unit7 unit 7 business around the...

114

UNIT7 B u s i n e s s a r o u n d t h e w o r l d

Objectives

GrammarRelative clauses, relative pronoun whose

FunctionsPolite greetings

ListeningListen to check predictions and for detail

ReadingRead for gist, for detail and in order to understand reference words

Critical thinkingAppreciating the importance of international trade

WritingA formal business letter

SB page 41 WB page 33

Before using the book:

• Ask the students what things Egypt produces and sells in other countries. Do they know the name of the objects in English?

• What things does Egypt buy from other countries?

• Now, on the board, write the names of the following companies:

Mercedes OrascomSony MicrosoftFulla Gucci

• Ask if the students can tell you which countries they come from.

Answers: Mercedes – Germany Orascom – EgyptSony – Japan Microsoft – USAFulla – Saudi Arabia Gucci – Italy

UNIT 7 BUSINESS AROUND THE WORLD

Business around the world

ObjectivesGrammar Relative clauses, relative

pronoun whose

Functions Polite greetings

Listening Listen to check

predictions and for detail

Reading Read for gist, for detail

and in order to understand reference

words

Critical thinking Appreciating the

importance of international trade

Writing A formal business letter

Listening

7UNIT

Check the meanings of these words in your Active Study Dictionary.

2

1

Listen to Fruco employees welcoming visitors and answer the questions.

In which conversation…

a does a meeting take place at the office of Fruco? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b do two scientists meet? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c do two Fruco employees meet an Asian visitor? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d have the two speakers met before? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3

4 Now complete the conversations.

chain (of supermarkets) chief (buyer) representative yield (n)

The sounds of English

a Listen and repeat these words which include the most

common English vowel sound called schwa / /. What do

you notice about the underlined parts of these words?

5

41

Fruco is an important company which grows

and exports fresh vegetables and fruit to

Asia, Europe, Africa and the Middle East.

Co®@@n<v}e©r>[a<t<i<o®@@n 2

a Mr Latif Mr Wong, .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr Karmi?

He’s our sales manager.

Mr Wong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., Mr Karmi.

b Receptionist Good morning. How .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Miss O’Connor Morning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with Mr Latif.

c Ibrahim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Egypt, Tom.

Tom Hi, Ibrahim. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . again. How are things?

can I help you Pleased to meet you I have an appointment It’s good to see you may I introduce Welcome back

b Listen and underline

the parts that have a

schwa sound.

1 Mr Wong has just arrived from China.

2 I have an appointment to meet Mr Latif.

3 Can you come to our office tomorrow?

arrived introduce vegetablesattack petrol welcome

Read about the export company Fruco. What kinds of fruit and vegetables do you think it exports?

m<a<y I i<n<t<r>o+d<u<cœ

SB pages 41-45 WB pages 33-36

LESSON 1


115

1 Check the meanings of these words in your Active Study Dictionary.

1 Tell the students to look at the four words in the box. Point out that the word representative has the stress on the third syllable.

2 Ask if the students can explain any of the words.

3 Tell them to look up the words in their Active Study Dictionary.

Answers: chain a group of shops, hotels, etc. that are

owned by the same person or companychief highest in rankrepresentative someone who is chosen to do things,

speak, vote, etc. for someone elseyield the amount of money or the quantity of something that another thing

produces

2 Read about the export company Fruco. What kinds of fruit and vegetables do you think it exports?

1 Tell the students to read the text in the box.

2 Ask them to tell you what the company exports (fresh vegetables and fruit) and which regions they export to (Asia, Europe, Africa, the Middle East).

Suggested answers: Fruit: grapes, peaches, oranges, melons,

dates, pomegranates, mangoes, lemons, watermelons

Vegetables: green beans, garlic, onions, tomatoes, courgettes, potatoes, aubergines, peppers

3 Listen to Fruco employees welcoming visitors and answer the questions.

1 Tell the students that they are going to listen to employees talking to visitors about the company they work for, Fruco.

2 Ask the students to read the questions before they listen. Then play the tape.

3 Put the students into the pairs to discuss the answers.

4 Play the tape a second time and tell the students to write the answers in the spaces provided.

Answers: a Conversation 2 (given) b Conversation 3c Conversation 1 d Conversation 3

T A P E S C R I P T

Voice: One.Presenter: Mr Wong, who has just arrived in

Egypt, is the representative for a Chinese import company. He is visiting Fruco for the first time. He is at Cairo airport where Mr Latif, the manager of Fruco, is meeting him. Listen to their conversation.

