OY) Business English ProFile 1 Pre-Intermediate Teacher’s Book Mark Tulip OXFORDOXFORD ProFile 1 Pre-Intermediate Teacher’s Book Mark Tulip OXFORD ‘UNIVERSITY PRESSOXFORD ‘Great arendon Stet, Oxford ox2 60 ‘Oxior University Press is a department ofthe University of Oxford Iefarthers the University’ sobjectv of excellence in research, scholarship, apd eduction ty publishing worldwide in (Oxford New York ‘Auckland Cape‘Town. 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Engutes concerning reproduction ouskde the scope ofthe above should beset to he BIT Rights Department, Oxford University Press, atthe dress above You must ot cculate his book in any othor binding or cover and you must impose this same condition on any aquirer Photocopying ‘The Publisher grants permission for the photocopying of chose pages marked “photocopiable’ according othe following conditions Individual purchasers ‘may make copies for her wn use or for se by classes tat they teach, School parchasers may make copies fr use by staff and stodent, ba this eristion des not extend to adaitonal schools or branches, ‘Under no circumstances may any par ofthis book be photocopied for resale ‘Any websites referred ton this publication are in the publi domain and ther addresses ae provided by Oxford University res for information only. ‘Oxford University Press slams ay responsibilty forthe content tse839: 978 0994575874 Isww10; 019 457587 Printed in Spain by Unig.Contents Introduction 1 Anew job Organizations and roles Quality Money Import-Export Travel Career prospects Time is money CoO NO Oe wn The customer 10 Business online 11 Not for profit 12. Problem-solving Tests answer key Test 1 Test 2 Test 3 Test 4 Grammar photocopiable activities teacher's notes Grammar photocopiable activities 1-12 o7 8Introduction WHOAS PROFILE 1.FOR ile a pre-intermediate level integrated skills course in business English for a variety of learners. It provides students atthe start oftheir career with the specialist language knowledge and professional communication skills they will need in their jobs. Its also suitable for students who are studying towards a business qualification and want ‘a compatible and complementary language course. Finally, Profile 1's also suitable for in-work students wishing to follow a tightly-structured course that progresses at a measured pace and does not make assumptions about their business knowledge. Profile 1 assumes that students will have a good basic knowledge of general English, but that they need to be able to express business concepts in English. The course aims to introduce key business vocabulary, revise important ‘grammatical structures and functional areas, while developing the skils of listening, speaking, reading, and writing, METHODOLOGY The course is committed to a practical communicative methodology. Tasks and questions are designed to help students unlock the meaning and main points of listening, passages and reading texts. The guided discovery approach to grammar leads students to a clearer understanding of the forms and underlying concepts of English. Clear ‘communicative practice is provided in concrete speaking and writing tasks, which employ appropriate functional = language and expressions. The consistent use of Information-gap activities aims to develop practical use of English and develop fluency. PUNT nek The book is organized into twelve wide-ranging topic-based units. The listening and reading texts are chosen to be Interesting and motivating and so are largely drawn from, or based on, authentic sources such as newspaper and ‘magazine articles, books, and real company situations. They ‘can therefore be used to help students with litle knowledge of the business world or, alternatively, to complement and draw responses from the more experienced in-work students. j ‘The Teacher's Book provides support for those teachers who are new to teaching business English in the form of notes and explanations about areas of business with which they may be unfamiliar. = USING THE STUDENT’S BOOK How a unit works Each unit begins by introducing students to the core vocabulary relating to the theme of the unit. This is then reinforced as students work with stimulating listening and reading texts, Information-gap and discussion activities, role-plays, and creative writing tasks provide students with the opportunity to use the language they have learnt as well 4s to test their understanding of the areas of business covered in each unit. ‘The units are designed to be used in sequence. However, they are sufficiently discrete to allow for flexibility in cases where unit topics may need to be covered in a different order to that suggested. ‘The contents pages at the start of the Student’s Book contain details of what is covered in each unit. The twelve units are organized in three two-page sections. Each of these sections contains enough material for between cone to two hours, although this will vary according to the ability and size of your class.Course components AUDIO CD (OR CASSETTE) ‘The CD contains recordings for Listening and Speaking sections as well as any pronunciation work. Students will hear a variety of international accents on the CD which are representative of the range of English speakers that they might be likely to encounter in the workplace. Native speakers are used for recordings intended as models for speaking activities. A listening icon (9) indicates that a new recording is to be used, both in the Student's Book and in the Teacher's Book. CD-ROM ‘The CD-ROM in the back of the Student's Book contains a ‘video interview for each unit. The video interviews are authentic, with professionals from a variety of different organizations and across a range of industries. You can encourage your students to use the CD-ROM for self study. There are accompanying self-study exercises (pages 111-135) and an answer key (pages 136-137) at the back of the Student’s Book. The self-study exercises have been graded, so that students develop their listening skills and gain confidence in listening to real English. They are divided into three sections: BUSINESS PROFILE: Focuses on the video interview. LANGUAGE REVIEW: Looks at authentic use of the new language from the unit WORDBANK: Reviews and extends the unit’s key vocabulary, and practises pronunciation. WORKBOOK ‘The Workbook contains practice exercises and activities to reinforce and extend language covered in the Student's Book. All units have reading texts which are based on the topic of the corresponding units in the Student's Book, and are drawn from authentic sources. The answer key is included at the back of the book so that it can be used for self-study. The key contains sample answers for writing Introduction TEACHER'S BOOK Each unit begins with a brief introduction as to what is covered in the Student’s Book unit. Suggested lesson procedure notes contain the answer key: where possible, sample answers have been given for some of the more open activities such as discussion and writing tasks. Suggestions for extended exploitation of the material are also given at relevant stages in the lesson. The numbering of instructions corresponds directly with the numbering of the exercises in the Student's Book. Listening symbols are shown where the CD needs to be used. Photocopiable grammar activities ‘To provide further controlled and freer practice, each Grammar section has an accompanying photocopiable grammar activity. The emphasis is on students using the new grammar in realistic contexts, usually based around speaking or writing activities. Rey in tests ‘There are photocopiable revision tests for every three units of the Student’s Book (pages 63-70). The key for the tests can be found on pages 61-62.A new job This first unit focuses on starting a job at a new company. Students study induction procedures in different companies, read about dream jobs, and create a staff notice describing, themselves. They study language for formal and informal introductions TALKING BUSINESS page6 1 This section looks at anxieties people can have before starting a new job. Introduce the theme of the unit. Discuss the question with the whole class. Possible answers You may feel nervous or worried before these events. You may find it difficult to relax. It’s difficult to say exactly what will happen so you might not feel very sure of yourself 2 Ask students to discuss in pairs then report back to the class. 