussion on a controversial topic and get the group toreach a consensus. Give students a few moments to readtheir cards During this time go round checking thatStudents C understand that they are to take an extreme,opposing view to provoke an argument (i e to playdevil's advocate).Give Students A five minutes for their discussion. Thenthe groups complete the manifesto statement beforestafiing Student B's discussion.Have a class feedback session to listen to the differentgroups' opinion on their chosen topics.Ask a Student C to explain why they were difficult andshow the picture on their card. Explain the expressiondeuil's aduocale (a person who disagrees in order toprovoke a debate or test the strength ofthe opposingarguments).

*v*rvi* lvStudents learn some idiomatic expressions relating todecisions, apply these to situations they have experiencedand suggest good principles for decision-making.

Flr*p*r*t;*nOne copy of the worksheet for each student. Cut theworksheet into two

Fr***dxre$ Explain that students are going to look at some idiomatic

phrases to do with making and changing decisions. Handout copies of the top part of the worksheet and ask them,in pairs or small groups, to complete the phrases inExercise 1 \flhen they have finished, check the answersand the meaning of each phrase.

* Hand out the bottom part of the worksheet and give thesttrdents five minutes to look at Exercise 2 and think ofsituations from their own experience They do not needto think of situations for all the idioms. Students describethe situations to their partner Monitor the activity,helping with vocabulary as necessary.

S In pairs, students discuss the principles in Exercise 3 andsuggest others Ask pairs to share their thoughts andcontribute to a definitive list drawn uo bv consensus ofthe class

A$1SW*9"$

a) mind b) thought c) say d) thought/consideratione) decision f) consideration g) mind h) issue i) mindj) decision

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

*v*rvi* lvStudents read the advice of well-known CEOs on variousaspects of running a business. Before reading the quotations,they give their own views on these aspects.

) " , " . ! r f i r l t t ; - ; :

One copy of the worksheet for each student. Cut theworksheet into two

Fv*****r*Hand out copies of the top half of the worksheet and askthe students to do Exercise 1 individualiy. Students thendiscuss the questions in Exercise 2 in pairs Spend a littlemore than a third of class time on this stage Go roundhelping with vocabulary as necessary.Check/Pre-tea ch: but : except, steamroller, nimble,trembling Then hand out the bottom half of theworksheet and get the students, one at a time, to read outeach quotation, making sure they understand them. Asyou go, find out what their views were on each questionand whether they agree with whar rhe CEO said.Ask if anyone has a favourite business quotation ormemorable piece of advice given by a manager or CEO.If nothing is immediately forthcoming, ask students tobring one to the next lesson.

*v*rv i*wStudents categorise and practise useful language for smalltalk: opening, directing and closing a conversation, andshowing interest.

Sr'*pmr*ti*nOne copy of the worksheet for each student.

Srq:**$*re$ In pairs, students categorise the phrases and expressrons

by completing the table in Exercise 1.* Check the answers with the class Ask some of the

students to improvise sentences to illustrate and checkmeaning and use.

$ Ask students to imagine they are at a conferencereception and to mingle around the classroom havingbrief conversations with each other. Encourage them touse the phrases and expressions in Exercise 1. Monitorthe activity

3\nsw*rsOpening a conversation: b, f, h, l, n, p, r, v.Directing a conversation: c, o, q, t, u, w.Showing in te resr : d .g . j , s .Closing a conversation: a, e, i, k, m.

*vsrvrswStudents write e-mails and perform a roleplay based on a realor imaginary business trip

$r*pxr*{i**One copy of the worksheet for each student

$3i '***qi*r*

Ask the students about their experiences of business tripsand how they prepare in advance to maximise their timeStudents then work individually to plan the details for areal or imaginary business ffip in Exercise 1Students write e-mail 1 in Exercise 2 E-marI2 is optional,but it gives extra writing practice and a chance to preparemore ideas for the roleplay.Divide the class into pairs with as simiiar a businessbackground as possible. Ask students to exchange theire-mails, discuss the situation, and discuss what sort ofreply they expect in Exercise 3 Monitor the activity.Students work individually to write their reply e-mail inExercise 4Students act out the rolepiay in Exercise 5. Stress that thehost is told to have a short business discussion, not a fullnegotiation. The pairs then change roles and repeat theroleplay.Hoid a short feedback session to give students a cnanceto mention any problems they encountered

*v*rvi*vlrStudents complete a cloze text about spam They then discussspamming and other ways of marketing a product.

Fn*pmrxti*:xOne copy of the worksheet for each student.

Fr***d*r** Introduce the idea of spam to students, i.e unsolicited

e-mail messages. (Spam is the trade name of a poor-qualiry meat product sold in tins.) ChecVpre-teach: junk,cold cailing, hoctx, cbain.

R Students read the text and fill in the gaps in Exercise 1.Ask them to answer and discuss the follow-up questionsin pairs or small groups.

* Students discuss the promotion ideas in pairs inExercise 2.

4 Have a class feedback session. you can award points topairs for each new idea introduced into the discussionand for using the phrases.

"&n*w*rs1 unlikely 2 guess 3 carried 4 spend 5 hoax6 colleagues 7 harmless 8 headache ) adopt10 set 11 receive 72 dealing 13 work l4wage

*ew

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

*v*rvi*vltIn groups, students plan and present their ideas for a newemployees' centre at work. They practise the language ofpresentations and use delivery techniques to be persuasive.

Sr*p*rnt i**One copy of the worksheet for each student.

Pr**c*ur*t In groups of three, students read about the competition

in Exercise 1 and decide what sorl of employees' centrethey wish to propose

X In Exercise 2, students draw a floor plan and transfer itonto an OHT or flipchart, if appropriateStudents each prepare one stage ofthe presentation inExercise 3, bearing in mind the points on the checklistMonitor the activity.Invite each group to present their idea and hold afeedback session for each. Ask the class which proiectshould be chosen, and why.

*v*rv!*vsGenerative verbs such as giue, take, make and d.o form thebasis of many English expressions useful to a presenter.Students listen to a presentation given by their teacher ('theDVD player') and identify 24 such expressions.

f r*p*rmt i*nOne copy of the worksheet for each student. Cut theworksheets into two. Distribute the soundtrack after the task

Fr***S*r*$ As a warmer, elicit a few examples of business

expressions using the verbs giue, take, make and do, e ggiue an oue? L)ieu, giue an example, make progress, makea point, etcExplain that students are going to 'watch' a film of abusiness presentation which contains 24 examples ofbusiness expressions with giue, take, make and do.However, as you don't have a DVD player with you, youare going to be the DVD and they are going to operateyou by remote control!Hand out the top part of the worksheet. Students fill inthe functions of the buttons on a D\rD player: rewind,pla1t, fastforutard, stop and pauseExplain that you will give the presentation and that everytime your students hear an expression using one of thefour verbs, they should pause you and write down thewhole expression in their notebooks They can rewindand fast forward you as they need to. Students will haveto listen very carefully, as the verbs do not alwaysprecede the expressions they belong toStudents compare their answers m palrs.$

$ Distribute the soundtrack. Students highlight the keyexpressions and check them against the ones theywrote down Explain any unfamiliar vocabulary from thesoundtrack to the class.

To make the task easier, read the whole presentation andsimpiy ask students to raise their hand when they hear a keyexpression but to write nothing at this stage. Or, reduce thenumber of verbs the students are listening for or grvedifferent groups different verbs to listen for.

.${n$\trsrsgive: It giues me great pleaswre to; to giue you a brief

oueraiew; giuen the extra resources; giue you a cbanceto; giuing ct sboft talk on; To giue J)ou just one example;giue you almost complete access to

take: I'd like to take tbis oppol"tuniry b; you'll be taken on aprelimina4y tour; Lue can take tbe lead.; take as mucbtime a,s you need; take notes; take afelu minutes to

make: make the most of made tbefinal breaktbrough;making sucb a discouery; baue made considerableprogress; b make beadzaay; the point I uant to make is

do: bope to be doing business uith; d.o euerytbing u)e canto; tbe work ue're currently doing; tbe tests we'ue done;they'll do tbeir best to

*v*rv$*rvStudents discuss difficult ethical questions surroundinggenetic engineering and cloning.

Sr*pxrxt i*nOne copy of the worksheet for each pair of students. Cut theworksheet into three

Sr****xr*$ Ask the students what 'cioning' means and what its

benefits and drawbacks are. Check/Pre-teach:genes/genetic, science fiction, disease, cure, tissue,organs, em bryo, fo etws, ctbo fi , kidney/b e an failur e,cells, transplant-

S Ask students to work in pairs. Hand out the top part ofthe worksheet. Students read the introductory text Tocheck comprehension, ask students what cloning is andis not, according to the writer

* Hand out the definitions of embryonic stem cells andtherapeutic cloning to alternate students and ask themto read and summarise thek texts to one anotner

S Individually, students consider questions 1-5, thenexchange their views in pairs Monitor the activity.

$ Ask if anyone's opinion on these questions has changedfrom the beginning of the lesson and why.

Sv*rvi*vluStudents read a text to stimulate a discussion on the role ofbusiness consultants.

$3r*p*rnti*;rOne copy of the worksheet for each student.

$3r***** * rq:'ll Ask students to work in pairs or small groups and

brainstorm reasons why companies use consi;ltantsR Hand out the worksheets and ask students to match the

sentence halves in Exercise 1.Check the answers with the class. Then ask students tobrainstorm any disadvantages associated with usingconsultants.Explain that students are going to read a story whichcontains a consultant, a shepherd, sheep and asheepdog. Check/Pre-teach:flock (ofsbeep), log on to (auebsite), scrutinise (an area)

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

$ Give students five minutes to read the text in Exercise 2S In pairs students complete the sentences in Exercise 3

using their choice of modals Monitor the activity? Invite individual students to read their sentences to the

class.

&x*vr*rsa 3 b 5 c 1 d 7 e 2 f 4 9 6

.*v*rvi*w

Students assess the impoftance of specific behaviour in thebusiness world and explain their culture,s characteristics.

i lr*p*reti*xOne copy of the worksheet for each student.

Sr*i*sd*r*-*S Students read the characteristics and grade them

according to importance by placing a cross at theappropriate place on each line.

ft In groups, students share their views by comparing theircompleted worksheets Encourage them to elaborate oneach point, giving examples from their own expenencewhere appropriate.