Mr Latif: You must be Mr Wong.Mr Wong: Yes, that’s right. I’m very pleased to

meet you, Mr Latif.Mr Latif: Mr Wong, may I introduce Mr Karmi?

He’s our sales manager.Mr Wong: Pleased to meet you, Mr Karmi.

Voice: Two.Presenter: Miss O’Connor, whose company buys

fruit and vegetables from Fruco, has made an appointment to meet Mr Latif at his office. Miss O’Connor is the chief buyer for an Irish supermarket chain. She has just arrived at the main reception desk. Listen to her conversation with a receptionist.

Receptionist: Good morning. How can I help you?Miss O’Connor: Morning. I have an appointment with

Mr Latif.Receptionist: May I have your name, please?Miss O’Connor: It’s Miss O’Connor.Receptionist: Thank you, Miss O’Connor. Would you

like to take a seat?Miss O’Connor: Thanks.Receptionist: I’ll tell Mr Latif you’re here. He’ll be

with you in a minute.Miss O’Connor: Thank you.

Voice: Three.Presenter: Ibrahim Abaza, who works for

Fruco as a scientist, is meeting Tom Masters, a research scientist from the University of Edinburgh in Scotland.

Listening

116


Listen to their conversation at Cairo airport.

Ibrahim: Welcome back to Egypt, Tom. Tom: Hi, Ibrahim. It’s good to see you

again. How are things?Ibrahim: Fine, thanks. How was your flight?Tom: Very comfortable, thanks. It went

quite quickly. I spent most of the time studying the reports you sent me about the low yield problems that you are having with some of your vegetables.

Ibrahim: Don’t worry about that now. We can discuss the reports at our meeting. Can you suggest a time when you can come to our office tomorrow?

Tom: I can come any time.

4 Now complete the conversations.

1 Tell the students to look at the phrases in the box.

2 Help them with any words they don’t understand; they can use their Active Study Dictionary, too.

3 Tell them to read through the sentences below the box and try and use the phrases from the box to complete them. The conversations are from the dialogues the students listened to in Exercise 3.

4 Play the tape again so that the students can check their work.

5 Now go through the answers with the class.

Answers: a may I introduce (given); Pleased to meet youb can I help you; I have an appointmentc Welcome back; It’s good to see you

5 The sounds of English

Part a

1 Ask the students to look the words in the box.

2 Write the words on the board, underlining the same sounds as in the Student’s Book.

3 Say the words to the students. Ask them what they notice about the sound in each word that is underlined.

Answer: The sounds are not stressed. Schwa sounds are always inunstressed syllables.

T A P E S C R I P T

Voice: Arrived, arrived Introduce, introduce Vegetables, vegetables Attack, attack Petrol, petrol Welcome, welcome

Part b

4 Tell the students to look at the three sentences in the box.

5 Explain that you are going to play the tape and they must listen to the sentences and underline the schwa sounds in each.

6 You may need to play the tape several times.

7 Write the sentences on the board and go through the answers with the students.

8 Finally, put the students into pairs to practise reading the sentences. Student 1 points to a sentence and Student 2 reads it. Then they swap over.

Answers: a Mr Wong has just arrived from China. (given) b I have an appointment to meet Mr Latif.c Can you come to our office tomorrow?

T A P E S C R I P T

Voice 1: One.Voice 2: Mr Wong has just arrived from China.Voice 1: Two.Voice 2: I have an appointment to meet Mr Latif.Voice 1: Three.Voice 2: Can you come to our office tomorrow?

B u s i n e s s a r o u n d t h e w o r l d

117

WORKBOOK page 33

1 Complete using words from the box.

1 Ask the students to look at the words in the box.

2 Tell them to read through the sentences below and to use the words from the box to complete them.

3 Go through the answers with the class. Note that the final answer must begin with a capital letter as it starts the sentence.

Answers: a yieldb chainsc chiefd Representatives

2 Use your Active Study Dictionary to answer these questions.

1 Tell the students to read the three questions.

2 Help to explain if they don’t understand the instructions. Make sure they use their Active Study Dictionary to answer the questions. For question c, they can also look back at Exercise 5 on page 41 of the Student’s Book and at Exercise 1 in the Workbook.

3 Put the students into pairs to compare their answers.

4 Then go through the answers.

Answers: a It can also be used to mean a type of

jewellery — a chain you wear around your neck — or a chain you use to connect things.

b to representc concern, reporter, buyer, engineer

3 What would you say in these situations?

1 Tell the students to read through the four situations first.

2 Ask them to think about what they would say in each situation and to write in their answers.


4 Now go through the answers with the class.

Suggested answers: a Hello. Welcome to Egypt. (given)b Can I help you (with anything)?c It’s good to see you again.d Where have you been? How are things?