3. Blicit ideas from the whole class. If some or al of your students are in work, extend the discussion to their experiences at work. Ask: How was your first day at work? How was your lat job interview? If your students are not yet in work, ask: How can you prepare for an interview? How can you prepare for your first day at work? VOCABULARY pases 4. Ask students to work in paits. Check the answers with the class. Answers 1 graduate, recruit 2. information 3 guided 4 introduce 5 induction 2 Students continue in pairs. Check the answers with the class. Answers 1 information pack 2. introduce yourself 3 guided tour 4 induction programme 5 graduate trainee 6 new recruit If some or all of your students are in work, follow up these exercises by asking questions to personalize the new vocabulary, for example: What kind of people usually join your company? Graduates? School leavers? Do they all follow an induction programme? If so, what is it? If your students are not yet in work, ask which of the ‘methods shown in the pictures they think is the most useful. READING 0pagez 1. Focus students’ attention on the photographs and ask them for their opinions. The photographs show a builder, a charity worker, and a vet. 2. Ask students to read part A and complete the table individually. Then ask them to compare answers in pairs. ‘Check the answers with the class. Answers ‘Mer 1 charity worker; 3 builder; 5 artist Women: 1 charity worker; 2 working with animals; 9 gardener 3 Ask students to read part B individually and find out the numbers. Check the answers with the class. Answers 1 29% 4. 4% of men, 2% of women 2 33% 5 65% 3 42% YOUR TURN! Here students talk about their own ideal jobs to personalize the reading material. Pre-teach some language of ranking before asking them to present their results, for example: ordinal numbers (fst, second, third; top, bottom / last.LISTENING pases 1. Students study the ways in which companies make new employees feel welcome. Discuss the question with the whole clas. If there is time, follow up by brainstorming other ways an organization can make new recruits feel welcome. 2 @@) Invite students to predict the answers to these general comprehension questions. Play the recording, twice if necessary, before checking answers with the class Answers 1 If it doesn’t have a good induction programme, new employees won't know what to do, will lose interest, and may feel unhappy. In most large firms, there is usually a formal induction programme in which everything is explained to new recruits. In small firms, the welcome will probably be less formal. 3 @@) Give students time to read the questions before you play the recording. Play the recording, twice if necessary. If students are having difficulty, pause after each relevant extract to check the answer. Ask them to explain the false answers. Answers 1 E.New employees receive an information pack the week before they start work. 2T 3. E.Gemma only organizes a party if there is a group of new graduates starting at the same time, 47 5. F.They eat together in the staff canteen. 6 F This refers to a company the interviewer heard of, not Gemma’s company. 77 8T 4 Give students time to read out the words to themselves, and try to identify the stress pattern. Then read out the words for students to check their answers. If students have difficulty identifying the stress, indicate it with drawings of small and large circles eg. o@ or by knocking on the board with the same stress. Answers details, trainee, colleague, canteen, programme employee, workstation, computer, company, arrival 5 Students now practise reading the words in the context of a dialogue. Divide the class into pairs and go round monitoring the activity and ensuring the students are pronouncing the words correctly. ‘Anew job YOUR TURN! Give students a few minutes to discuss the comments in pair. ‘Then ask the pairs to feed back their ideas to the class. Possible answers 1. Employers could introduce new employees to their colleagues and bosses, organize a party, ask a member of staff to look after the new employee for a time, ask his / her boss to take him / her to lunch, have photographs and ‘names of employees on the staff notice board, 2. Employers could take new staff on a guided tour of the building. The information pack could have a map init. 3 Before the new employees arrive, employers should arrange space and a workstation for them and tell staf about their arrival 4. Employers should give new recruits some responsibility from the start, and a job plan for the future so they will know when they will receive some training and begin more dificutt work. GRAMMAR ages 1 Allow students to read through the pairs of sentences first, before asking for answers from the whole class. If your students have already studied have and have got, you might like to set this exercise as preparatory homework. Answers 1. They are both about possession and they are both correct, NB In American English got is not used for possession in the same way it is in British Engl 2. The second sentence is incorrect. To have lunc set phrase, using have for actions (other phrases include: have a shower, have a bath, have breakfast, have a meeting, have a chat, have a party, have a drink etc.), This use of have is not about possession, so have got lunch is not an alternative. Bl Ask: What do you do before you leave the house in the morning? ‘What do people in business do when they want to discuss something? What do you do if you're thirsty? What do you do in the evening after work? t other examples of have + action from students. Students work individually to complete the table. They can then compare their answers in pairs.Anew joo 3 (q@)) Play the recording once for students to check their answers ‘Answers Do you have a welcome party for them when they arrive? Yes, we do. / No, we don't Have you got an information pack? Yes, I have. / No, I havent Other organizations aren't so good at this. They don’t have any help at all They haven't got any graduate trainees. 4 Blicit the auxiliary verb used with the past simple (did) before students work alone to complete the table. Answers I didnt have an interview. Did you have an interview? Yes, I did. / No, didn't, 5 Students can work in pairs, reading through the questions and answers and identifying the mistakes. Give them time to compare their answers with another pair before checking with the whole class. If students are having difficulties with this activity, write the sentences up on the board and underline the mistakes for them to correct. Answers 1 Q (this is correct, but “Have you got a pen?” would also be correct) ‘A. Yes, Thave. Here you are. Last week we had a problem ... Oh, did you? Are you free? No, I'm not... She has got a new job, hasn’t she? / She does have a new job, doesn't she? Yes, she has. / Yes, she does. > prere 6 Focus students’ attention on the pictures. Check that they can identify and name all the objects (car, mobile phone, PDA, workstation / desk, dictionary, scooter, camera). Students then work in pairs, writing five questions. Go round the class, helping students with any ‘vocabulary queries and checking that they are forming their questions correctly. 7 Students now form new pairs and ask and answer their ‘questions. Monitor the activity, checking that students are using contractions and short answers where possible, | ‘The Photocopiable Activity on page 75 provides more speaking practice with be and have. LANGUAGE FOR pase 10 1 @ Introduce the situation. Ask: Who is the woman in the photograph? What is she doing? Play the recording. ‘Ask students to compare answers in pairs before you check them. Answers 1d 2¢ 3a 4e 5b 2 Students focus on the expressions in italics and match them to the functions in 2. They can do this activity in pairs before checking answers with the class. Answers 1d 2¢ 3a 4e 5b Extra activity Asa follow-up to exercises 1 and 2, ask students who are in \work to introduce themselves as Stephanie dd, Students not yet in work could talk about their course of study. Give them a few minutes to prepare. Write these notes on the board to help ‘them, but ask them to try and speak without referring to notes. Students in work: I did @ degree in I joined .. (company) in Before this | worked for 'm looking forward to Students not yet in work: Vm studying ... (subject) at ... (place) Before this I went to... (schoo!) until. / got a diploma in (year) (company) / I studied at. (year) Um looking forward to 3. Students study the gapped conversation, and then work in pairs to complete it using phrases from the box on the lef. 4 @®@) Play the recording for students to check their answers. Answers have you got Td like you to meet Nice to meet you It’s good please call me Extra acti ‘Ask students to work in groups of three to memorize and act, ‘out the dialogue, using their own names. Highlight the expressions used in introductions ('d like you to meet ‘meet you, It's good to meet you). Nice towD SPEAKING pi: 1. Divide the class into groups of four where possible, although the same procedure can be followed for a group of three. Give students enough time to read their Files and prepare what they are going to say. 2 - Circulate among the groups and assist where necessary. 3. Remind students of the key phrases from Language for. Circulate among the groups, checking that they are using the new language appropriately. WRITING page 11 1. Ask students to look at the notice. Ask a few check ‘questions to ensure that they understand the context: Where isthe notice? Why is there a notice about Gwen Wade? Do you have notices lke these in your place of ‘work? Ask students to work individually to complete the notice. Check answers with the class. Answers and because and to so 2. Ask students to work in pairs to make new sentences. Check the answers with the class. Answers 1 Her salary didn't increase so she left the company. 2. Heis intelligent and (he is) ambitious. 