NB For mono-cultural classes, you could shift the emphasisonto differences between workplaces/companies. For multi-cultural classes, the emphasis can be on differences betweencultures/countries.

l lv*rvi*wStudenis choose the most appropriate extracts to use 1n aletter introducing their company to a new client. They thenuse some of these extracts to create their own letters.

Fr*pxr*l i**:One copy of the worksheet for each student.

i lr***Sur*$ In pairs, students decide in Exercise 1 which exffacrs

from letters are appropriate to use in a letter introducingtheir company to a new client.

ff Reconvene as a group and discuss the extracts studentsselected. Ask them why the other extracts were notappropriate, e.g too informal/too formal, unnecessarilylong, too rude or abrupr.

S In Exercise 2 students use at least eight oftheir selectedextracts to make a complete letter, using theirimagination to flesh out the details. Monitor the activity

4 Ask individual students to read their letters out to theclass

Sxgl;**t*S nnsv,r*l 'sb, e, h, i , n, o, p, t , v, w, x, y.

*v*rvi*rqrStudents do a jigsaw reading about a management solution toa partict:iar problem. They give their reactions to the solutionusing conditionals (past reference).

Fr*p*r** i*nOne copy of the worksheet for each student Cut the text intostrips if you feel this will be helpful ro srudents.

Frci***r i r*tr Students read and discuss the questions in Exercise 1 in

3:j::":'small groups Have a shorr class feedback

R In pairs, students put the story in Exercise 2 in orderMonitor, helping with vocabulary if necessary

S Check answers with the whole class& Siudents discuss the question in Exercise J in parrs or

small groups. Encourage students to use the pastconditional.

$ Ask students to give real examples of how problems aresolved in their company and to talk about their roles inthe decision-making process

&nsw*r$7 A 2 F 3 1 4 C 5 H 6 E 7 I t 8 c 9 D 1 0 J

{.}:s*rv!**vStudents work as teams of management consultants to solveproblems of inappropriate behaviour in meetings.

Fl*pnr*r ' i*nOne copy of the worksheet per two groups of students.Cut the worksheet into twcr

$r*****r*S Divide students into an even number of groups of two or

more students: A and B Give Groups A worksheet A,and Groups B worksheet B.

* Ask students to read the instructions. Make sure studentsunderstand ihat they are going to take on the role of bothmanagement consultants and directors

$ Ask students to discuss the problem they have beenglven as management consultants and to think ofsuggestions to give the directors to remedy the situation.Monitor the activity, helping with vocabulary ifnecessary

{)v*lvi**vStudents match geographical groups to cultural descriptionsand then discuss questions on culturai differences

Fr*pnr*ti*nOne copy of the worksheet for each student.

$r***S*r*$ \7rite Cultural dffirences and the four box headings on

the board, e g. company ualues, etc. Elicit a few icleas forcultural differences under each heading. Then explainthat students are going to read some ideas for eachheading and then have a discussion.Hand out copies of the worksheet and ask students roread the introduction and four boxes individually. Givestudents an oppofiunity to ask about any new vocabularybefore they do the matching taskIndividually, students complete the matching exercise inExercise 1.Hold a feedback session and allow students to discusstheir answers and the questions in Exercise 2

i.:BW

T ^ ^ ^ A ^ . ' ^ N t ^ + ^ ^I U O U I ] U I D I \ U L U O

t . \*$*?*r*

Companyva lues : a3 b2 c1 .Businessrelat ionships: a1 b3 c2Meet ings : a3 b1 , c2Presenta t ions : a2 b3 cL

tt*Wp lrtti,r:,,t,,11it::t*v*rv f *wStudents read statistics and a text on piracy They thenreconstruct sentences containing passives

Frcp*r* l i * *One copy of the worksheet for each student

Sr*****r*{ Introduce the idea of piracy and types of commerclal

piracy. Have students ever come across this sort of thing?Is their company affected in any way by the problem?'What

parts of the world do they think are most affectedby this problem? For what reasons?

* Hand out the worksheet and go over Exercise I Have afeedback session after students have discussed thequestions in pairs.

S Ask students to read the text to find the answers to thequestions in Exercise 1. Explain any unfamiliarvocabulary

S Write the following on the board: 1) estimate + $12 2billion 2) 108,000 + lose 3) 97o/o + sell 4) burn + $15) carry out + corporate level 6) issue + address7) revenue rates + link 8) legitimate softwaremarket + affectExplain that students, in pairs, are going to reconstructsentences from the text using the ixompts Do the firstone together (Iosses due to pir6.c! eacb lear are esti?natedto be $ 12 2 billion) and highlight the use of the passive.

$ Have a class feedback session to check the sentencesS Students discnss the questions in Exercise 3 in pairs.? Students match the sentence halves and decide if they

agree with each statement in Exercise 4. Students reporttheir ideas to the class

i\*$!v*r$

Procedure 4: 2) Up to 108,000 jobs a year are lost due tosoftware piracy 3) )7o/o of software (which is) sold onInternet Auction sites is pirated. 4) Many copies of softwareare burned for $1 a CD. 5) A 1ot of piracy is caffied out atcorporate level. 6) In the US and Western Europe, the issue isaddressed very seriously. /) Revenue rates are not directlylinked to piracy rates. 8) The growh of the legitimatesoftware market is affected as developers face the possibilityof pirate copies outnumbering legal ones

E x e r c i s e 4 : a 5 b 3 c 4 d \ e 2

*v*rvi*r*rStudents help the teacher tell an anecdote by supplyinginformation the teacher has 'forgotten' This activity recyclesfood and drink vocabulary and fosters anecdote-telling skil1s,the language of paraphrase and approximation and the skillof supplying other speakers with the vocabulary they need.

Fr**srxt!* '1One copy of the worksheet for each student Distribute theworksheet after the task

Sr**e*::r '*3 Tell students that you are going to try to tell them about a

meal you had at a restalrrant recentiy but you may needtheir help to describe some of the food.

R Read out the script on the worksheet to them, supplyingyour own information in the gaps and struggling to recalithe words marked in bold. Students should interwene tohelp you find the right words when you struggle Hereare a few tips on how to do this:. Read the script, but don't be too word-perfect. Um and

er a bit. Embellish the story a little Add extra details to set the

scene without digressing too much.. \fhen you get to the words in bold, hesitate, use fillers,

say what you don't mean and ask for help. Don't reject any suggestions from your class out of

hand. Encourage them to specuiate as to what youmight mean.

. If no-one can guess exactly what you're trying to say,accept the nearest synonym and then supply the wordyou wanted as well.

. If no-one has a clue what word you're looking for,suddenly remember it

Hand out copies of the worksheet for students to keep asa reference.Ask students to prepare the story of a meal they had toread out to the others in the same way You may want toset this for homework Refer to the vocabulary in Unit L8of the Student's Book and the Lexis link on page 113 tohelp them prepare.

Sv**"v!*v*Students complete a cloze text on employers screeningemployees' e-mail. They then discuss the ideas in the textusing the language of agreeing and disagreeing.

Sr*p*r*t1*nOne copy of the worksheet for each student

Fr****xre$ Introduce the subject of employers screening employees'

e-mail Ask students about their companies' policy on e-mail use. Check/Pre-teach: suntey, liable, balt, snoop,perk, scan.

R In oairs. students do Exercise 1. Then check the answerswith the class.

* Go over the expressions in Exercise 2 and encouragestudents to use them in their discussion. One possibilityis to make the activity into a game by awarding points:one point for an argument, two points for a counterargument and a bonus point for every time they use oneof the phrases correctly

,r{. f tsw*f$

a) offensive + language b) scanning + managersc) systems + snooping d) customers + worriede) liable + e-mails 0 want + money g) case + payh) says + issue i) conducted + behalf j) sexism + pathetick) thinks + halt 1) e-mails + words m) take + telephonen) e-mail + tool o) perk + hot

l*@ :

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

*v**"vi*rvStudents practise writing e-mails about a particular problemfrom a variety of perspectives, worcling their e-mailsappropriately.

Fr*5:rx.r*ti*i'rOne copy of the worksheet for each student.

Fr***dxr*S As a warmer, write ,4 quality problem on the board and

ask students what kinds of problem in business arereferred to as quality problems. (NB quality can refer tocustomer service as well as production, and to the senicesector as well as manufacturing )Hand out the worksheets. Students do Exercise 1individually or in pairs. Check the answers with the classStudents begin by wriring the first eimail only in Exercise2 Before they write, remind them of parlicular languageor style points that they looked ar in Units 19 (or 11) inthe Student's Book Monitor and make notes ongood,zbad language useAsk students to work iir pairs to coffect the language andimprove the style of each other,s e-mailsRepeats teps3 and4for e -mai ls 2and3. Bu i lduoacollective class version on the board using ideas from alithe e-mails Before e-mail 3 you may want to elicit somediplomatic language, e.g. It seems to me that ., It nxigbtbe a good idea to . . ., I tbink we neecl to consider . .(+ing.

Individually students prepare a real-hfe situation inExercise 3 and then wdte an e-mail.

? In Exercise 4, students take on the role ofthe receiver oftheir own e-mail and wrire a reply to it. In this case this ismore appropriate than exchanging with a pafiner asstudents are likely to know about their own individualproblems and find ir interesting to see things fromanother point of view. Monitor, helping with vocabularyas before

$\*$w*r$1 b 2 c 3 a 4 f 5 d 5 e

*v*rvi* lvIn pairs, students practise the language and skills ofnegotiating in the role of a medieval peasant.

Fr*p*r* t !**One copy of the worksheet for each pair. Cut the worksheermto two

Sr***dxr*Write peasant on the board and elicit the meaning (aperson, especially in the past, who works on a smallpiece of land growing food and keeping animals to feedthe family). Tell students that they are going to bemedieval peasants, and that they are going to practisenegotiatingAsk students how their own real-life negotiations usuallybegin, and elicit the importance of relationship building.Elicit, e.g. greeting, offering a drink, small talk about rheJourney to the meeting, weather, etc

${3

Ask students whar relationship building will be likebetq'een the peasantsDivide the class into two groups: A and B Give out thecorrect half of the worksheet to each student. Givestudents time to read the instructions and to check anyunfamiliar vocabulary.Groups spend a few minutes preparing ideas togetherAsk each student from Group A to work with a studentfrom Group B, to form pairs of neighbours. Start the^ctivity, circulate and make a note of good/tnapproprnreIanguage use to go over at the end.Ask students, in their pairs, to discuss how effective theywere at negotiating. Have a short class feedback sesslonto discuss any points lhat arise

*v*rv**vyStudents participate in two mini-negotiations using thelanguage of negotiation presented in Unit 20 of theStudent's Book.