UNIT7

UNIT

33

77Business around the world

1 Complete using words from the box.

chains chief representatives yield

a Our fruit yield has increased since we

started watering our plants more often.

b The three biggest supermarket are

used by 75% of the population.

c My uncle has an important job. He is the

engineer for a car company.

d of countries which export oil are

meeting to discuss the economic situation.

2 Use your Active Study Dictionary to answer these questions.

a What are two other meanings for the word chain?

b What is the verb related to representative?

c Name two nouns that can follow the adjective chief.

3 What would you say in these situations?

a You meet a visitor to your country at the airport. You want to make him or her feel at home. What

do you say?

Hello. Welcome to Egypt.

b A person you do not know arrives in your school. Ask if you can help them.

c You meet a friend who you have not seen for a long time. What do you say?

d In class, you see a school friend who has been away for several weeks. What do you say?

118


Language focus Relative clauses and relativepronoun whose1 Study these sentences from the

listening text.1 Tell the students to read the sentences.

2 Tell them to look at the example, then to circle the relative pronoun (the connecting word, like who, which, that, etc.) in each sentence in the same way.

3 Now ask them to look at the example again and tell them to underline the relative clause(s) (which refer to the object/person/thing referred to by the relative pronoun) in each sentence in the same way. Tell them that one sentence has more than one relative clause.


5 Finally, go through the answers with the class.

Answers: a1 who (given) 2 where 3 whose 4 which; that 5 that 6 when Whose shows that something belongs to

or is connected to someone.b1 who has just arrived in Egypt (given)2 where Mr Latif is meeting him3 whose company buys fruit and vegetables from Fruco4 which you sent me; that you have5 that Ibrahim met at the airport6 when you can come to our office

2 Now complete the sentences about relative clauses.

1 Tell the students to read through the rules about relative clauses.

2 Tell them to write in the correct words to complete the rules.

3 Go through the answers with the class.

Answers: a when - 6 b who; that - 1, 5c where - 2 d which; that - 4e whose - 3

3 Study these sentences and answer the questions.

1 Tell the students to read the three sentences in the box.

2 Now tell them to read the questions below the sentences and think about the answers.

3 Put the students into pairs to discuss their answers.


UNIT7

42

1

a Circle the relative pronouns. Which one shows that something belongs to or is connected

with someone?

b Underline the relative clauses. (Sentences may have more than one.)

2 Now complete the sentences about relative clauses.

3 Study these sentences and answer the questions.

Grammar rev p1277UNIT

Study these sentences from the listening text.

Relative clauses and relative pronoun whose

a Use .. . . . . . . . . . . . . . . . . . . . . to refer to a time, e.g. sentence .. . . . . . . . . . . . . . . . . . . . .

b Use .. . . . . . . . . . . . . . . . . . . . . or . . . . . . . . . . . . . . . . . . . . . . to refer to people, e.g. sentences .. . . . . . . . . . . . . . . . . . . . .

c Use .. . . . . . . . . . . . . . . . . . . . . to refer to a place, e.g. sentence .. . . . . . . . . . . . . . . . . . . . .

d Use .. . . . . . . . . . . . . . . . . . . . . or . . . . . . . . . . . . . . . . . . . . . . to refer to things, e.g. sentences .. . . . . . . . . . . . . . . . . . . . .

e Use .. . . . . . . . . . . . . . . . . . . . . to say that something belongs to someone, or that something

is connected with someone.

w#hÿ©n 6.

a In which sentence do the underlined words give us information that we

do not need to understand the meaning? .. . . . . . . . . . . . . . . . . . . . .

b In which two sentences do the underlined words help us understand

who or what the sentences are about? .. . . . . . . . . . . . . . . . . . . . .

Language focus

that which who

where whenwhose

1 Miss O’Connor, whose company buys fruit and vegetables from

Fruco, has made an appointment to meet Mr Latif.

2 The supermarket chain that she works for is the largest in Ireland.

3 The person who she’s visiting is the manager of Fruco.

4 Join these pairs of sentences using a relative clause.

a Fruco is an important Egyptian export company. Fruco was started in 1985.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Mr Latif has worked for Fruco for 25 years. Mr Latif is the manager of Fruco. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c Tom Masters comes from Edinburgh. He works as a research scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d The company imports cotton from Egypt. I work for this company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Miss O’Connor travels all over the world. Miss O’Connor’s home is in Ireland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fr¬@u<c·o, w#h<i<c·h w>a<@@@μ[ st<a<Ñ@@tæ©d i<n 1985, i<@@@μ[ a<n i<m<p©o®@@@@Ñ@@t<a<n<t Egyp©t<i<a<n exp©o®@@@@Ñ@@t c·o®@@m<p©a<n<y.