3. He went to the staff canteen to have lunch with his colleagues. 4 The new recruits felt very welcome because the company organized an induction programme. 3 Focus students’ attention on the notice about Gwen again. Point out that the notice gives information about what she will be doing for the company, what her educational background and work experience is, and also mentions her other interests. This task could be given for homework. If you decide to do it in class, ask students to write on one side of a sheet of paper and then display their work so they can read each other's descriptions. Anew job Extra activity ‘To give students further practice in the use of and, so, to, and ‘because, copy these sentence halves and then cut them up to make sets. Students can work individually or in groups to join the halves to make complete sentences. More than one answer may be possible, but ‘best answers’ are given below. 1 I changed jobs... a... and abroad, 2 He often goes out bb .. because was in a hurry 3 He's worked inthis, to get to the airport. country... € 1.50! called them to ask | left the meeting early qd ‘so I sent an email to | wanted to know the them to complain rice .. ©... because I wanted to Introduce the new recruits. --- to eamn a higher salary. . to get some money. because he needs to meet a lot of customers. ‘and work experience. 6 | wasn't happy with their service . ‘ 7 She asked him about his g ‘education 8 She went to the bank 9 Lorganized ameeting.. i 10 | called the company j_«.to find out more about their job advertisement, Answers 1f 2h 3a 4b Sc 6d Ti BE 9e 10)Organizations and roles This unit addresses the employee's need to understand how business is organized and where he or she fits into the plan, Students look at organigrams and compare different styles, of hierarchies. They read about and compare two people's ‘working days and practise writing a formal letter. This unit introduces language for describing roles in a company. TALKING BUSINESS pace12 1. Give students a minute or two to read the information. silently. Discuss the question with the class. Possible answer Perhaps a boss is not necessary if: the organization is not so large, the people in the organization work well together, they understand and accept their responsibilities and they can make decisions together when necessary. 2 Students now go on to think about how they would respond to working in a ‘flat hierarchy’ company like Blue Bay. If there is time, extend the discussion to students’ own experiences. Ask Do you think your company / college is well organized? Could you do your work without your boss / teacher? VOCABULARY pase 12 1 Focus students’ attention on the organigram. Explain, if necessary, that this is a diagram which illustrates the hierarchy within a company: who works for whom, who is responsible to whom. Then ask students to work in pairs to complete the spaces. Check the answers with the class. Answers 1 parent company 2 subsidiary 3. department 4 role 2 Students now study vocabulary for describing different departments and the roles which they perform. Ask students to work in pairs before checking answers with the class. Answers le 2e 3d 4f 5a 6b 3 Explain to students that in the previous exercise, they ‘were looking at the names for different departments in a company. In this exercise, they are looking at the names for different roles in the company. You may like to point out that companies, even in the same industry, often use 4ifferent job titles for very similar roles, particularly companies from different countries. In the USA, for example, the role of vice-president is similar to head of department and can be given to a number of managers, whereas in the UK, there will probably only be one vice- president of a company and he or she will be the second in command. Students can work individually to correct these job titles and then compare their answers in pairs. Answers Switchboard Operator Purchasing Manager Director of Human Resources Managing Director Accountant Brand Manager Note A chairman, chairwoman, oF chairperson is the head of a ‘company but may not be involved in its day-to-day ‘management. ‘The chief executive officer (CEO) describes the top position in large companies with several units and possibly several ‘managing directors. Extra activity With a strong class you could follow up exercises 1, 2, and 3 by brainstorming vocabulary related to typical company departments and their responsibilities. Write the department names from 2 as column headings across the top of the board, including other typical departments students can think of (e.g. Administration, Customer Services). ‘Ask students to work in groups to list responsibilities, Groups report back their ideas using the board. 4 Ask students to discuss the questions in pairs or small groups. Monitor before feedback to the whole class.2 LISTENING page 13 1 Students study three more organigrams and compare the organization structures of three different companies. Give students a few minutes to look at the diagrams and Aiscuss their ideas in pairs or small groups before eliciting answers from the clas. Answer ‘Ais organized according to product, B according to function (marketing, production, etc.), and C is a group of companies with a parent company. ‘Ask students in work if their companies are similar to any of these organizations. Students not yet in work can make comparisons with their school or college. 2 @ Play the recording all the way through, twice if, necessary. Check the answers with the class. Answers Speaker 1: Parent company /subsidiary Speaker 2: Business units Speaker 3: Functional organization 3. Students listen to part 1 again and answer the question. Before playing the recording, check that students understand the word own. Put a list of car companies on the board, e.g. Alfa Romeo, BMW, Fiat, Ford, Jaguar, Mazda, Renault, Rover, VW. Ask students to make true sentences, e.g, Ford owns Jaguar. BMW owns Rover. Play the recording and elicit the answer from the class. Answer ‘There was just one company with an office and a factory in Dusseldorf. 4 For the second part of the listening, students have to find out who changed the organization, Remind students to listen out for the key piece of information and not to try to understand every word of the listening, Play the recording once and elicit the answer from the class. Answer ‘The Managing Director. 5. Focus students’ attention on the question, and check that they understand the word traditional. Ask: What traditions do we have at Christmas / Easter / when people ‘get married? Play the recording and elicit the answer from the class. ‘Answer Because they think it’s right for them at the moment; because its always been like that; because it’s always, worked OK for them. 6 Read out the two words in the box, emphasizing the change in stress. You could tell students that an alternative spelling of organize and organization is organise and organisation. Ask the class to identify the verb and the noun, Then drill each word several times, first with the whole class, and then with individual students. ‘Answer organize is a verb; organization is @ noun, organize (@o0) = ver YOUR TURN! In this activity students describe a hierarchy. They have already ‘met responsible for and reports to in this unit. Write Sales Director above Sales Manager on the board with an arrow between them and elicit: The Sales Director is responsible for the Sales Manager and The Sales Manager reports to the Sales Director. Highlight that responsible for is used with areas of work as well as people, e.g. The Sales Director is responsible for the whole sales operation. If necessary, explain that in English different levels of manager are described as junior manager and senior manager. Monitor pairwork for subsequent feedback READING pase 14 Lead-in (optional) ‘Ask students which kind of company they would prefer to work in—a large company or a small family business. Ask students to give reasons for their answers. 1. Divide students into two groups of A and B to order their texts, and refer B students to their relevant File at the back of the book. 2. Remind students to look for clues in the text, for example, phrases which refer to something which has been mentioned before. Students compare answers in their groups. Answers Pilar Miragaya 4213 Morten Lauridsen 5,214.3 3 Students stay in their groups to complete their side of the table and compare answers. Go round, helping with any comprehension problems and checking that students are filing in their tables correctly. Organizations and rolesw@ ‘Organizations and roles Answers Pilar Miragaya Jobe assistant in a family company company: Fanes Orthopaedic Equipment place: Barcelona product or service: orthopaedic equipment boss: her father typical morning activities: She usually starts by speaking to her Dad. They discuss problems. He tells her what to do. afternoon: She either goes back to the office or she goes to see customers in Barcelona, evening: She either goes back home or she stays in town to meet friends, Morten Lauridsen Job: assistant brand manager ‘company: Unilever place: Copenhagen ‘product or service: food and houschold products boss: the brand manager typical morning activities: He checks his voice mails and emails. He usually speaks to the brand manager over a coffee. Then there are meetings. afternoon: There are more meetings. evening: Sometimes he works tll seven or eight then he gets in the car and drives home. 4. Before dividing students into A/B pairs, ak them, still in their original groups, to look at their table and work out ‘what questions they will ask about the person in the other text. Then divide students into A/B pairs to ask and answer the questions and complete the table. Monitor pairwork to listen and correct where necessary. Extra activity Explore some of the most common uses of get in the texts. Ask students to match get inthe following sentences with the verbs: arrive, become, enter. 