*3r*g*arxt!*r:One copy of the worksheet for each student. Cut theworksheet into two

Sr***d*r*3 Introduce the subject of working time by asking students

about working hours in their country (for managers andworkers) ChecVPre-teach: to do oueftime, basic salary,concessxon

* Hand out copies of the first half of the worksheet and askstudents to read the text and make notes on the positionof each side in the negotiation in the spaces provided inthe table.Divide the class into two groups: managers and uruonrepresentatives. Give groups a few minutes to decide atleast two concessions they will allow, and write nores onnegotiation strategy, bargaining points, etc in the secondsection of the table.Put students into pairs of one manager ancl one unionrepresentative and give them time to negotiate. As theynegotiate they fill in the final boxes - the terms of theproductivity deal.Have a feedback session to find out how the negotiatingended up.For the Businessworks negotiation, follow the same srepsas before, but open the subject ofsales by askingstudents about targets that they have been set for thisyear. Check/Pre-teach: to set a target, to acbieue a target,a budget.Students plan in fwo groups: sales directors ancl areasales managers. Give them a few minutes to prepare. Tellthem that they can be creative in developing^.orr."rrrormto achieve an agreement.Put students into pairs and allow time for negotiationsbefore having a final feedback session ro discussthe outcome

,$

l n C o m o a n v l n t e r m e d i a t e R e s o u r c e m a t e r i a l s

' 1 L i fe l ines Mark Powel l

Throw a die to move round the board. If you land on an age group, tell the group about a memory, plan, hope

or ambition for that age. If you land on a letteq pick a question and tell the group the answer. Use the sentence

starters on the right.I

i

i lWrenyouwercakid,whatd idyouwant :nOiayouhaveabest f r iendwhenyou iATheysayyourschooldaysarcthei to be when you grew up? i were a child? i happiest of your life. Were yourc?

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2a Networkn9 Nicho las Sheard

Look at the list of jobs in the box. Choose three that you would like to do, and three that you

wouldn't like to do. Compare with a partner, discussing the personal qualities and trainingrequired for the three jobs you have chosen.

astronaut refuse collector studio sound recorder nurse physiotherapist

make-up artist farmer stockbroker news reporter accountant

long-distance lorry driver child psychologist undertaker taxi driver circus acrobat

policewoman private detective model nanny management consultant

personal assistant zoo keeper film director conductor librarian pilot

Choose one of the jobs in L and imagine that it's your real job. Prepare to talk about who you are and whatyou do. \frite down three facts about your job: one neutral, one negative and one positive thing.

e.g. I'm a nanny. I liue witb afamily and look after their cbildren. Sometimes I get ueryfntstrated utorking uitbyoung cbildren. Howeuer, I superuise theirplay and, deuelopment, and it is louely to see tbem grow.

Complete the following comments that someone might make about the job you chose in 2. Suggest moresuitable comments, if necessary.

That must be a very ( d ffi c u I t/i nt e r e s t i ng/ b o ri n g/un u s u a l/fu lfi I li n dw e I I -p a i d) 1ob .

I suppose you (trauel a lot / uork uery long bours).

I imagine your job affects your (priuate life /family / healtb).

Tell me more about your (clients / patients / cwstorners / typical day).

Use what you have written above as the basis of a conversation with others about your and theirchosen job. Use the expressions in the box to show interest and to react to what people say.

Really? That's right. I agree. I didn't know that! No! How wonderful! I know.

What? Umm, no, not really. l 'm not sure, actually. That's good. Me too.

Oh dear! Pooryou!

. Mingle with other students in the class.

. Introduce yourself and ask them questions about their job.

. Comment with interest on their replies.

. Offer three facts about vour own iob.

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2b Fugt VES Simon C larke

Tbn Most Wanted FugitiuesThe FBI's Tbn Most Wanted Fugitives progra:nrrne is designed

to publicise information about partictlatly dangerous

criminals. Of the 468 fugitives who have been on the list

since March 14 1950, 440havebeen captured, I42 of them

as a direct result of clizen cooperation. Originally this

information appearedin posters and newspapers, but

nowadays it is posted on the FBI's website at

www fbi. govlmostwant,/topten/fu gitives/fugitives.htm

The descriptions of the fugitives

include the foilowing categories:

1 aliases 7 eyes

2 heig}ft I complexion

3 weight 9 race

4 build 10 nationality

5 occupation(s) 11 scars and marks

6 hair 12 rernarks

1 \Mhich is the appropriate verb to use when you are describing someone for each of the categories 7-72?

Choose from the followinq:

be have wear look use work as call yourself

For example:aliases He calls bimself 'The Tiger'.

He uses the name 'The Tieer'.

Match the words and phrases below to the categoties 1-'l'2.(Some may be used in more than one category.)

black f]medium [-.]

blue flwhltey f lwhite/silver

ohve [-] whlte fJ stocky [J tattoo on upper u.- f l security guard f lmole below left eye l=-l

mate f l 1.7 ro 1.8

ly 73 kg I is known to frequent libraries and historic sites

scar on chest fl darklmedium fl [ght I

g.".r f l salt and p.pp"t [l bald I

El Comandatrt. [l large fl uses disguises to alter his appearan.e E

If you have access to the Internet, go to the FBI website. Choose one of the fugitives on the list and write a

description of the person based on the information provided.

Perform the following roleplay with a partner

At the bottom of each poster in the FBI website it says 'If you have any information

concerning this person, please contact your local FBI office or the nearest US embassy

or consulate. There is usually a reward offered for information.'

Student A Student B

You are attending a business conference. The other day you saw the

FBI web page on the Internet and looked carefully at the information

about wanted criminals. You are convinced one of the other delegates

at the conference is one of these fugitives because they match the

description perfectly. You have phoned the local US consulate, and

your call has been passed to an FBI agent. Use the information from 2

to describe the man and exolain why you think the person vou have

seen is a fugitive.

America

- [

Tapproxlmate

I t h m [

You are an FBI agent on

duty in the consulate in

[your countryl. You arepassed a call from someonewho claims to have seen

one of the Ten Most \TantedFugitives. Deal with the call.

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3 The r ight connectons Jon Hi rd

Rephrase the telephone dialogue using more appropriate language.

A Yes?

B Crystal Communications Consultants?

A Yes. \flhat do you want?

B I want to speak to Silvia Garcia.

A \Vait. Maybe she's here.

B Be quick.

A She's in a meeting.

B rVhen can I speak to her then?

A Who knows? Phone back later.

B I don't want to. I want to leave a message.

A \Vhat is it?

B Tell her to phone me.

A \X4ro are you?

B Barry Clough.

A \X4rat?

B I said Barry Clough.

A Spell your name.

B B_A_R-R-Y, C-L-O-U-G-H.

A OK, Barry. I'll tell her if I see her.

B You'd better.

A Seeyou.

A

B

A

B

A

B

A

B

A

B

A

B

A

B

A

B

A

B

A

B

A

2 Slhia Garcia does not return Barry's call and, two days later, he telephones again and leaves avoice mail message. Rephrase his message using more appropriate language.

Where is euergone? An I lheonlg person doing ah7 rilork? Look, I'n in

Zurich. Oh, il's Barrg bg lhe wag, Barug Clou6h.Siluia, I asked Aou {o call ne back. Whg didn't gou?Make sure Uou rtng ne back lhis {ime! InnediatelglThis is whal it's about - the publicilg nalertal {or the

Zurich Expo, where on earlh is it? The couriel {itLn hasneuer heard o{ gou. Whal's 6oing on, Siluia? You didn't

make lhe aruanAemenls, did gou? The Expo s{artslotnotrow. Organise a neu/ couriel. Euerglhrng's

oo

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4 Yank's or Oh ez Antoine? Paul Dummett

Two businesses, both restaurants, have come up for sale in a historic town in EnglandThe town attracts a wide range of tourists, but is particulady popular with oldervisitors interested in sightseeing and history. About 600/o of visitors come only for a day trip.The remaining 400/o stay for tlvo to three days. Using all the information below, decide whichyou think is a better investment.

YanKs I Chez Antoine

Restaurant type

Location

Seating capacity

Customers per day

Current turnover

Amount spent percustomer

Potential for expansion

Rent and rates

Salary bill last year

Cost

Pizza, pasta and salads - American-style

On High Street in town centre

56

90

0260,000 peryear

08.30

None

034,000 peryear

0'106,000

0140,000

French, quite up-market

1 km from city centre in residentialandhotel area

35

99

0148,000 peryear

018.50

Planning permission to extend restaurantto seat 24 more

L14,000 peryear

L72,000

075,000

$MsAl

XTOINE/X;

{on\AArt Gallery

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5 The story of the stones Nicho las Sheard

1 \X/hat do you do with your time on a typical working day'How, ideally, would you like to spend your time? Complete the pie charts using the listof activities (a-j) or your own ideas. Then compare your pie charts with a partnet.

a at workb catching up with your familyc with friendsd sleeping

e travellingf keeping fitg shoppingh leisure activities / hobbiesi household chores

i . eating and drinking

2 Now rcad Tbe story of tbe stones.

typicalday

3 Complete these sentences. Then discuss your ideas with a partnet

The big stones in my life today are

These days I seem to

idealday

t I business guru was asked to give a talk on timell management to a group of fifteen executives fromFl big conpanies. The guru slowly looked at each ofthe fifteen executives, and then put a big pot on the table

s in front of hih. Then he took out twelve big stones, aboutthe size of tennis balls, and put them one by one into thebig pot until it was impossible to add another stone,

' 'lsthe potfull?'he asked the executives.'Yes,' they all replied.

10 'Are you sure?' he said, taking out a bag of pebbles andpouring them over the big stones and into the pot.

Once again he asked the executives, 'ls the pot full?''Probably not,' one of them replied.'Good,' said the guru, this tine taking a bag of sand

t s and pouring it over the pebbles and stones into the pot.'ls the pot full?' he asked once again.'No!' replied all the executives.'Quite right!'exclaimed the guru, taking a jug of water

and filling the pot to the very top.