5 Complete these sentences with a relative pronoun and your own ideas.

a When I’m older, I’d like to work for a company .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b A queen is someone whose husband .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c In my opinion, a good business person is someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Mr Wong, who has just arrived in Egypt, is the chief buyer for a Chinese import company.

2 He is at Cairo airport, where Mr Latif is meeting him.

3 Miss O’Connor, whose company buys fruit and vegetables from Fruco, has made an

appointment to meet Mr Latif.

4 I spent most of the time studying the reports which you sent me about the low yield

problems that you have.

5 The man that Ibrahim met at the airport was from Edinburgh in Scotland.

6 Can you suggest a time when you can come to our office tomorrow?

LESSON 2 SB page 42 WB page 34


119

Answers: a The clause in sentence 1 gives us extra information;

it is not necessary to understand the meaning of the sentence.

b Sentences 2 and 3 require the information in the clauses to make it clear which supermarket and

which person they are referring to.

4 Join these pairs of sentences using a relative clause.

1 Ask the students to read the sentences carefully. Tell them they must make the two sentences in each pair into one sentence, using a relative clause.

2 Put the students into pairs or small groups to compare their answers.


Answers: a Fruco, which was started in 1985, is an important Egyptian export company. (given)b Mr Latif, who is the manager of Fruco,

has worked for Fruco for 25 years.c Tom Masters, who works as a research

scientist, comes from Edinburgh.d The company which I work for imports

cotton from Egypt.e Miss O’Connor, whose home is in Ireland,

travels all over the world.

5 Complete these sentences with a relative pronoun and your own ideas.

1 Tell the students to read the sentence beginnings.

2 Tell them to write down their own ideas to complete the sentences.

3 Put the students into groups and tell them to read out their completed sentences to each other.

4 Ask if any of the students wrote the same sentences.

5 Invite some students from each group to read their sentences to the class.

Suggested answers: a … that/which exports products to other

countries.b … is the king of a country. c … who always sees opportunities to make

money.

WORKBOOK page 34

1 Complete these sentences with a relative pronoun. (Two answers may be possible.)

1 Ask the students to read the gapped sentences through.

2 Tell them to add a relative pronoun to complete each sentence.

3 Go through the answers with the class.Answers: a when/that (given) b that/which c whered whose e who/that f which

UNIT7

34

UNIT771 Complete these sentences with a relative pronoun. (Two answers

may be possible.)

a 1970 was the year when/that my mother was born.

b The company my father works for exports goods to Europe and Asia.

c Port Said, his business is located, is an hour’s drive from our house.

d The company’s Sales Manager, home is in Alexandria, studied economics at

university.

e The person the company belongs to is an accountant.

f The exports, include cotton and metal goods, come from all over Egypt.

2 Correct the mistake in each sentence.

a My brother went to Oxford University

which he studied economics.

where

b My cousin, that is a research chemist,

works in the food industry.

c Greg, who father lives in London, has

been in Cairo for six months.

d The university which my uncle works

is in Cairo.

e The university where I want to go to is

near my uncle.

3 Complete the sentences with a relative pronoun and your own ideas.

a My uncle Ahmed, who is a businessman,

lives in Tanta.

b Tanta, is Egypt’s fifth largest city,

c Ahmed, has many customers in India,

often

d Ahmed’s clothes company, he started

in 1950,

e The clothes, are made of Egyptian

cotton,

f Ahmed, business is very successful,

.

Oxford University

120


2 Correct the mistake in each sentence. 1 Explain to the students that there is

a mistake in the relative pronoun in each sentence.

2 Ask them to read through the sentences and find the mistakes, then correct each sentence in the space provided.


Answers: a which where (given) b that whoc who whose d which wheree where which

3 Complete the sentences with a relative pronoun and your own ideas.

1 Tell the students to read through the sentence parts.

2 Explain that they must add a relative pronoun and complete the main clause of each sentence.

3 Put the students into pairs to read out their sentences to their partner.

4 Ask some of the students to read out their sentences to the class.

Suggested answers: a My uncle Ahmed, who is a businessman,

lives in Tanta.b Tanta, which is Egypt’s fifth largest city,

has many mosques.c Ahmed, who has many customers in

India, often goes there for holidays.d Ahmed’s clothes company, which he started in 1950,

exports all over the world.e The clothes, which are made of Egyptian cotton, are

very good quality.f Ahmed, whose business is very successful, exports

goods all over the world.