11 My mother gets quite annoyed about this. (= become + adjective) 2 | getin the car and drive home. (= enter a vehicle) 3. | get to work about nine. (= arrive) GRAMMAR 6oaze 15 1. This exercise will give you an idea of the class’ current knowledge of present simple forms. Ask students to do the ‘exercise individually, then check the answers with the class. Answers He/She/It works, He/She /It doesn’t work. ‘Where do you work? ‘Where does he /she it work? 2. Ask students to work in pairs to correct the sentences. ‘Monitor pairwork and help with the appropriate stress: He's not a computer programmer...; Fanes isn'ta large ‘multinational ..., etc. Check the answers with the class. Answers 1 He isn’t / He's not a computer programmer; he’s an assistant brand manager. 2. Fanes isnt a large multinational; it's a small family company. 3. Pilar doesn’t report to her brother; she reports to her Dad, 4 Morten doesn’t go home for lunch every day usually goes to the canteen, 5 Morten doesn't start work before 8 o'clock; most days he starts work at about 9. 6 Afier lunch, Pilar doesn't go home, she either goes back to the office, or she goes out fo meet customers. 3. This exercise practises question formation for wh- questions. Remind students to think about the word order when they form their questions. Students continue in their pairs for this exercise. Check the answers with the class. Answers 2 What kind of company is Fanes? It’s a small family company. 3 Who docs Pilar report to? She reports to her Dad. 4 Where does Morten go for lunch every day? He (usually) goes to the canteen. 5. When / What time does Morten start work? Most days he starts work at about 9. 6 What does Pilar (usually) do after lunch? She either ‘goes back to the office, or she goes out to meet customers. 4 Copy the frequency scale onto the board and ask different students to come up to the board and place the adverbs in the right place on the scale. Do not comment ‘on or correct their ideas until all the adverbs are in place ‘Then ask the class if they think that the adverbs are in the right place, and elicit any corrections that are necessary. ‘Answer never, hardly ever, sometimes, often, usually, always 5 Write the three sentences on the board and ask different students to identify the adverb and the main verb in each sentence. Then elicit suggestions about the position of the adverb from the class. Answer ‘The adverb goes before the main verb except with the verb to be, when it goes after.6 Ask students to work in pairs. Check the answers with the class Answers 1 usually work with three other people. 1 hardly ever call Jane at her office Y'm never late for work. Do you always finish work before 7 o'clock? He is often away on business in July Tracy visits customers twice a week. How often do you travel to France? ‘The Photocopiable Activity on page 76 provides more speaking practice for forming questions in the present simple YOUR TURN! Ifyou feel your class needs preparation for ths, elicit the correct question forms, but without letting students write. Monitor and assist parwork where necessary Where do you work / study? How do you get to work / college? Do you ike your job / college? Why? / Why not? What time do you get up during the week? What time do you get up at weekends? What do you usually do at the weekends? What time do you have lunch during the week? Where? How often do you eot out in restaurants? Do you ever buy a newspaper? Which? / Which newspaper do you buy? Why? / Wihy do you buy that paper? Have you got / Do you have a computer at home? Do you use the Internet? What do you use it for? Have you got / Do you have a mobile phone? How often do you ‘make calls? Do you send text messages? / How often do you send text messages? ‘When students have finished asking and answering the ‘questions, you could tell them to close their books and ask you the questions from memory. If your teaching colleagues are willing, itis useful to visit each other's classes occasionally to give short presentations and answer questions. For example after the Your turn! above, you could tel students that they are going to have a visitor and they should find out as much as possible about him or her. If there is time, ask them to prepare some extra questions. Organizations and roles 13 LANGUAGE FOR ous 16 1 Read the information about Colette Henessey with the class, Ask students to work in groups of four. Tell them to write notes on one job each, and then exchange ideas and add to their notes Possible answers IT buyer. buys computer hardware and software Export Office Manager. manages an office which sells ‘goods abroad Switchboard Operator. answers telephone calls to an organization and directs calls. ‘Accountant: writes cheques, and gives advice on accounts 2 @®) Play the recording for students to identify the jobs. Check the answers with the class. Answers 1 Export Office Manager 2. Accountant 3. IT buyer 4 Switchboard Operator 3. Play the recording again, more than once if necessary. Pause to give the students time to answer. Students can then compare their answers in pairs before checking with the whole class. Answers take care of am in charge of report to am responsible for make sure deal with Extra activity ‘Ask students who are in work to refer back to their company ‘organigrams in the Your turn! on page 13 and get them to write jb descriptions. Students who are nat yet in work could describe the jobs of people who work in their school or college. SPEAKING pace 16 1. Ask students to work in groups of four. When they have chosen their role, ask them to read it silently. Give them time to think about what they’re going to say before they begin.“ Organizations and roles 2 Still in their groups, students work in pairs. Monitor the groups with as little intervention as possible. Take notes for feedback afterwards, One way of doing this is for the teacher to write a feedback sheet indicating the errors and new language arising from extended speaking activities. It can be divided into columns of Grammar / Vocabulary in context / Pronunciation / Key expressions. If possible, this can then be photocopied and given to students 3. Monitor groups and take notes for feedback. WRITING pace 17 1 Ask students to read the letters carefully. Respond to any ‘queries they have aboutt content. Elicit answers from the class Answers ‘A: Charles Foster wants a temporary job. B: Hamish Napier would like Charles Foster to apply for a job by completing an application form, 2 Focus students’ attention on the information in the box. Explain that these are rules for formal letter-writing. ‘They are quite strictly adhered to in British English, and if the wrong forms of address are used, they can create a very poor impression, Check the answer to the question with the whole class. Answer Letter A begins Dear Sir or Madam and ends Yours faithfully because Charles Foster does not know the name of the person he is writing to. Letter B begins Dear Mr Foster and ends Yours sincerely because itis a polite, formal letter. The writer knows the name of the person he is writing to. 3 Give students a few minutes to read through the letters again and identify the relevant expressions. They can then check their answers in pairs before whole class feedback. Answers Lam writing to ... We look forward to receiving Please find enclosed ... Lam happy to inform you that Further to your letter... in the near future 4 This task could be given for homework. If you decide to do it in class, ask students to work in pairs. ell one student to write Amanda's leter while his / her partner helps with content and accuracy. Then ask the pairs to ‘exchange their letters with another pair and then write Mr Scott's reply. This time, tell the other student to write while his / her partner helps. Model letters 63 Redstone Terrace, Clifton Way, Reading RGI 6BY ath May 2005 Dear Mr Scott, Lam writing to enquire if you have any vacancies for the post of marketing assistant. I have a degree in Marketing and two years’ business experience. Please find enclosed a copy of my CV for your consideration, Yours sincerely, Amanda Stone JY] Agency, Studio 7, Broad Manor Business Park, Oxford, OX8 4UP email: A,scott@TYL.co.uk 16th May 2005 63 Redstone Terrace, Clifton Way, Reading RGI 6BY Dear Ms Stone, Further to your letter concerning a vacancy for the post of marketing assistant, 1 am happy to inform you that we would like to recruit two marketing assistants over the next three months. I enclose a copy of our application form together with details of the posts. We look forward to receiving your completed form in the near future. Yours sincerely, Alvin ScottDp Quality ‘This unit looks at the language of the price / quality ratio, ‘market positioning and ISO, the international standards organization. Students learn vocabulary to describe the quality of goods, read about ways of increasing efficiency and cutting energy costs, and practise writing an email of complaint about poor quality goods. They study the language for describing processes. TALKING BUSINESS pace 16 Lead-in (optional) To start this section you could ask students about one or two brands they are wearing in class at the moment. Why did they buy them? You could then tell them that market research indicates that the main reason people will buy a certain brand of goods is because they believe itis the leading brand. 