Having done this, the guru asked one final question:'What great truth has this experience shown us?'

One of the executives, knowing the subject of the talkwas time management, answered:'This shows usthatwhen.we think our diary is completely full, we canalways fit in more appointments, do more.'

'Nor' replied the guru. "The grcat truth this has shownus is that if you don't put the big stones in the pot first,you can never put all the things in together,'

There was a profound silence in the room. tSo, whatare the big stones in your life?'the guru continued, rYour

health? Your family? Your work? Your friends? Doingsomething you love? Learning? Defending a cause?RelaxingP 0r something altogether different? Rememberto always ask yourself, t'What are the big stones in mylife?" and then prioritise them. lf you give priority to littlethings, like pebbles or sand, you could be wastingprecious time foi the truly important things - the bigstones in your life.'

Slowly, and in silence, the business guru left the room.

The big stones when I was a student were

In those days

The big stones five years ago were

I used to

The big stones five years from now will probably be

I plan to

The big stones when I retire will be

By then I will have finished

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6a Dest inaton desktop Jon H i rd

Look at the title of the article. What do you think it is about? Read the article and find out.

2 \1tat does each of the following refer to in the article? The first one has been done for you.

a travel-reducing

b long-distancec steadily decreasingd dropping dramaticallye increasinglypowerfulf readily avallableg long-held

technololy

3 \Tork in pairs or small groups and discuss the questions.

a Do you think the arlicle gives a realistic account of the future of business travel?b \X4rat are the advantages and disadvantages ofconventional business ttavel?c

.What are the advantages and disadvantages of Internet meetings and other forms of

electronic long-distance business communication?

d \7hat do you envisage will be the long-term consequences, benefits and disadvantagesof this technology?

Business travellersturn to theirdesktops

r Business travet of the firture is as likely to lead to the

desRop as it is to the airport. Travel-rcducing technoloSt

such as videoconferencing' web-meetings and other forms

of electronic long'distance business communication are

s increasingly being investigated by businesses worldwide''The main driving force is not the cost of travel but the

time that is lost,' said William Wood' business

communications exped and author of Wftual Teamwork

fhe desire for conventional business travel is steadily

r o decreasing and there is now much greater demand for this

kind of remote technology. At the same time, the cost of

electronic conferencing is drcpping dramatically and both

the Internet and desktop computers are becoming

increasingly Powedul.ls fhis means that the user can establish a real'time visual

link from desttop to desktop anywhere in the world simply

by clicking the mouse' You can sit at your desk and have

several remote meetings a day. You could hold a one'to-one

meeting with a colleague in Tokyo, followed by a group

zo session with people in, say, London, New York and Zurich

and after that you could ioin a confuience in Sweden'

In these meetings, it's possible to have all the participants

on the screen with the documents in the middle'

The technology also allows the participants to use

e-mail, instant messaging and other applications readily

available at the computer terminal. All this Gl€ates,

according to Wood, a much more productive environment'

Participants can interact faster and better than in a face-to'

face setting and no-one is disadvantaged by travel

schedules.The long-held assumption that corporate travel and in'

percon meetings is the only real way to do business, is being

seriously reassessed.

4U lo inq 4 t i ! "FJ;;!:; ;^t!,?fl"',21""y "exk

rne€ltn9

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I n C o m p a n V I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

6b Vaer ie 's t r ip C o l i n B e n n

Student A

JOEL PETERSYou work for theHelger Group at itsheadquarters inParis. Your boss,ValerieJoule, theEuropeanCommercialDirector, is planningto visit Helger-Zorn,the subsidiary inHamburg, Germany.She has sent you thefollowing e-mailabout the finalarrangements for hervisit. Your contact atHelger-Zorn is Susan\feil. Call her tocheck the details forthe visit and noteany problems orchanges. Then writean e-malI to Valerieto confirm theaffangements.

Joel - | hooe all is well.Just to confirm the revised arrangements for my trip to Hamburg next month. NB Severalchanges! The situation with TENGST|L has really disrupted my plans!

Arriving from Paris at 18.00 on Monday 27 October on flight AF 781 . Could you arrange for adriver to meet me and take me straight to the hotel?

Hotel: please book the Westlin Hotel on Kempnerstrasse (single room) for 2 nights (i.e. leavingon Wednesday 29 October). l'd like to invite Katia Felsner and Jurgen Bohn for dinner onMonday night at the hotel to discuss our strategy for the TENGST|L bid. Could you ask themto meet me there at7.3O?

Tuesday: meeting with Manfred Sprossel at the Brug factory at g on Tuesday morning. (Plsarrange for the driver to pick me up at 8.15.)

11am meeting with the board of TENGST|L. I have invited the Chairman, Gerhard Nagel, and hiscolleagues for lunch at the Waldhof in Herisbrunn. Could you book a table for 5 for 1 o'clock?

After lunch I shall return to Head Ofiice in Hamburg. Please arrange the following meetings:- a 1-hour appointment with Katia and Jurgen at 3pm- a meeting with Frau Greller, and Elena Nibelmayer at 4.30pml'm having dinner with friends so I won't need the driver in the evening. I don't have to be inFreiburg until 12.30 on Wednesday, so l'll probably hire a car and drive myself.

Please send me confirmation as soon as everything is arranged.

Kind regardsValerie

L

Student B

SUSAN \TEILYou work for Helger-Zorn, inHamburg. Helger-Zorn is theGerman subsidiary of the HelgerGroup whose headquarters arein Paris. ValerieJoule, theEuropean Commercial Director,is planning to visit yourcompany. Joel Peters at GroupHeadquarters in Paris will callyou about the visit. You haveprepared an itinerary for thevisit. rW4ren he calls, check thearrangements and note anyproblems or changes. Then sendan e-ma1l to all those concerned,attaching the new itinerary andexplaining the details.

, t H E L G E R - Z O R N\-/ Visit of ValerieJoule,European Sales Direcror, 27-28 October

Monday 27 1 1.00 Driver pick-up from airport17.30 Arrival atHelger-Zorn. Reception with

sta{f and senior management,lunch15.00 Visit to Rett store

o i3:33 S*5.'l:i5,'.TlI"iilui.*"..-,uaccompanyVJ)

Tiresday 28 8.30 Meeting with Manfred Sprossel, GeneralManageq Brug factory (driver to pick upftom hotel ar7 .45) NB Katia Felsner is in

C Berlin all day10.00 TENGSTiL board meeting12.30 Lunch withJurgen Bohn1,4.00 Working from the Hamburg o{fice17.40 Departure by train to Freiburg - book cicket?

A Wednesday 29 Conference in Freiburg\) - Fridav 31

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7 Oa lcuated guess Mark Powel l

choose the noun from the box which collocates with each set of verbs (1-g)

Round 1: In the office

your computer a letter a phone call a forma computer file a message a report your e-mail

1 You can make it. You can take it. You can receive it. You can return it. \rhat is it?2 You can crash it. You can shut it down. You can play on it. You can reboot it. What is it?3 You can complete it. You can draft it. You can file it. You can submit it. \fhat is it?4 You can get it. You can send it You can address it. you can mail it. \rhat is it?4 You can sign it. You can make a copy of it. You can send it off. You can fill it in. \fhat is it?6 You can open it. You can delete it. You can cre te it. You can back it up. \rhat is it?7 You can send it. You cantake it. You canleave it. You can listen to it. \X4tat is it?8 You can reply to it. You can check it. You can go through it. You can delete it. \fhat is it?

Round 2: On the road

your flight an appointment a meeting your officea presentation an agreement lunch your hotel

You can go back to it. You can check into it. You can be dropped off at it. you can be picked up at it.\fhat is it?You can miss it. You can give it. You can attend it. You can take.notes at it. \fhat is it?You can come to it. You can teach it. You can work it out. You can negotiate it. \X4rat is it?You can enjoy it. You can change it. You can miss it. You can be booked on to it. \X4rat is it?You can fix it. You can cancel it. You can keep it. You canfail to turn up for it. \flhat is it?You can skip it. You can gtab it. You can go for it. You can pick up the bill for it. \Vhat is itzYou can organise it. You can hold it. you can speak at it. you canreadit. \fhat is it?You can phone it. You can e-mail it, You can check with it. You can keep in touch with it. What is it?

234567I

4567I

12

Round 3: In a meeting

decisions problems ideas figuresexcuses views proposals your colleagues

You can address them. You can deal with them. You can foresee them. You can solve them. \X4:rat ate they?You can develop them. You can share thern. You can come up with them. You can brainstorm them. \Vhatare they?You can make them. You can consider them. You can put them forward. You can withdraw them.What are they?You can look at them. You can go through them. You can quote them. You can round them up. -ff4:rat are they?You can make them. You can question them. You can reach them. You can put them off. What are they?You can support them. You can artack them. You can back them up. You can chat with them. $Vhat are they?You can air them. You can share them. You can express them. You can exchange them. \flhat are they?You can make them. You can look for them. You can invent them. You can refuse to acceDt them. \fhatare they?

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Ba Devl 's advocate G i n a C u c i n i e l l o

Stucfent A

You are going to lead a discussion where you try to get everyone inyour group to reach an agreement.r Choose one of the following topics to discuss. The group can either

agree or disagree with the statements.. Summarise your conclusions in your manifesto statement.

a Everyone should carry identity cards at all times.b The number of working hours should be reduced to 30 per week for everyone.c

'We should boycott goods made by companies who use child labour.

Manifesto staternent: Ve believe that

provided that / unless / so long as

h

Student B

You are going to lead a discussion where you try to get everyone inyour group to reach an agfeement.. Choose one of the following topics to discuss. The group can either

agree or disagree with the statements.. Summarise your conclusions in your manifesto statement.

a Giving money to beggars does not help them in the long run.b Always start a presentation with a joke or funny story.c Companies should charge employees who use the Internet for personal use.

Manifesto statement: .We

believe that

provided that / unless / so long as

h

Student G

You are going to lead a discussion where you try to get everyone inyour group to reach an agreement.. Choose one of the following topics to discuss. The group can either

agree or disagree with the statements.

" Summarise your conclusions in your manifesto statement.

ab

c

Public transport should be subsidised by the state.Mobile phones should catry a health warning.Salary should depend on length of service in a company.

Manifesto statement Ve believe that

provided that,/ unless / so long as

SECRET only for Student C: Listen to the others' views first, then disagree strongly with them.