SB page 43 WB page 35 Reading

1 Before you read the article, check the meanings of these words in your Active Study Dictionary.

1 Tell the students to look at the words in the box.

Ask if they can explain any of them to you.2 Tell them to look the words up in their Active

Study Dictionary.3 Ask the students to mark the stress in each of

the words with more one than one syllable.

Answers: afford to have enough money to pay for

somethingcorporation a large business organisationdistribute to supply goods to shops and companies in a particular areaeconomy the way that money, business and products are organised in a country or area

1 Before you read the article, check the meanings of these words in your Active Study Dictionary.

2

3

43

afford corporation distribute economy employ global goods technology wages

Discuss in pairs.

a The title of the article below

is about the global economy.

What does this phrase mean?

b Read the article quickly to

check your answers.

Match to make sentences about the global economy.

7UNITReading

People describe today’s world as a global economy. This means that a company in one country sells what it produces to other countries around the world. Of course countries have been trading in this way for thousands of years. What is different now is that computer technology has completely changed the ways in which companies produce and distribute their goods and communicate with each other and their customers. Websites and e-mail have made it possible for companies of all sizes to sell their goods cheaply and quickly all over the world.

But the global economy is more than this. It also means that companies do not need to stay in one country. Large international corporations, like Japanese car companies,

4 What do these words and phrases in bold from the reading refer to?

a A company in one country sells what it produces to other countries

around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Because these goods can be made more cheaply in China, more

people can afford them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c This increase means that more people can buy more goods, which in turn

means that more people all over the world have jobs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

t<hÿ c·o®@@m<p©a<n<y

1 large international corporation.

2 to produce and sell their goods

more easily.

3 for thousands of years.

4 trade increases because more

people can afford them.

5 are buying more things made

in China.

a Countries have been trading with

each other

b Today, computer technology helps

companies

c A Japanese car company is an

example of a

d European and African customers

e If goods are produced more cheaply,

a

can set up in almost any location, employ local workers to produce goods there and trade with other countries in the same region.

It also means that people can buy goods from countries where wages are lower. For example, many things that are sold in Europe and Africa are now made in China. Because these goods can be made more cheaply in China, more people can afford them.

The advantage of this economic system is the increase in international trade that it brings. This means that more people can buy more goods, which in turn means that more people all over the world have jobs.

This is sometimes called a win-win situation, because everyone wins!

We’re living in a global economy

LESSON 3

UNIT7


121

employ to pay someone to work for youglobal affecting or including the whole worldgoods things that are produced in order to be

soldtechnology a combination of all the knowledge,

equipment, methods, etc. that are used in scientific or industrial work

wages all the amount of money that someone is paid every week by their employer, especially someone who works in a

factory or a shop

*Some dictionaries give distribute as a possible British pronunciation.

2 Discuss in pairs.1 Tell the students to read the article title. Ask them what they think the phrase global economy means.2 Put the students into pairs to discuss their ideas.3 Now tell them to read the article and see if they understood the title.

Answers: a The phrase global economy refers to the fact that countries’ economies are interconnected. Companies from one country often trade in many other countries, so if the economy goes bad in

one country, it affects another.

3 Match to make sentences about the global economy.

1 Tell the students to read the sentences.2 Explain that they must match each

sentence beginning from the first column with a sentence ending from the second column.

3 When they have completed the exercise, put the students into pairs to take turns to read out their answers.


Answers: a 3 (given) b 2 c 1 d 5 e 4

4 What do these words and phrases in bold from the reading refer to?

1 Ask the students to read through the sentences.

2 Explain that they must decide what the words in bold relate to.

3 Put the students into pairs to discuss and write down the answers.


Answers: a it = the company (given) b them = goodsc which = more people can buy more goods

UNIT7

35

UNIT771 Find the words in the puzzle to match the definitions.