1 Students on their own try to complete the table with information about themselves. Encourage them to be as honest as possible in their responses! 2 Students work in pairs, comparing their answers, before reporting back to the class to find the most important reason for buying brands for the class. VOCABULARY pace is 1 Refer students to the example from the chart and identify the remaining opposites with the class. Students could then work together in pairs or small groups to make associations with the words by finding examples of products or services from the outside world, before feeding back their ideas to the class. Answers upmarket / downmarket well made / badly made overpriced / value for money full price / discounted price high standard of service / poor service 2 Students place the quality words and expressions in context. They can compare their answers in pairs first, before checking with the whole class. Answers 1 value for money 2 discounted prices 3 poor service 4 reliable 5 standard of service 6 overpriced 7 faulty LISTENING pase 19 1 Discuss this with the class. You might refer students to the website homepages of supermarkets which have a completely different marketing strategy to Waitrose (for ‘example, Asda, which focuses on its low prices), and ‘make comparisons. Possible answers Upmarket supermarkets ‘The way they look: Bright, clean, attractive, full of different products, warm in winter, cool in summer Prices: Generally high Quality of service: Generally good, a lot of choice, the ‘queues are not too long. Quality of goods: Generally high Downmarket supermarkets ‘The way they look: Dull, boring, like a warehouse, sometimes too hot or too cold Prices: Low ‘Quality of service: Very little service, little choice of ‘goods, sometimes long queues Quality of goods: This can vary: often low but can also bbe high 2 @) Ask students to read about Jane Milton and then look through the questions and try to predict the answers. Then play the recording for students to check their answers. Play the recording once more if necessary for students to decide whether the sentences are true or false. Ask students to explain why the false answers are false. Answers 1 B¢...the most important thing is quality? 27 3. B‘...Pd say that’s pretty good as well? 3 @ Ask students to try to answer these questions from memory before playing the recording once more.16 ‘Quanty 7 Answers 1. They try to make the stores look attractive inside so people enjoy going there to shop. 2. They sell local farm goods and specialities from their part of the country. 3. The staff. 4... it's good for all the staff YOUR TURN! This activity focuses on should and its use for advice and ‘suggestions. Ask students to look at the pieture of the ‘supermarket and identify some of the problems shown. Brainstorm students’ ideas on the board. Then divide the class Into pairs and ask students to think of solutions to the supermarket’s problems. Point out the use ofthe infinitive without fo after should. Give the pairs a few minutes to write down their ideas, then go round the class, asking each pair to make a suggestion, Possible answers ‘The assistant is rude. The assistants should be more polite. They should train the staff better. ‘There are long queues. They should have more checkouts. ‘There isn't enough stock. They should have more products available, The store's dirty. They should clean it better. “The shelves are too high. They should move them lower. The trolleys are faulty. They should replace them. Extra activity Begin by telling students about a real or invented problem you have, e.g. You are not happy about the salary you get in your job. Elicit suggestions to help this situation. Write one of the suggestions with should on the board. Ask students to write down a problem they have at the moment. You could then get them to work in pairs /groups or stand and move around the ‘oom telling each other their problems and receiving advice. READING pase20 1. Find out what students know about ISO before referring them to the information text and questions, Check answers with the class. Answers 1 Businesses believe international standards can help them to offer customers guarantees of quality, and increase their exports. 2. There is ISO 9001 for quality management and 1SO 14001 for environmental management. 2. Give students a few minutes to read through the article and find answers to the two questions. Encourage them not to try to understand every word of the text, but to focus on skimming through it to get the gist of the article, Go through the answers with the whole class. Answers 1 After registering for ISO 14000 the company started energy walks. One of the energy walks showed the company was wasting energy on unnecessary water cleansing 2. The company is now computerizing its energy monitoring system and expects that this will save them $14 million annually. 3. Students now read the text in more detail to identify the false statements. Ask students to discuss the questions in pairs then feed back to the class, giving reasons for the false answers. Answers a E It’s about cutting energy costs in business. b_ E They looked round the factory during shutdown periods like weekends or holidays. eT aT € E The company is now installing a computer system to monitor energy use. €T 4. Students discuss their own organizations in pairs or small groups. This could refer to the students’ place of work or study. Remind students that energy-saving and reduction of costs can also be very relevant in the domestic environment. GRAMMAR 6oaze 21 1. This section compares the use of the present continuous for the present moment and current period, with the present simple for habitual events and states. Do the matching activity with the whole class, checking that they understand the three definitions given. Answers le 2a 3b 2 If necessary, remind students that the present continuous is formed with am / are / is plus the -ing form of the main verb, Check answers with the whole class. Answers 1&3 are present continuous 2s present simplei ame >] cise a 3. Ask students to work in pairs, and monitor to check for difficulties in tense formation, Possible answers Do they want to buy it Is she working from home today? {P'm reading a 2000 page report. ‘The head office is holding a big meeting today. ‘The sales manager earns $100,000 a year. Our subsidiaries are losing a lot of money. My secretary starts work at 8. 4 Refer students to the photo, and brainstorm phrases and. sentences from students to describe what they can see. Explain to students that the present continuous is often used to describe actions shown in a picture. Use the phrases on the board as a starting point and go round, the class, asking different students to make sentences in the present continuous about what they can see. 5 Explain to the class that James is on holiday, therefore not following his usual routine. The activities he is doing at the moment will be described in the present continuous while the activities he usually does will be described in the present simple, Then elicit sentences from the whole class. Possible answers He usually goes home after work but this week he’s staying at The Wellington Hotel, relaxing, He usually writes software programmes and goes to meetings, but this week he's spending a lot of time relaxing and visiting the North and South Islands. He usually takes the train to work, but this week he's walking in the mountains and riding a bike. asec ‘The Photocopiable Activity on page 77 provides more speaking practice on the present simple and continuous tenses. YOUR TURN! 1 Circulate and monitor students’ use of tenses. 2. To introduce this activity, write alist of some of your own family/friends /colleagues on the board and elicit questions from the class about them. Quality ” LANGUAGE FOR pacex Lead-in (optional) ‘Ask students if they enjoy drinking tea. Do they know the names Of ferent types of tea (for example: Darjeeling, Assam, Earl Grey)? Then explain that this section looks at quality contro! testing on tea 1 Focus students’ attention on the pictures on the left and ask them to work in pairs and try to put them into the correct order. 