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l n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

Bb N/akng dec is ions Paul Dummett

1 Use the following words to complete each expression

ISSUe Say mind thought decision consideration

Originally, he agreed to work with us, but now he has changed his

She said she would come, but now she's having second s.

The boss always has the final in purchases over 5500.

I've given the matter a lot of

Everyone in the department backed the

There are several factors to take into

to abandon the project.

There are several things that we should bear in

They haven't addressed the problem at aIl: they've completely dodged the

I'm in two about whether to accept their proposal or not.

Time was short. \fle had to make asnap

a

b

c

d

e

f

sh

I

j

.. .s

a

a

Describe a situation in which you ...

. were in two minds about accepting an offer.

. changed your mind about something you had previously agreed to.

. felt unable to back your boss's decision.

dodged an issue.

had to make a snap decision.

gave something a lot of thought before making a decision.

had second thoughts about something which seemed at first to be a good idea

had a lot of different people's interests tobear in mind.

had the final say in an important decision.

had to take many factors into consideration.

\X4rich of the following principles do you follow when taking an important decisioh?

' Consider the best way to transmit your decision, e.g. channel of communication.

' Consider who will be affected by the decision and what the likely effect wili be on themr Anticipate obstacles and objections.

. Think of all the possible outcomes in the longer term.

o Formulate a Plan B.

. If in doubt, postpone making a decision.

Suggest any other good principles which people could follow.

In Company Intermediate Teacher 's Book O Macmi l lan publ ishers L imi ted 2002

I n C o m p a . r y I n t e r n e d , a t e F e s o u r c e m a t e r i a l s

I What the OEO said Paul Dummett

Complete these sentences with your own opinions.

a Change is always

b Shareholders should not be allowed to

because

c Large companies tend to

d Acquiring a company usually

e The best way to save company expenditure is to

f The most imoortant business ethic is

Keeping in mind your own beliefs expressed in 1, discuss the following questions in pairs. Try to find a joint

opinion. Then summarise this opinion in one sentence.

1 \Xzhat are the aims of your business? \Vhat should the aims of a large multinational company be?

2 In what order of importance to your company would you put these three groups: shareholders,customers, employees?

rW4rat should be the attitude of a modern company to change?

\fhen the company needs to save money, which areas of a company's expenditure should youconsider cutting first? \Vhat are dangerous areas to cut costs in?'What

advantages do small companies have over large companies?

How can a company be sure it makes good acquisitions?

3

4

5

6

h

3 Read the quotes of these CEOs and see whether they agree in any way with your analysis in 2.

'A business that rnakes nothing butmoney is a poor kind of business.'

Henry Ford (Ford Motor Company,l

'The traditional priorit ies of company boards are

shareholders first, then customers, and last

employees. But if you put the employees first,

and look after them, then customer satisfaction

willfollow. And satisfied customers mean more

profits for shareholders.'Richard Branson (Vi rg in)

'Change has become like a steamroller. If

you're no[ on the steamroller, you,re destinedto become part of the road.'

R. Steve Letbetter (Reliant Energy)

'When you cut costs you have to be sure you

dont damage your product. You can make a

pizza so cheap nobody wants to eat it.'

Gordon Bethune (Continental Airlines)

'People say smaller competitors Itave anadvantage inbeing more nimble. Thatworks so long as the guys who are bigaten' t nimble. Because big andnimble canoverwhelm small and nimble.,

Mr Lee Raymond (Exxon Mobil)

'Acquisitions are very risky' Most do not

deliver; most do not work. Any intelligent

CEO approaches acquisitions with fear and

trembl ing. 'Ralph Larsen (Johnson and Johnson)

4

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I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

1 0 S m aI ta lk Jon H i rd

Opening aconversation

Directing aconversation

Showinginterest

Closing aconversation

b a

categorise the phrases and expressions a-w according to the following functionsThree have abeady been done foryou.

Imagine you are at a conference reception. 'Walk

round the classroom and improvise a brief conversation withas many people as you can. Use the phrases and expressions in 1.

I Long time no see.

In Company Intermediate Teacher 's Book @ N,4acmi l lan publ ishers L imi ted 2OO2

l n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

- 1 l a A b u sness t r ip Paul Emmerson

You are planning to go on a business trip.The situation can be imaginary, or you can

Write the details below.make it similar to your real-life job

\flhere are you going?

How long are yolt going to stay?

\fhy are you going?

!flhat is your itinerary (the places you will visit)?

Vho will you meet?

How well do you know them? Have you written / spoken Lo / metthem before?

\(rite two e-mails, on separate sheets of paper, using the situation you created in 1. If possible, use realpeople's names and a realistic content. The maximum length for each e-mail is 100 words.e-mail 1: \7rite to the person you are going to meet. \ilZhat do you need to tell them? perhaps youneed to let them know what you want to discuss. Do you want them to arrange anything for you?

e-mail 2: \frite an e-mail to all your colleagues. Tell them about your plans and ask them if theywant you to take / do / find out,/ bring back anlthing.

\rork with a parlner. Exchange e-mail 1, and read each other's situations from 1. Ask and answer questionsabout your two situations. In particular, talk about the kind of reply your partner expects. you will need thisinformation in the next activitv.

\rork individualiy. Imagine that you are the person your paftner is going to meet. \rrite a reply to yourpartner's e-mail. The maximum length for the e-mail is 100 words.

Exchange and rcad the e-mails. -ffhen you are ready, act out two roleplays using the situatronsthat you and your parrner created In the first roleplay, Student A is the visitor and Student B is the host. Thenswap roles for the second roleplay.

VisitorYou are the visitor (who created the situation)You arrived at your destination a few hours ago,you have checked in to your hotel, and now youhave arrived at your host's office by taxi. Thereceptionist has shown you to the office. Knockon the door.

HostYou are the host, ready to receive the visitor.rWelcome your visitoq offer them a drink andmake some small talk (the journey? the hotel?the news in their country? the state of themarket?). Have a short business discussion. Endin a friendly way and offer to take your visitor todinner this evening.

ln company Intermediate Teacher 's Book @ lv lacmi l lan publ ishers L imi ted 2oo2

I n C o m p a n y I n t e r m e d i a t e B e s o u r c e m a t e r i a l s

.1 -1 b Spam Simon C larke

Complete the text below with the following words. Then answer the questions.

a I7hat are the different types of spam?b \Xzhy does it cost companies money?c How much spam do you receive? \Vhat do you do about it? Is it a big problem for your company?

You work in the marketing department of a fast-food chain. You and your partner are working ona proJect to promote a new line of pizzas which people can order by phone or over the Internet.You are considering various methods of promotion. Discuss the advantages and disadvantages ofthese ideas:

o cold calling to selected telephone numbers. flyers delivered by hand to people,s homeso direct mailing by post. spamming to e-mail addresses on a database you have obtained

For each method consider the efficiency, cost and effect on your company's image. As you discuss your ideas,try to use the following phrases:

I (reaily don't) think that we should ... In my opinion ... I,m not so sure aboutI (don't) agree with your point That's an interesting idea, ... I suppose we should ...The advantage of ... The problem with ... you have to remember that ...

headache work adopt receive

colleagues hoax dealing set

unlikely guess spend wage harmless

Looking back over the e-mails I have received in the

last couple of weeks, I can see there is at least one

message a day from someone I don't know, offering

some service or product I am (1)

want. In some cases I can (2) where

they got my e-mail address from, but in others I have

no idea. For me, th is unsol ic i ted junk e-mai l is not a

problem, I can just erase it from my computer.

Howevet in a recent survey, (3) out

for the company Novel l Inc. in the UK, 75% of those

who were questioned claimed to receive as many as

f ive junk e-mai ls a day, and 15% calculated that they

(4) at least an hour a day deal ing

wi th unsol ic i ted spam.Apart from spam which tries to sell products

or services, there is also the problem ofvirus warnings, chain letters

(where terrible things wil l happen to you if you don't

pass on the message to fifteen other people) andjokes from friends and (6)

Although sometimes the content involved can be

offensive and contain racist or sexist language, most

of it is relatively (7) On the other

hand, in terms of wasting employees'time, it 's a real

for many businesses.There are various strategies you can

with spam. The easiest remedy

is just to delete any messages which come from an

unknown sender or look suspicious. To deal with

nuisance mai l which comes f rom a regular source, one

solut ion is to (10) up your e-mai l

program to ignore mail from that particular address.

More legitimate spammers often give you the option

to 'unsubscr ibe 'so you don' t (1 1)

any more of their messages, although in my

experience this often doesn't seem to make any

difference. Even so, while you are(12) with spam you are not doing

the work you were hired to do. lf the data analysed in

the survey is correct, 1.4% of the national(1 3) force is unproductive for this

reason at any time during a working day. With a

nat ional UK (14) bi l l o f f368bn a

year, this means that for UK businesses spam

represents an annual cost of around f5bn.

(8)

(e)

(s)

In company Intermediate Teacher 's Book @ lv lacmi l lan publ ishers L imi ted 2oo2

I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

1 2a Empoyees' centre Gol in Benn

\flork in a group. Read about the competition and decide:

o what project would best suit the building.o what employees need and how your idea would benefit them.o what is required to make your project succeed, e.g. staff, finance, building work,

facilities and equipment.

The company you work for hasdecided to create a new centre forits employees. (It could be a centrefor sport, learning and personaldevelopment, health, relaxation,etc.) They are inviting people tosubmit projects and a commrtteewill choose the winner. Thecompany is offering a grant of1.5m euros for the proiect and thecentre will be located in thebuilding where you are now.

2 Draw a simple floor plan of the employees' centre and label the rooms and areas.

3 Now prepare a shofi presentation to persuade the committee to adopt your project.Each member of the team should present one aspect of the project. Try to createmaximum impact using pauses, repetition and rhetorical questions, and preparevisual aids to help you get your message across.

Checklist - don t furget these fowr key points

Thilor the presentation to your audience: wl-tatdo they know and what do they want to know?KISS (Keep it short and simple) and.leave themwanting more ...

Begin and end stronglybecause that,s whatpeople rememberbest.

Use eye co:ntact andbody language tostrengthen your argument.

Have you got thewinning idea?

We want to hear your eug7eationsfor a new employeee' centre,

Projecto to be preeented at aepecial meeting to be held at

2.3O p.m. next Friday.