E M P L O Y I M T O N TC O R P O R A T I O N ET E U O W X A P U M A CO C W R A I M E G E G HA O O P G A A A O A L NF N L O E M Z F O E O OF O J E S R I T D O B LO M E Q P L O Q S A A OR Y P A N A G R D P L GD D I S T R I B U T E Y

a pay someone to work for you employ

b knowledge and equipment used in scientific or industrial work

c the money that someone is paid every week by their employer

d have enough money to pay for something

e supply goods to shops and companies in a particular area

f a large business organisation

g affecting or including the whole world

h the way that money, businesses and products are organised in a country

i things that are produced to be sold

2 Complete using the correct form of the words in brackets.

a The global economy has increased international trade. (nation)

b The situation in our country is improving. (economy)

c New businesses will hundreds of people in the city. (employment)

d Companies can now goods all around the world. (distribution)

e E-mails help to improve the way companies with their customers. (communication)

3 What do the words and phrases in bold refer to?

a China has a population of 1.3 billion people. This is growing by 15 million every year.

the population of China

b Eighty percent of the people live in half the area of the country. Most of them live in small

villages.

c Agriculture, which employs most of the population, is mainly in the east of the country.

d Beijing is the capital of China, but Shanghai is its largest city.

122


WORKBOOK page 35

1 Find the words in the puzzle to match the definitions.

1 Tell the students to look at the puzzle.2 Tell them to read the definitions below

the puzzle and think of the words that match the definitions.

3 Explain that they must find the words in the puzzle.



Answers: a employ b technology c wagesd afford e distribute f corporationg global h economy i goods

E M P L O Y I M T O N TC O R P O R A T I O N ET E U O W X A P U M A CO C W R A I M E G E G HA O O P G A A A O A L NF N L O E M Z F O E O OF O J E S R I T D O B LO M E Q P L O Q S A A OR Y P A N A G R D P L GD D I S T R I B U T E Y

2 Complete using the correct form of the words in brackets.

1 Tell the students to read the gapped sentences. Explain that they must use the words in brackets to complete the sentences.

2 Go through the answers with the class.Answers: a international b economic c employd distribute e communicate

3 What do the words and phrases in bold refer to?

1 Tell the students to read through the sentences. Each sentence has a word in bold. Tell the students they must decide what the word in bold refers to.



Answers: a This = the population of Chinab them = 80 percent of the peoplec which = agricultured its = China’s Critical thinking

Critical thinking

1 Answer the following questions.1 Tell the students to read all the questions.

Critical thinking

44

1

7UNIT

2

Answer the following questions.

a Why do some companies set up in other countries?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b How has the internet helped global trade?

c Where are many goods now made that are sold in African and European countries?

d Do you think it is good that more people can afford to buy things that are made in

other countries? Why / Why not?

e What do you understand by the phrase a win-win situation?

f Do you agree that everyone wins in a global economy? Why/Why not?

Read this short article, then discuss the questions.

3

Port SaidPort Said is a big city in the northeast of Egypt. It has a number of industries, including fishing and chemicals. It is also an important harbour for the export of rice and cotton and as the place where ships passing through the Suez Canal can get fuel.

a Why are many exports carried from one country to another by ship?

b What are the advantages and disadvantages of sea travel?

c What kinds of goods need to be taken by air?

d Why is the Suez Canal so important to world trade? How was the situation different before

the canal was built?

Discuss in pairs.

A company is starting a chemical business in Port Said.

What would be the advantages and disadvantages for

the local people? Think about the following.

People’s everyday lives

Jobs and wages

The environment

The local and national economies

So t<h<a<t t<h<e=y ca<n h<i<r¬e l<oåc=a<l woår¬k<e=r¬s a<n<d t<r¬a<d<e w¬i<t<h n<e=a<r¬b=y co¬u<n<t<r¬i<e=s.

LESSON 4SB page 44

UNIT7


123

2 Explain that they must write the answers.

3 Now put the students into pairs. The students should take turns to read out a question and then give the answer.

4 Go over the answers to all the questions with the class.

Suggested answers: a So that they can hire local workers and trade with

nearby countries.(given)b It makes it easier to trade and sell products in other

countries, to distribute goods, etc.c Many goods sold in African and European countries

are now made in China. Another emerging country is India.

d Yes, because more people can enjoy many more things. Or no, because big corporations move to where they can make goods most cheaply, and local producers lose business and people lose jobs.

e Everyone wins: companies make more profit (that is, they sell more products around the world) and at the same time, they create more jobs for countries all over the world.

f Yes, because there are more jobs, more products for people to enjoy and more money for companies. Or no, because in some countries the workers are paid very low wages so that the companies can sell goods at very low prices around the world. Also, global trading causes pollution as products are shipped around the world.