2 G@Y Play the recording once for students to check their answers to 1. Check answers with the whole class. Answers 1d 2¢ 3b 4f 5e 6a 3. Give students a minute to read through the different expressions. Explain that all of these expressions can be used to describe a sequence of events. Then play the recording again for students to check which ones are ‘mentioned by Hazel and Amrita. Answers All the expressions are used except for secondly and after, that, 4) Write this sentence from the recording on the board and ask students to say which words are the most stressed: This one is very black — that’s good ...(this, black, good) Ask Why are these words stressed most? (Because they carry the most important information.) Then play the sentences for students to mark for stress. ‘Answers First of all, 'm taking a pinch of each one. ‘Next, I need to feel how dry they are. So, now the water’ boiling. Right, so finally, we'll try this one. 5 Read the sentences out loud, or play the recording again, for students to repeat after each sentence. Then go round the class, asking different students to read out a sentence with the correct stress, Finally, students can practise reading out the sentences to each other in pairs.6 Students now practise using the expressions from 3 in context. Go round the class, asking different students to describe one part of the process shown in the pictures. Remind students to stress the important words. Once you have demonstrated the activity with the whole class, students can go on to practise describing the process to each other in pairs or small groups. Go round, Quality ‘monitoring the activity and ensuring that they are using the expressions correctly. Possible answer Fitst of all, you feel the texture of the tea between your fingers. Then you boil the water. Next, you leave the tea in the boiling water for between five and seven minutes. After that, you check the colour of the tea, So, now you taste it before finally giving a grade for the tea’s quality. Extra activity Follow up these exercises by asking students in work about processes involved in their job such as quality control or those ‘concerning production, administration, accounting, etc. Ask them to explain the stages of one or more of these processes Using expressions from Language for. Students not in work can explain a process they use such as accessing a computer [rogram or their preparation for an exam. SPEAKING page 22 1. Students continue to practise the language for ordering a process. Ask students to volunteer any information they may know about caring for cut flowers at home (keep them in water, cut the stems diagonally refresh the water regularly, etc). Then tell them that in this exercise they will be talking about the process of flower care from harvest to sale, ie. before they reach the student’s home. Divide students into A/B pairs and then give them a few minutes to find their information and read their sentences /look at their pictures. Students can check their answers with other pairs before going on to 2. Answers The order of the pictures is: ia iic ilie vb vd wf The order of the sentences is le 2c 3f 4a 5d 6b 2 In their pairs, students now use the sequencing expressions to describe the process. Go round the class, ‘monitoring the activity and ensuring that students are stressing the correct words. Possible answer First the growers harvest the flowers. They use a sharp knife to cut them. Then the growers tie the flowers in bunches. After that they ship the flowers all over the world. Next, the flower shops receive the flowers and the shopkeeper removes the flowers from the shipping boxes. Then, the shopkeeper puts the flowers in water. Finally, the shopkeeper adds a special solution to the water so that the flowers live longer. WRITING page 23 1 Go round the class, asking different students to quantify the amount of time spent writing in a week, What kind of writing do they have to do: emails, formal letters, informal letters, minutes of meetings, essays? Ask students to think about which types of writing in English require formal English and which require informal English, 2. Give students a few minutes to read through the text and then check answers with the whole class. Possible answer ‘The customer may get a bad impression of the company. ‘Too many mistakes may look incompetent, careless or unprofessional. 3. Go through these with the whole class. Ask students to explain why the other option in each question is incorrect. Answers their your its, It’s ‘Whose, who's because because of 4 Students read the note from Kim Girton, Put questions 1 and 2 to the whole class before students work alone to identify the mistakes. Answers 1 Over 20% of the headphones are faulty ~ some of them broke into three pieces after only a very short time, and sometimes the left earphone did not work. 2. He would like Mr Gonzalez to stop any further deliveries of these goods until he has spoken to the Purchasing Manager. 3 oitre delivery instead of your ‘because of our quality control department has found instead of because es tests instead of itsthere left earphone instead of their or the ‘bad made instead of badly Because these problems instead of Because of Dear Mr Gonzalez, Tam writing to inform you that your delivery 4291/JK of 4 April for personal stereos and headphones arrived at our factory on Monday morning. However, we cannot accept them because our quality control department has found several problems with the headphones. Its tests showed over 20% are faulty ~ some of them broke into three pieces after only a very short time, and sometimes their left earphone did not work. The purchase price of €4.a pair is low but it is not a question of price; they are simply very badly made. Because of these problems, we would ask you to stop any further deliveries of these goods until you have spoken to our Purchasing Manager. She will contact you in the next few days. Yours sincerely, Kim Girton 5 If you decide to do this exercise in clas, put students into pairs to write the emails. One of the pair can be the writer, while the other helps with content and accuracy. Pairs can then pass their letters on to another pair for correction. If you wish to extend the activity further, they could also write a reply. Model email Dear Ms Marston, Tam writing to inform you that your delivery 344/SD of 6 June for 200 keyboards arrived at our warehouse yesterday. However, we cannot accept them because our {quality control department has found several problems. Over half are faulty because the enter key is stuck. Because of this, we are returning the entire delivery for your inspection. We will need to discuss payment, but in the meantime I would ask you to send a new delivery as, soon as possible Yours sincerely, John Fletcher QualityMoney This unit addresses the topics of money and personal banking. It looks at methods of payment, dealing with, foreign currency and in particular, the euro, Students read about the introduction of the euro, listen to different conversations about paying for goods and checking bank accounts, and study language for telephoning, Finally, they write a report describing an exchange rate graph. TALKING BUSINESS page 2 1 Before students do the short questionnaire, start by asking students if they think they are good with money. In other words, do they think they control it well or is it something they feel uncomfortable with? VOCABULARY page 25 1 Get students to do these with a partner before checking with the whole class If you have realia available, you could extend the vocabulary in this section to include debit cards, cheque books, Internet banking documents, share certificates, cash machine receipts, ete Answers le 2b 3d 4a 2 Students can do the matching activity on their own and then check their answers with a partner. Go round the class, asking different students to read out the completed sentences. Answers ede tees cents G5 c) READING page 2s 1. Before students do the quiz, ask them to volunteer the information that they already know about the euro, Write their ideas on the board. Then ask them to look at the quiz questions and see if the information on the board answers any of the questions. Finally, students ‘work in pairs or small groups to complete the quiz, and then check their answers Answers 1T 2T 3. E [twas the Greek drachma. 4 E.Northern Ireland is part of the United Kingdom and uses the pound. The Republic of Ireland is in the Eurozone, a E Itis third after China and India. 2 Ask the class to read the three views on the euro quickly ‘once to find out whether, generally, the three people are in favour or against the euro. Then they should read through the questions carefully, before reading the text again to find answers to the questions. Answers 1 Prices went up a lot and shoppers protested against the increases. They went on strike and refused to go shopping. 2. This is good for her business because she is a hotel owner, 3. He had lots of envelopes for different currencies. 4. He hopes Britain joins the Eurozone soon. 5. Prices offered by Eurozone countries are clearer. 