In Company Intermediate Teacher 's Book O Macmi l lan publ ishers L imi ted 2002

I n C o m p a n y I n l e r m e o i a t e R e s o u r c e m a t e r i a l s

l 2 b l a m a D V D Mark Powel l

1 Check you know the names of the controls on a D\D player. 'Write the words below the symbols.

Your teacher is a DVD player and you have the remote control! 'Watch

himlher play a film of abusiness presentation and listen carefully for expressions containing the verbs giue, take,make or do. Patse the D\D each time you hear one and write down the complete expressionin your notebook under the headings: giue, take, make and do. Rewind if you need to listen again.

L

SoundtrackGood morning, ladies and gentlemen. It gives megreat pleasure to welcome you all to our researchcentre here inVitry. I'd like to take this opportuniryto thank Mr Oyama, in particular, for his hardwork in arranging this visit. As our t'uvo companieshope to be doing business with each other in thenear future, we know there'll be a lot of things youwant to see.'We'll certainly do everything we canto help you make the most ofyour day with us.

So,just to give you a briefoverview ofthecentre and the background to some of the workwete currently doing here, as you know, since1997our biotech facility has concentrated primarily onthe development of a drug to combat bcl-2, thegene that prevents cancer cells from dying. Now,we haven't yet made the final breakthrough, but,given the extra resources we hope your companycan provide, we believe we are only a few yearsaway from making such a discovery.

In a few moments, you'll be taken on apreliminary tour of the labs by our head ofbiotechnology, Dr Larousse.This will give you achance to see for yourselves just how close we areto our objective. Dr Larousse will also be giving ashort talk this afternoon on the results of our latestresearch into other forms of gene therapy in the

treatment of stroke, liver damage and heart disease,three areas in which, I think you'll agree, we havemade considerable progress since our last meetingin Cambridge.

I can report that we are continuing to makeheadway in all our areas of research. But it is therestllts we're getting from the tests we've done onour anti-bcl-2 dragwhich are particularlyexciting.To give you just one example, we havenow been able to hold a cancer in renrission, in atest subject, for three months without the need forradiology or chemotherapy. The point I want tomake is that, with your collaboration, we areconfident we can take the lead in this importantarea of clinical medicine.

Please take as much time as you need to talk toour research scientists during the tour. I'm surethey'll do their best to answer any technicalquestions you may have.The security passes youhave been issued with give you almost completeaccess to our research facility. Feel free to takenotes and compare data with our informaticsdepartment.

Now, if I could just take a few minutes to talk toyou about the use of protective clothing ...

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I n C o m p a n y l n t e r m e d i a t e R e s o u r c e m a t e r i a l s

.1 3 BioethC S Paul Dummett

Read the text about cloning and then lookat some bioethical dilemmas (1-5).

Before you consider the dilemmas, yourteacher will give you a definition of animportant term in this discussion. Read itand summarise it to your partner. Thenconsider dilemmas 1-5 fot a few minutesbefore discussins them.

The next technological revolution islikely to be in the field of geneticresearch and engineering. Cloning, thename popularly given to thesetechnologies, is often associated withscience fiction horror stories, becauseit suggests the creation of identicalpeople. In reality, it is impossible tocreate two identical people. Personality,character and behaviour are notdetermined only by genetic factors.The real aims of cloning technology areto help in the development of t issue fortransplantation, in genetic diagnosis andin biological research. But cloningtechnology raises some very difficultbioethical questions.

Scientists take stem cells from an abofied foetus fortheir research. Is this acceptable?

A two-year-old boy has a rare blood disease andneeds a blood donor to save him. None of hisbrothers' or sisters' biood is an exact match.Through genetic diagnosis, scientists are able to tellthe parents if the next foetus they conceive will be amatch. The parents can then choose whether tokeep or to abort the foetus Is this acceptable?

Therapeutic cloning will give the possibility ofextending human lifespan (to tOO, 120, perhaps I40years), but it will be expensive. Rich people will beable to regenerate their failing organs, just as theynow pay for plastic surgery. Is this acceptable?

With genetic engineering, scienrists will be able toeliminate some diseases and create healthier people.But once our genetic make-up has changed will westill be human or a different species?

Private health companies will patent procedures andflx their own prices for treatment. Is this acceptable?

3

*

Student A

Student B

Therapeutic cloning: This is a procedure in which celis, usually skin ceils, are taken froma patrent The nucleus is exttracted and inserted into a fertilised egg whose nucleus has beenremoved. The cell that is created is permitted to divide repeatedly. Scientists then extactstem cells from the balt of dMded cells, and use those cells to grow tissue which is a perfectgenetic match for the patient The cells created by therapeutic cloning can potentially betransplanted into the patient to treat a disease from which the patient suffers.

.,:; ir;wEmbryonic stem cells: These are the first cells of life, found in a newly fertilisedhuman egg. Each embryonic stem cell has the capaciqr, with the aid of chemical stimuli,to transform itself into any type of cell in the body: a skin cell, a blood ceil, heart tissue,etc. Once the embryo is fully formed there are no more stem cells as all the organs andbodily functions have been determined. Scientists ate very interested to learn how toprogramme these cells to regenerate old or worn out organs and tissue so that they cancure such illnesses as heart disease and kidnev failure.

9-

fiIn Company Intermediate Teacher 's Book @ Macmi l jan publ ishers L imi ted 2002

I n C o m o a n v l n t e r m e d i a t e R e s o u r c e m a t e r i a l s

'1 4a The good consul tant Nicho las Sheard

1 Companies use consultants for many reasons. Match the sentence halves to discover a few of them.

a Consultants are not involvedb Consultants have experience ofc Consultants bringd Consultants can be usede Consultants havef Consultants seeg Consultants work

1 fresh ideas to the company.2 specialistknowledge.

3 in internal company politics.

4 things realistically and objectively.

5 working with other companies.

6 quickly and efficiently.

7 by management to take the criticism for unpopular decisions

2 Read the story of Tbe consultant, tbe sbepberd and tbe sbe4t.

1 tl nce upon a time there was a shepherd. He was standing by the side of the road, looking after his

I fnocf of sheep, Suddenly, a brand new Gherokee leep appeared and stopped near the shepherd.VA young man wearing a Hugo Boss shid, Yves St. Laurent trousers and Nike trainerc got out andsaid to the shepherd: 'lf I can guess how many sheep you have in your flock, will you give me one of them?'

s The shepherd looked at the man, looked at his sheep'who were eating grass peacefully - and said:'Yesn OK then.'

The young man parked his car and took out his laptop computer and a GSM phone. Then he logged on toa NASA website and scrutinised the local area with the help of a GPS lslobal positioning systeml. Next, hecreated a database and 60 Excel tables full of statistics, After thatn using a hi-tech micro-printer, he printed

10 a 150-page report. Finally, he turned to the shepherd and said: 'You have 1n586 sheep in your flock.nThe shephed replied: 'You're absolutely right, I do have 1,586 sheep in my flock. Now you can take yoursheep,'

The young man took a sheep and put it in the back of his leep. When he had done this, the shepherd said:'lf I can guess your prcfession, will you give me my sheep back?' 'Yes,'said the young man, 'You are a

15 business consultantr' said the shepherd. 'How did you guess?' asked the young man. 'Three thingsr' said theshepherd. 'Firctly, you came here when nobody asked you to. Secondly, you chalged me a sheep to tellme what I already knew. And thirdly, you have no idea what I do, because you took my dog, not a sheep!'

Complete the sentences with a partner using the following modal verbs. Try to use a different one for eachsentence. Use the Grammar link on pages 10G107 of the Student's Book to help you.

must mustnt should shouldnt has doesnt have to can

a A qood consultant

b A good shepherd

c A consultant's fepoft

d A company employing a consultant

e The recommendations in the reDort

ln Companv Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2002

I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

1 4b Bus iness behav iour Jon H i rd

a

b

c

d

e

f

I

III

1 How important are the following characteristics in your workplace or for business in your country?Put a cross in the appropriate place on each line.

Not important / to be avoided

using first names

punctuality

physical contact

humour

gMnggifts

socialising outside work

physical appearance

small talk

Very important

g

h

i

j

k

I

showing emotions

working extra hours

appearing to be busy

fornality between levelsin the hierarchy

\flork in groups and share your profiles with each other. Give examples from your ownexperiences to explain the characteristics of your culture or company's business behaviour.Use the following expressions.

It is always a good idea to ... because ...One thing you should never do is ... because ...People tend to / tend not to ... because ...A lot of people ... but I don't because ...It's usually appreciated if you avoid (-ing), because ...On the whole, people don't ... because ...It 's just 'not done' to ... because ...

In Company Intermediate Teacher 's Book @ Macmi l lan publ ishers L imi ted 2OO2

t h r \ ^ ' l ^ ^ ^ \ , r ^ + ^i l r v v r r P q r r y i l r L U

1 5 S e:T:? ::". ::::i':: 1"1:'li :

l l i ng the company G i n a C u c i n i e l l o

r I

c I

u I

e !

t r I

i I

r n

n !

p I

s I

v E

Read the following extracts from letters and tick thosewhich you could use in a letter introducing yourcompany to a new customer.

a ! Let me tell you about us.

I We want [o present to you our companywhich .. I' l

a

I t huu" attached our most recent brochure which " ' I

I would like to introduce myself and my company'

I L_l

You are requested to fuform us of a time as

soon as possible.r < I

Our range of products is extensive'

s I

We have an internat ional c l ientele.

Can we come and show you our products?

Just wanted to letyou know. . .

o E Yours sincerelyr I

tr

I will call you at the end of the week to find

out when would be a convenient t ime'

All for now. Bye.

I look forward to meeting Youvery much.

You wont find prices Gterthan ours.

u I

It'dbe great to

hear gour uiews.

People from all overthe world buY from us.

q T

T tn the meantime, if You wouldlikefurther information, Please clo not

hesitate to ...

w t r We have a great deal of experience in ...

x E Our prices are very comPetltlve.

2 Now write a complete letter to a new customer which your company would like todo business with, using at least eight of the extracts you have selected. Use yourimagination to provide the details and expand where you feel it is necessary.

I saw your websiie and thought you courd really do with our services.