2 Read this short article, then discuss the questions.

1 Tell the students to read the article about Port Said quickly and then to close their books.

2 Put the students into pairs and tell them to take turns explaining to their partner what the article is about.

3 Tell them to open their books again and to read the article a second time.

4 Put them into pairs again and tell them to read and answer the questions.


Suggested answers: a Some products cannot be moved by plane or by

other forms of transport. For example, it is not possible to move millions of barrels of petrol from one country to another by plane or road. Ships can carry much bigger loads.

b Sea travel is slower than air travel, and if there is an accident it can lead to pollution in the sea. Sea travel is better in that ships can carry much larger cargoes, and it is better for transporting very heavy cargo such as large lorries, tractors or things like oil and minerals.

c Goods which are perishable, such as fruit, vegetables and flowers, need to be transported by air so they are still fresh at the point of sale. If these goods were taken by road or sea, they would perish before they could be sold.

d The Suez Canal allows ships in the Mediterranean to access India and beyond without having to travel all the way around Africa. Before the Suez Canal was built, ships had to travel right around Africa before travelling on to China, India and many other countries.

3 Discuss in pairs.1 Tell the students to read the situation.

2 Ask them what is meant by chemical business. Make sure they understand what type of industry it is and what it does.

3 Tell them to read the question.

4 Put the students into pairs to discuss the question. Tell them to cover each of the points in the box.

5 Ask some pairs to share their answers with the rest of the class.

Suggested answers: • A chemical business might be positive for people’s

everyday lives because it would create jobs and investment in the area.

• It could create a lot of jobs for local people, which would mean more money for other businesses in the area.

• It may not be good for the environment; it may create pollution and there could be such dangers as fire and accidents.

• It could be good for the national economy as well as the local one. If the chemicals are sold in other countries, it will create wealth for the country.

UNIT7

124


Communication Communication1 Read this letter and answer the

questions.

1 Ask the students to read the letter.

2 Check that they understand all the vocabulary. If there are any words they are unsure of, tell them to look them up in their Active Study Dictionary.

3 Ask the students to explain what the letter is about.

4 Tell them to read the questions above the letter.

5 Put the students into pairs to answer the questions.


Answers: 1 Chief buyer (given)2 She wrote the letter on 14th June 2009. 3 She suggests meeting at 9.30 on

Wednesday.4 She is staying at the Cairo Tower Hotel.

2 Roleplay the first few minutes of a conversation between these two people when they meet in Cairo. Use some of the language below.

1 Put the students into pairs. Tell them to imagine that they are having a business meeting. One student will take role A and the other will take role B. Tell them to read about their roles.

2 Tell the pairs to make a dialogue for the business meeting. Explain that they can use the language in the box to help them.

3 Tell them to write out their dialogue and then to try to memorise it. They will need to practise it several times.

4 Now, choose pairs of students to perform their dialogues for the rest of the class. Encourage them to say the dialogue without looking at the script.

45

7UNIT

1 Read this letter and answer the questions.

a What is Miss O’Connor’s job at her company? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b When did she write this letter? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c When does she suggest a meeting? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d Where is she staying while she is in Cairo? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Communication

Ch<iÿ©f B©u<ye©r@

2 Roleplay the first few minutes of a conversation between these two people when they meet in Cairo. Use some of the language below.

Student A You are a chief buyer from Superval, a European

supermarket chain which wants to buy fruit and

vegetables from Fruco.

Student B You are the sales manager at Fruco.

Mr Maher Karmi

Sales Manager, Fruco

10b Hussein Wassef Street

Messaha Square, Dokki

Giza

Arab Republic of Egypt

14 June 2009

Dear Mr Karmi,

Following our recent telephone conversation, I am writing to arrange a

meeting with you to discuss our future fruit order from Fruco.

In our first year, we would like to buy oranges and lemons. If our business

relationship is successful, we may order other fruits and vegetables from you.

I will bring details of quantities of each fruit that we need to our meeting.

I am arriving at Cairo airport next Tuesday at 14.30 and will be staying at the

Cairo Tower Hotel. I suggest that we meet the following morning at 9.30.

I look forward to meeting you.

Yours sincerely,

Helen O’Connor

Chief Buyer, Superval

101, King’s Street

DUBLIN 1 IRELAND

www.superval.co.ie

SUPERVAL

Pleased to meet you. Welcome to Fruco. Did you have a good flight? It’s good to be here. Thank you for arranging the meeting.