6 She can lose money because of variations in exchange rates YOUR TURN! Divide students into small groups and direct them to the discussion points. Ask students to choose their spokesman before they begin in order to give him/her the time to prepare the group's answer in the class feedback session. Circulate and monitor groupwork assisting where necessary. LISTENING page2s 1. Ask students to look at the cartoon and describe what is happening (the ATM has run out of notes, so a huge number of coins are spilling out of the machine). Before students begin the pairwork, draw their attention to the different prepositions which can follow pay: pay by credit card/cheque pay in cash or pay cash 2 ©] Give students a minute to read the four different topics before playing the recording for students to identify the gist of the conversations. Students can quickly check their answers in pairs.Boo Dw Answers 1D 2A 3C 4B 3 @) Give students time to read through the questions before you play each conversation. Students can check their answers after each recording. Answers 1 Because he has just seen payments on a bank statement that he doesn’t think he made. The customer's account number. If there is a cash machine nearby. By credit card if he doesn’t have enough cash, By cheque. A receipt. Some Swiss francs. He offers to order some for the day after tomorrow. Extra activity ‘Ask pairs of students to turn to the tapescripts on page 93. They should choose one of the dialogues to memorize while you Circulate and assist with pronunciation. They could then perform itin groups or for the rest of the class. Try to ensure that pairs don't all choose the same dialogue (Le. the shortest). YOUR TURN! Students practise some of the language they have heard in the Listening activity. Circulate and monitor the pairwork for subsequent feedback. GRAMMAR 6oage 27 11 Check students understand the terms countable and, uncountable. Students complete the spaces. Some students, will make mistakes with money (uncountable) and information. You could point out that we don’t say one ‘money or two moneys although we do say one dollar or two dollars In English, information is one of a group of (collective) nouns we don’t make plural, like help and advice 2 @) Play the recording once through for students to check their answers. Answers la 2any 3some 4 any 5 any 3. Students look back at the sentences from 1 and divide the words into countable and uncountable. You could then ask them to add three more words to each column. If students are struggling to think of more uncountable ‘words, you can suggest that they think of food words (tea, sugar, bread, rice, etc). Money a ‘Answers countable: cash machine, francs ‘unicountable: money, information, dollars Students now focus on the rules for a, some, and any. ‘They can complete the tables individually and then check their answers in pairs Answers ‘We've got a problem with our cash machine. I need some Swiss francs. ‘Are there any bills we have to pay? 1 don't have any cheques left in my cheque book ve got some information about our new project. 1 don't have any money left Do you have any cash? RULE: With countable and uncountable nouns we use ‘some for positive statements and any for negative statements. Students can complete these sentences referring back to the tables they completed in 4 if they have any difficulties. Check answers with the whole class. Answers 1 some 4a 2. any, some 5 any 3 Some 6a After students have read a-f, draw the chart below on the board, leaving some parts blank. Complete it by eliciting the contents from the students. COUNTABLE UNCOUNTABLE t out to students that although it’s possible to find much and many used in positive sentences, in common spoken English a lot of/ lots of are more frequently used. Students work alone to do this exercise as a check. They can then check their answers in pairs before whole class feedback. Answers 1 much 4 alotof/lots of 2 many 5 many 3° much 6 alotof/lots ofvy ‘The Photocopiable Activity on page 78 provides more practice on using countable and uncountable nouns. LANGUAGE FOR pag 28 1. Give students a few minutes to read through the expressions and decide who is making and who is. receiving the calls. Then check answers with the whole class Answers 2R3C 40 5R6C7C 8R9C WR 2 Students now use the expressions to complete the telephone conversations. They can work in pairs for this activity, then compare answers with another pair. 3 @) Play the recording once for students to check their answers. Answers 1 Could I speak to 2 Would you like to leave a message 3 Iileall back later 4 Pil pass you to 5 Hello, this is 6 Tlltry to connect you 7_ it’s (Karen Field) here 8 Hold the line, please 9 Who's calling, please? 10 Pm calling about Extra activity When the students have finished checking their answers with the recording, divide them into pairs to practise conversations ‘A,B, and C. Ask them to memorize their parts so they can make ‘the conversation with their books turned over. Group students into threes to do the same with conversation D. ZpwuwP,T SPEAKING pace. 1. Students work in pairs and take it in turns to play the parts of A and B to make the conversation. If you have & small class and are lucky enough to have access to telephones in different rooms, then exercises 1 and 2 would be best done using these, with the teacher alternating between rooms to monitor. If, like most, you need to do the exercises in class, then one method of simulating phone calls isto get the students to make the conversations sitting back to back. Extra activity I you feel students need further practice at this stage, you could expand Exercise 1. Ask students to work in groups of three and take it in turns to be A, B, and C to make this conversation: Student A: ‘Answer the phone. Student B: Say who you are. Ask to speak to Student C. Student A: Connect B to C. Student: Answer the phone. Student Bi Say who you are. Ask to make an appointment to meet to discuss a problem. Student C: Make an appointment. Students B & C: Finish the call. 2. Get students to change partners to work on these telephone role-plays. Feed back on students? performance at the end of the activity. Confident, students could continue the conversations as they wish, For example, in the Student’s Book role-plays, Lin Zhi or Jo Coyne could call back. WRITING pase 29 1. Go through this identification of expressions with the class. ‘Answers Time: in the second half of the yeat, over the last three years, during the next 24 hours, in August ‘Movement: rise to 30 degrees C, increase from £20 to £30, fall by ten points Write on the board: Price €10 €6. Ask students How can we describe this in words? The price fell (vb.) by €4 or There was a fall (n.) of €4 in the price or The price fll {from €10 to €6, Give further examples for students to describe,Money 2 Focus students’ attention on the graph at the bottom of, the page and explain that this graph shows the rising and falling value of the euro against the Australian dollar. Ask a few simple questions to check that students understand how the graph works: What was the lowest value of the euro in Apri? (0.85 Australian dollars) What was the highest value of the euro in May? (0.90 Australian dollars). When was the euro worth over 0.95 dollars? (In March). Then give students a few minutes to read through the text and complete it with the prepositions. Check answers with the whole class. Answers 1 over 5 to 9 by 2 In 6 During/In 10 to 3 by 7 to 11 in / during 4 from 8 Over/ During 3. Point out to the students that all the verbs in italics are verbs describing movement. They can do this exercise in pairs before checking with the whole class. Answers ‘went up: rose, increased went down: fell, dropped ‘no movement: stayed steady, remained stable 4 Students now write a report to describe the strength of the euro against the American dollar. Remind them to use the verbs of movement they studied in 3 and to use a variety of phrases to describe periods of time. When they have completed their reports, they can exchange them, with a partner and check each other’s work for grammar, punctuation, and spelling. Model report Let’s examine how the euro has performed against the American dollar over the last six months. It fell slightly in the first month from 0.95 euros to one dollar to 0.93 euros to one dollar. In February, however, its value rose by three cents to 0.96 euros. It continued to rise steadily until the end of March, when its value reached 0.98 ‘euros, In April it stayed steady at around 0.98 euros, but then increased again sharply at the end of April, to reach ‘one euro to one dollar in the beginning of May. Over May it dropped by 2 points and then continued to fall in the first half of June to 0.95 euros. It then remained stable in the second half of June.RPwprpRPRPyewr” Import—Export ‘This unit introduces the student to the language of selling abroad. It looks at the value of exporting, techniques to improve foreign sales, and the different kinds of markets to target. Students listen to advice for companies planning to export their products, learn about exporting niche products, and write an email asking for information about a product ‘made abroad. They continue to study language for telephoning. TALKING BUSINESS page30 1 Give students a minute to read through the magazine