In Company Intermediate Teacher 's Book @ N/acmi l lan Publ ishers L imi ted 2002

I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

'1 6a Dragon boat raci ng Nicho las Sheard

1 Discuss the questions in pairs or small groups.

a Have you ever worked as part of a team to solve a problem?b \fas your team successful? \4-ty / Vhy not?c \Vhat are the advantages of teamwork compared to working

on your own?

2 Read the story of aboat race. Put the story in the correct order.A is the first sentence and T is the last.

A A company decided to buy a rowing boat and enter a team for aboatrace.

I

B The management decided to implement the consultant's recommendations.

c The management called in an internal consultant to analyse the situation.

D \fith this new team, the company entered a new race. Again, they lost the race by a huge distance.

E Based on these preliminary findings, the consultant delivered her advice: to increase the number of rowerson the boat.

F The company put together a leam of rowers and the team trained hard for tvyo months

G The new team wa's made up of one executive director, one deputy director, one manager, one superwisor,one coordinator, one drummer and four rowers.

H Her report stated that of the ten people on the boat, only two had actually been rowing. The other boats inthe race had had at least eight rowers, with one drummer and one oarsman to steer the boat.

I Despite this, the company came last in its first race by more than 200 metres

J This time, the management made a quick decision. They fired the four rowers and the drummer and soldthe boat They stopped all further investment straightaway. Then, with the money from the sale they gavethe managers and supervisors a bonus, and raised the salaries of the directors in recognition for completingthe project under budget.

Correct order

3 \Would you have done anything differently if you had been part of the comp any management?

In Company Intermediate Teacher 's Book @ Macmi l lan publ ishers L imi ted 2OO2

l h f \ ^ ' m ^ - ^ \ / l ^ + ^ r , - ^ - J i ^ + ^ D ^ ^ ^ ' ^ + ^ " i ^ l ^l l l V U l l l U d l l V l l l L U I l l l U U l d L U n U i > U U I U U l l d L U l l d l i )

1 6 b O o n s utancy team G i n a C u c i n i e l l o

GroupA

1 You ate a team of management consultants who have been asked by the directors of a company to provideadvice on a problem they are experiencing with their management meetings.

The problem

The managers in the company are being di f f icul t and uncooperat ive in the weekly management meetingswhich take place at 9.00 a.m. on Monday mornings.

a attendance is pooro the managers frequently arrive late or leave earlyo the managers are quiet and unresponsiveo there is a sense of a group secret or private joke going on

Discuss the problem and decide on your solutions to present to the directors of the company.

2 You are the directors of a company. You have asked a team of management consultants to provide advice on aproblem you are experiencing with your management meetings.

The problem

The managers in the company are being di f f icul t and uncooperat ive in the weekly management meetingswhich take place at 9.00 a.m. on Monday mornings.o one or two of the managers are dominat ing the meetingo the discussion frequently goes off the point and becomes irrelevanto the managers are not l istening to each othero the managers have not prepared adequately for the meeting

Listen to the management consultants' solutions to your problem.

F

Group B

1 You are the directors of a company. You have asked a team of management consultants to provide advice on aproblem you are experiencing with your management meetings.

The problem

The managers in the company are being di f f icul t and uncooperat ive in the weekly management meetingswhich take place at 9.00 a.m. on Monday mornings.

o attendance is pooro the managers frequent ly arr ive late or leave earlyo the managers are quiet and unresponsiveo there is a sense of a group secret or private joke going on

Listen to the management consultants' solutions to your problem.

2 You are a team of management consultants who have been asked by the directors of a company to provideadvice on a problem they are experiencing with their management meetings.

The problem

The managers in the company are being di f f icul t and uncooperat ive in the weekly management meetingswhich take place at 9.00 a.m. on Monday mornings.o one or two of the managers are dominat ing the meetingo the discussion frequently goes off the point and becomes irrelevanto the managers are not l istening to each othero the managers have not prepared adequately for the meeting

Discuss the problem and decide on your solutions to present to the directors of the company.

ln Company Intermediate Teacher 's Book O Macmi l lan Publ ishers L imi ted 2002

I n C o m o a n v I n t e r r n e d i a t e B e s o u r c e m a t e r i a l s

1 7 O utura f ferences Paul Emmerson

Many books about multicultural management suggest that the wodd can be divided into

three geographical groups:

1 North America2 Europe, Latin America, Middle East

3 Japan, China, East Asia

Try to match the groups to the descriptions below. \flrite the number 1-3 in the box.

Discuss the questions in pairs or small groups.

a Did you get the same answers as other people? If you did, does it mean the differences are real?

b Does your own country match the description of its particular group? How is it different?

c How do individual countries in your geographical group differ from each other?

d In which ways is globalisation making business more similar, reducing cultural differences? \flhich cultural

differences remain strong, resisting the effects of globalisation?

e Is globalisation just a polite way of saying Americanisation?

Company values

[ZTl Group harmony, long-term relationships,

loyalry company reputation.

I bTl Trort b et'uveen individuais, c ompromise,

personal reputation. People work to live.

I cTl Competition berr,veen individuals,

achievement, action, risk-taking, directness,

informaliry innovation. People live to work.

Business relationships

laTl Friendly and informal,but a continuing

personal relationship is not so important. Much

business is done over the phone.

lbTl Dotr. on a group basis, although reiationships

based on mutual respect are important. Often

there is an older authority figure who rarely

appears but has ultimate power.

l"Tl Personal relationships are very important. Some

time is needed to build trust before business can

begin. Preference for doing business face to

face.

Meetings

l"Tl Ob3ective is to gather information.

Comrnunication style is often'monologue -

pause - monologue'rather than dialogue.

Arguments are often indirect, and there are no

sudden changes of viewpoint in meetings.

Decisions are made by group consensus over

a long t ime period.

ETI Ob.lective is to make a deal or decision.

Communication sryle is direct, factual, informal

and at times con&ontational. Decisions are based

on facts, and are often made instantly in the

meeflng.

lTTl Ob3ective is to establish relationships, build

understandin g, clattfy, and issue instructions.

Comrnunication style depends on national

culture. Decisions are made by key individuals,

outside the meetins.

Presentations

laTl Compticated language may be used to show

education.Audience expects formality and a

logical structure, but a touch of imagination rs

also appreciated. May want a more personal'extra'talk afterwards where you tell them the'tr-uth'.

I bTl I.rdi...t, conservative language. Audience

appreciates a quiet, formal presentation with

visual aids and lots ofopportunity to ask

questions and check understanding.They

expect separate handouts, prepared for different

people, by job function.

I cTl Direct, simple language. Audience expects

jokes, moderniry logic, slogans, informaliry and

a hard sell.Audience may ask questions or

interrupt while someone is speaking, and will

openly question inconsistent facts.

In Comoanv Intermediate Teacher 's Book @ lv lacmi l lan Publ ishers L imi ted 2002

l n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

1Ba P i racy Simon C larke

1 Study the figures for software piracy in different regions of the world, then consider the questions.

Region Piracyrate*

Loss**

Sfestern EuroDe 340/o $3,629.4 millionEastern Eurooe 700/o fi505.2 millionNorth America 26o/o $3,631'.2 millionLatin America 720/o $I.727,6 mill ionAsia/Pacrfic 470/o $2.791..5 millionMiddle East 63o/o $284.4 million1.frica 560/o $793.7 million

a In \festern Europe and NorthAmerica, the piracy rates areIower, but the losses are higher.Why do you think this is so?

b How do you think piracy affectsthe growth oF the legitimatesoftware market?

c How easy do you think it is toprosecute for piracy?

1"{l'.&'

I

* Percentage of total software installed** Retail software revenue loss to oiracv

2 Read the article below to find the answers to the questions in 1. Are they the same as your answers?

3 Discuss the following questions with a pattner.

a Have you ever made an illegal copy of software or music? \fhy?b In what circumstances do you, or would you, use illegal software or buy a pirated. album?c \Vhat is your company's policy regarding soffware on its computers?d In your opinion, what is the solution to the problem of piracy?

4 Match the two halves of the sentences. Then discuss the ideas with a partner.

a If software wasn't so expensive, ... 1 but would more jobs be created if piracy didn't exist?b If the item isn't paid for, ... 2 demand for hardware is created bv pirated software.c Sony make equipment that is used to 3 it,s stolen property.

make pirate copies of CDs. 4 However, they also hold copyright on music.d companies complain that pkacy means 5 there wouldn't be any piracy.

lost jobs

e Computer companies should not complain;

r I osses due to software piracy are estimated at

I $12.2 b i l l ion a year just in business appl icat ions 'Lffre figures for the games industry are no lessimpressive. Upto 108,000 jobs, $+.S b i t l ion inwages,

s and $1 b i l l ion in tax revenues are a lso lost . According

to Peter Beuk (vice-president for anti-piracyprograms at the Software Industry InformationAssociation - SllA), most of the software being sold

on Internet Auction sites (91%) is pirated. Many ofro these copies are burned at home for about $1 a CD,

and then sold as *warez for $25-500 plus shipping.There is more to piracy than just disk swapping

among f r iends. l t has become an i l leg i t imate business

on its own, and is sometimes carried out on a

zo hastaken an interest in it.*warez = pirated software

Even in the United States and Western Europe,where the issue is addressed very seriously, the piracy

rate averages304Oo/o from country to country.Russia and Asia have the most active pirate markets,

rs with Vietnam and China leading the l ist withastounding 100% and 97o/o rates respectively.Revenue rates are not directly l inked to piracy ratesbecause in many countries with a high piracy rate,the software market is not very big, whilst regions

:o with relatively low piracy rates l ike North Americasuffer higher losses due to the large internal market'

Inevitably the growth of the legitimate softwaremarket is affected as developers face the realpossibil i ty of pirate copies outnumbering legal ones,

as turning an otherwise successful product into afinancial failure for the company' Prosecution canprove diff icult or impossible, as copyright laws differ

from country to country' lmagine convincing theIndian police to arrest a Chinese cit izen because of a

+o court order emitted by a French tribunal on behalf of

a US comPanY!

ln Company Intermediate Teacher 's Book @ Macmi l lan publ ishers L imi ted 2002

I n C o m o a n v I n t e r m e d i a l e R e s o u r c e m a I e r i a l s

1Bb A memorabe meal Mark Powel l

it's

I

I

Did I tell you I went to this (type) restaurant the other dav? Yeah, me and

(name of anotb er person)

called.

(Name of restaurant)

I've been there before , actually.It's got a rcalIy nice atmosphere. The staff are very friendly.