I’d like to discuss… Can you offer…? We’ll need to have… We can offer you…

UNIT7LESSON 5 SB page 45 WB page 36


125

WORKBOOK page 36

1 Rewrite this business letter using more formal language.

1 Tell the students to read the letter on the left.

2 Explain that the letter is informal but that when we write a letter in business we use more formal language.

3 Ask the students to identify some of the phrases that make it informal. (Hi, great talking to you, if things are OK, about half past 3, after about 10 o’clock, See you soon, Best wishes)

4 Tell the students to rewrite the letter using more formal language. The letter on page 45 of the SB can help them.

5 Put the students into small groups to read out their letters to each other. Tell each group to choose the best letter in their group and to read it out to the class.

Suggested answer: Dear Mr Latif,Following our recent telephone conversation, I am writing to arrange a meeting to discuss our future order.This year we would like to buy beans and onions. If our business relationship is successful, we may order fruit as well.I am arriving at Cairo airport next Monday at 15.30 and will be staying at the Main Hotel. I suggest that we meet the following morning at 10. I look forward to meeting you.Yours sincerely,Pete StampChief Buyer

2 Write a business letter on your own, using the following information.

1 Tell the students they are going to write a business letter. Ask them to read the situation outlined in part a of the exercise.

2 Tell them to think about the style of the letter, how they will open and close it, and what they should include in the content.

3 Ask the students to write a first draft, then check it carefully for grammar and spelling mistakes.

4 Put the students into pairs to read and comment on their partner’s draft. Then each student should rewrite his/her letter.

5 Put the students into small groups and tell them to read every letter in their group.

Students’ own answers

36

UNIT771 Rewrite this business

letter using more formal language.

2 Write a business letter of your own, using the following information.

a You are a student who is doing a project on Egyptian export companies. First, plan the letter to

Mr Gamil, Manager, Port Said Chemical Corporation.

b Write your first draft quickly in 80–100 words.

Active Study Dictionary.

c Correct the mistakes, then write the final letter.

Hi Mr Latif,

Great talking to you on the phone. I said

I’d write to you about ordering some

vegetables from you – so that’s what I’m

doing.

To start with, we’ll probably want to buy

beans and onions this year and then, if

things are OK, we may want your fruit

as well.

I’m getting to the airport in Cairo next

Monday afternoon – about half past

three. I’m staying at the Main Hotel. Can

we meet in the morning after about

10 o’clock?

See you soon.

Best wishes,

Pete StampChief Buyer

Dear Mr Latif,

Following our recent telephone conversation,

UNIT7

126


Assessment

Target element: revise the listening activity and roles within businessWrite the following table on the board and ask the students to copy it.

Mr Wong Chief buyer for an Irish supermarket

Mr Karmi Scientist at FrucoMiss O’Connor Sales manager

Ibrahim Abaza Representative of Chinese import company

Tom Masters Scientist at the University of Scotland

Tell the students to listen to the tape and to match the jobs with the people. Play the tape again from Lesson 1 Exercise 3.

Answers:

Mr Wong Chief buyer for an Irish supermarket

Mr Karmi Scientist at FrucoMiss O’Connor Sales manager

Ibrahim Abaza Representative of Chinese import company

Tom Masters Scientist at the University of Scotland

Target element: revise and use key vocabulary from the unitTell the students to imagine that a power company from the USA is planning to build a nuclear power station about 30 km from their town. On the board write the following categories:

Jobs and employmentThe building industrySafety PollutionLocal shops and businessesLanguage schools

Put the students into pairs to think of the positive and negative aspects of this form of investment. They can make notes but they should not write out their ideas in full. Tell them to present their ideas to the rest of the class.

Target element: revise and understand the formalities in a letterTell the students to read the letter on page 45 of the Student’s Book. Write the following questions on the board and ask the students to answer them.

1 What is Mr Karmi’s position in the company?

2 What is the name of the company Helen O’Connor works for?

3 What is Helen O’Connor’s job?4 Where do you write the name of the

company you are writing to?5 What is the internet address (URL) of

Superval?6 Where is the date normally written?

Answers: 1 Sales Manager 2 Superval 3 Chief buyer 4 on the left at the top of the page 5 www.superval.co.ie 6 The date is normally written on the left, underneath

the address of the company that you are writing to.

Target element: revise key phrases for formal business lettersWrite the following phrases on the board:

1 Best wishes2 See you soon3 Hi, Mr Thomas4 To start with5 I’m getting to the airport6 I want to chat about future orders7 If our business idea goes well

Ask the students to think of more formal phrases to replace each one with.

Possible answers: 1 Yours sincerely 2 I am looking forward to meeting you. 3 Dear Mr Thomas 4 Firstly 5 I arrive at the airport 6 I want to discuss future orders 7 If our business relationship is successful

Listening Task Reading Task

Speaking TaskWriting Task

unit7 unit 7 business around the...

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