And I've had some absolutely delicious meals there in the past. They offer a good range of

dishes, too - eveq/thing from simple traditiond dishes llke (giue exaruples)

to more exotic things hke (giue examples)

meal we had was a bit disappointing.

. But this time I have to sav the

An1'way, I ordered my usual steak, which I always have very, very rate. Because with a good

steak you shouldn't have to cook it too much. It should still be tender and juicy. And I didn't

want potatoes and vegetables so I just asked for a side salad.

Now, of course, with a steak you should really drink a good red wine. And the kind of red I

usually go for is really full-bodied. But (name of otherperson) prefers

white. So we had white. Actually, I don't mind white as long as it's nice and dry. But (name of

otberpercon) prefers It abit sweeter, so we ended up with this really

dreadful dessefi wine, but, anryay, that wasn't the worst of it.

When the wine arrived it wasn't only sweet. It was also much too wafm. I mean, white wine

should always be chilled. It also had a peculiar taste. The salad didn't look very

fresh to me either. And, as for the steakl It was so tough I could hardly get

my teeth through it. It obviously wasn't rare - It was completely well-\ \

done!

Anyway, I called the waiter over and said, 'Excuse me, but this

wine tastes a bit funny' He said, 'W'e prefer to call it amusing,

sir.' I said, 'No, I mean it tastes strange, it's off.' He said, 'I'll

change it immediately. By the way, how's your steak?'

'\(ell-done,' I said. 'Thank you very much, sir,' he said. I said, 'No,

I mean I ordered itrare and this one's been overcooked. It tastes

like woodl' He offered to replace it, but I said I wasn't so hungry

now, and could I just have something a bit lighter?

An1'way, after allthat, we didn't even order a dessert because most of them

looked too fattening and we hadn't really enjoyed our meal. I just asked for the bill

and we left. It's the first time I've left a restaurant without leaving a tip!

In Company Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2002

I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

-1 9a Boss or B g Brother? Simon Clarke

Read the extract from an article on e-mails. In each sentence there are two words missinq.Fill the gaps with the following word pairs.

'What is your opinion about employers scanning their employees' e-mail?

Discuss the ideas in the text using some of the following expressions:

I don't really think ... On the other hand ...I agree with what it says about ... I'm not really sure ...It's ridiculous to say ... It's not something that bothers me, but ...I don't agree with the idea that ... I don't have an opinion either way.I see what people mean about ...

liable + e-mai1s case + pay thinks + halt e-mail + tool

systems + snooping want + money conducted + behalf

sexism + pathetic take + telephone scanning + managers

e-mails + words says + issueperk + hot offensive + language

customers + worried

UK employers are keeping a close eye on Professor Helen Petric (h) UK(a) e-mails in an effort to trap employers may be overreacting to the e-mail

those using sexist or racist She recently

Automatic (b) equipment is being (i) a survey of e-mail content

of MSN. There was a bitused to seek out ootentiallv offensive words that set on

off an internal alarm, and

then alerted.

of (J) and some fairly

jokes. The University of

Phil ip Ryan, from lT company Peapod, says in Hertfordshire academic (k)

reality the (c) he develops are employers' t ime might be put to better uses than

more about protecting companies than trying to their workers' personal

on employees. 'Our (d)

are

e-mails. Most (l)

50 and 100

are between

. lt doesn't

very . They don't want to (m) very long to read or type

be (e) for things written in them, especially compared to the time a person could

. People do not spend on the . Ms Petric says

(f) to end up in court and (n) has proved an invaluable

lose ' Mr Ryan points to the to workers. lt should be regarded

(e) of Norwich Union, an as a smal l (o) of thejob, one

insurance company, which had to people should not get too

the collar about.

under

out t450,000 after its employees sent out e-mails

insulting a market rival.

In Company Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2OO2

I n C o m p a n v l n t e r m e d i a t e R e s o u r c e m a t e r i a l s

'1 9b A qua

e-mail 1: You are the plantmanager. You think theproblem is due to poorindustrial relations in thefactory. The workers have nomotivation. You think moremoney should be spent onhealth and safety, improvedsalaries and sports facilities forthe workers and their families.

ty probem Paul Emmerson

Your company makes flat-screen TVs. There is a quality problem in the factory and the CEO is writing ane-mail to all the senior managers. The sentences a-f from his e-mail are not in the correct order. Decide whichorder is best and write the sentence letter in the numbered boxes.

a This is unacceptable - we are falling a long way behind our competitors in terms of quality.b I am very concerned about quality levels in our plant over the last quarter.c I've just been given the figures - defects are up 8o/o comparcd to the same period last year.d !7hen I have your initial thoughts by e-mail, I'll write a short report and call a meeting to discuss

it in more detail.e Please give this matter your urgent attention, and reply by no later than the end of next week.f The situation cannot continue and I want to know your opinions about why quality is so poor.

Correct order

STrite one, two or three e-mails in reply using the information below. Use separate sheets of paper. Expand theideas and feel free to change details or invent extra details. The maximum length for each e-mail is 100 words.

e-mail 2: You are the head ofquality control. You think it is awaste of time trying to motivate theworkers. The only solution is moreautomation using industrial robots,and at the same time reducing thenumber of workers. Automation isexpensive, but in the long term theinvesftnent will be iustified.

e-rnail 3: You are the financedirector. You think that the problemis due to the plant manager andhead of quality control not doingtheir jobs properly. They shouldtrain the workers better, link payrises and bonuses to improvementsin quality, and investigate in detailwhy the level of defects is so high.Instead of this, they try to avoid anyresponsibiliry. Be careful how youmake these ooints in vour e-mail.

Think of a quality problem in your own company or organisation. Answer the following questions.

a \X4rat is the problem?

b .W'hy

do you think it has happened?

c \fho do you need to e-mail about this problem?

d Now write an e-mail to the person you named in c. The maximum length for your e-mail is 100 words.

4 Imagine that you are the person who receives the e-mail written in 3. How would you answer it? V/rite the reply.

In Company Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2002

I n C o m o a n v I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

20a Peasants 1000 AD Paul Emmerson

PeasantAYou are a medieval peasant. You and your family live a simple, honest life.You grow food and keep animals on a small piece of land. You are friendly with your neighbour.

What you have What you need for What you have afterin your farm now your family the negotiation1 Study the table. The

second column showsitems that you havenow, and the thirdcolumn shows whatyou need (in total, notin addition). Note thatthere are some itemswhere you have morethan you need, butother items that youwill have to get fromyour neighbour. You

Potatoes 40 kg 10 kgCabbages 20 kg 50 kgBeans None 20 kgChickens 1 530Pigs NoneCowsMitk 90litres 90 litresEggs 2540Wine 40 bottles 70 bottles

40 bundles

are going to negotiate and exchange items. You may not get a good deal for them. \Vhat are your priorities?Your cows won a prize, so insist on avery good deal for them.

2 Prepare your ideas, then meet your neighbour. There are no rules for how much anything is worth - it is up toyou to get the best deal you can through discussion and negotiation. Before you begin negotiating, talk a littleabout the weather, life in the village, the quality of your products, etc.

h

PeasantBYou are a medieval peasant. You and your family live a simple, honest life.You grow food and keep animals on a small piece of land. You are friendly with your neighbour.

Firewood 20 bundles

1 Study the table. Thesecond column showsitems that you havenow, and the thirdcolumn shows whatyou need (in total, notin addition). Note thatthere are some iternswhere you have morethan you need, butother items that youwill have to get fromyour neighbour. Youare going to negotiateand exchange items. YouYour pigs won a prize. so

What you havein your farm now

Whatyou needloryourfamily

What you have afterthc negotiation

Potatoes 10 ksCabbages 40 kg

20 kg40 kg

Beans 30 kg 1 n , ^t v N 5-

a -1 0

90 litres30

ChickensPigsCowsMitk NoneEggs NoneWine 80 bottles 70 bottlesFirewood 60 bundles 50 bundles

may not get a good deal for them. \X4rat are your priorities?insist on a very good deal for them.

2 ' Preparc your ideas, then meet your neighbour. There are no rules for how much an)'thing is worth - it is up toyou to get the best deal you can through discussion and negotiation. Before you begin negotiating, talk a littleabout the weather, life in the village, the quality of your products, etc.

In Company Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2002

I n C o m p a n y I n t e r m e d i a t e R e s o u r c e m a t e r i a l s

20b M l l l lnr -negoLaLons Paul Dummett

1

2

a

Jason Electrics: Negotiating a reduction in working time

Read the text and complete the first section of the table with notes.

You are going to roleplay a negotiation with another student.

First decide which of you is going to be the Manager and which is going to be the Union Representative.Think of two concessions you would make in the negotiation and write notes in the second section of the table.

As you negotiate, complete the third section of the table.

You work for Jason Electrics, a companythat manufactures electrical cable.It employs 95 people and is based in anindustrial park near Swindon, England.The regular working week for productionstaff is 39 hours, compared with amaximum of 37 hours in other; similarcompanies on the estate. The union wouldlike to negotiate a reduction in workinghours to 37, without any reduction in basicsalary. They realise that in return for thisthey wil l probably have to increaseproductivity. The management is happy toconsider a reduction in hours if i t can wingreater productivity and flexibility inworking time. (lt often needs to ask staffto do overtime for special orders.)

lv{anagement Unions

What theywant

What they can offel

Concessions

Productivity deal

h

1

2

a

Businessworks: Negotiating the allocation of extra resources

Read the text and complete the first section of the table with notes.

You are going to roleplay a negotiation with another student.

First decide which of you is going to be the Sales Director and which is going to be the Area Sales Manager.Think of two concessions you would make in the negotiation and write notes in the second section of the table

As you negotiate, complete the third section of the table.Sales Director Area Sales lvlanager

You work for the sales department ofa company which makes accountingsoftware. There are four export salesmanagers, each responsible for a differentarea in Europe. The manager responsible forScandinavia feels that he is overworked andthat without extra staff he cannot achievethe targets he has been set. He thinks thatwith extra sales staff and a bigger budgethe can increase the sales potential. The salesdirector would like proof that sales can beincreased before providing extra staff andresources. She is prepared to risk employingextra staff for the area if the manager willshare some of the risk also.

What theywant

What they can offer

Concessions

Risk-sharing deal

In Company Intermediate Teacher 's Book @ Macmi l lan Publ ishers L imi ted 2OO2