extract quickly, and then discuss the question with the ‘whole class. Answer British cheese has become popular in Japan. Exports of this product to Japan are currently high. 2 Students discuss the points in pairs. You may like to supply students with some details of trade statistics to scan. For example, information on import-export statistics can be found at www.wto.org. 3 @) Flicit answers from students by inviting them to read the words aloud in the context of the sentences before they listen to check. Answers 1 import 4 export 2. import 5 export 3 imports 6 export 4. Point out to the css thatthe nouns are pronounced with the stress on the first syllable, the verbs are pronounced with the stress on the second syllable. Answers 1 verb 4 verb 2 verb 5. verb 3. noun 6 noun VOCABULARY s2ge30 1 After checking students’ answers with the whole clas, ask those who work for a company to discuss their product o service in the same market terms. Do they sell only in a domestic market or to an overseas market as well? Is ita very competitive market? etc, Students not yet in ‘work can choose an important product in their country or an international branded product to describe in the same way. Answers 1 domestic 4 overseas 2. niche 5 target 3. competitive LISTENING pases: 1 Discuss the advantages of exporting with the whole clas. Write students’ ideas on the board. They can then listen to find out if their ideas are mentioned by Natalia in 2. Possible answer You can increase total sales (rurnover) and lessen the risk of trading in only one market. You may also gain a strong currency if your own is weak. 2 @) Play the recording once for students to check if their ideas from 1 were mentioned by Natalia. Then ask students to read through the statements and decide whether they are true or false, before playing the recording once more for them to check their answers. You could try to elicit the following key vocabulary from the recording, by giving students the definitions and the first letters of each word: t____ f___: Where businesses can show their products and services and speak to potential customers. (trade fair) be. __: You can find them in travel agencies ~ they give you information about holidays. (brochures) u __- Total annual sales before any deductions. (surmover) + Although. (though) The opposite of more, (fewer)Answers 1 E Thousands of small businesses export successfully. 27 3. E Sometimes it can be easier to export than to do business in your domestic market. You could find fewer competitors overseas, 4 Elta good way of spreading your risk. If you have problems in the domestic market then you still have the overseas markets. 3. Students read the five subject areas and predict answers in groups before they listen. 4 @) Play part B of the recording once for students to check their ideas to 3. Then play it once more for them to add any further information. Go round the groups, checking their answers and answering any queries. Answers help from the government: governments can often give advice on the papers you have to complete, and rules you haave to follow in different countries. here to meet new customers in new markets it’s a good idea to go to trade fairs to meet possible future customers. language: in the business world, most people speak and. ‘understand some English. Though of course, the businesspeople you meet will be very happy if you can speak a few words and phrases in their own language. culture it’s important to learn something about their culture, sales brochures it’s best if you get all your brochures translated into the languages of your different markets. It’s always a good idea to get a professional translator to do this. Extra activity Students may not be familiar with although and though. You ‘could ask them to match and join the sentences in A to those in B using although: Example: The domestic market is small. There are big possibilities abroad, Although the domestic market is small, there are big possibilities abroad, A B The market was very competitive. It'l be very expensive. It’s a good idea to open an office Turnover is much higher. abroad We planned a small business The company had a high ten years ago. turnover. (Our prices are lower abroad. They bought a lot of American products. The dollar was high. We now have hundreds of clients Import-Export Answers Although the market was very competitive, the company had a high turnover. Although it's a good idea to open an office abroad, i'l be very expensive. Although we planned a small business ten years ago, we now have hundreds of clients. Although our prices are lower abroad, turnover is much higher. ‘Aithough the dollar was high, they bought a lot of American products. YOUR TURN! Students discuss the pictures in pairs or small groups before reporting back to the class. They can look at the tapescript for Part B on page 94 to give them some ideas, if necessary. Possible answers 1 Perhaps, since he /she has learnt some of the foreign language. 2. Probably not, as the sales brochures are only in English. 3. Perhaps, since the product has already been a success in the domestic market. 4 Probably not, if they don't know much about their target, market, READING 6pace32 1. Arrange all the A students to work together and all the Bs to do the same to prepare their own answers before mixing A and B students in pairs to complete the table. Answers Ian Pearce ‘Type of business. It makes incubators for exotic birds. Places where the company exports: Western Europe and South America. ‘How the company began exporting. He decided to export further and employed someone with experience of exporting to help him. How overseas customers use the company’s products: Brinsea’s incubators are used to breed ostriches in Denmark and parrots in South America, Overseas: domestic sales: 60% of Brinsea's sales are now from exports. Michael Reay ‘Type of business It sells food for animals. laces where the company exports. The Middle East. How the company began exporting: It began when he went to the United Arab Emirates to sell horsefeed. A sheikh ‘wanted the same food for his camels as for his horses. How overseas customers use the company’s products: To feed their horses and camels.6 Import-Export Overseas: domestic sales: Foot-and-mouth problem in the UK cut domestic sales, but exports to the Middle East grew from £4,000 to £495,000. 2. Focus students’ attention on the definition of a steep learning curve below the text. Then invite different students around the class to think of possible examples. Possible answers the first day of a new job; learning to drive; taking a job in another country; learning to swim Extra activity Groups of students can set up their own import-export business. 1 Each group has $100,000. They should decide: which products? = which markets? 1 where will their office be? '© how will they ship the goods? 2. Students mix with those in other groups to explain their ideas and say what they like /don't like about the others’ ideas. GRAMMAR oage 33 Lead-in (optional) ‘Make a lst on the board of important years /dates in your own life and elicit from the students what they think happened then: ‘you were born, you started school, you left school, you started ‘your first job, etc. Then get students to write their own lists to exchange and discuss. If they need to check the past forms of inregular verbs, they should refer to the list on page 110. 1 Students identify finished actions and times. They ean check their answers in pairs before a whole class feedback. Answers finished actions: discussed, sent, lived finished past times: yesterday, last week, a hundred years ago 2. Ask students to work in pairs to find regular verbs in the text; one can search article A and the other article B before exchanging information. Check their answers by reading the articles out to the class. It’s useful for students to be aware that such sound differences exist. Some students will wonder what the rules are behind these categories, Rather than an explanation based on infinitive verb endings, pre-intermediate students will probably find it more useful to first become accustomed to reducing -ed to /d/ or /t! where possible. ‘Answers (di: realized, employed, opened 1: watched, developed ‘idl: exported, decided, wanted 3. Students can check their answers against the list of irregular verbs on page 110. Answers 1 thought 2 began 3 took 4. Students can do this matching activity in pairs and then compare answers with another pair before checking with the whole class, Answers 1d 2e 3¢ 4b Sa 5 Point out to students that they will need to use both types of question form: wh- questions and yes/no questions. Ask them to look again at the questions in 4 and study the verbs forms in italics. This will help them with the word order. Possible answers 1 Where did you go on your last business trip? 2. Why did you go there? 3. Who did you meet there? 4 Did you enjoy your trip? 6 Doa quick oral check on the past forms of al these verbs with the whole class before they work individually. Refer students to the list of irregular verbs on page 110 of their Student’s Book. Answers 1 was 8 thought 15 gave 2 visited 9 understood —_16 took 3 found 10 needed 17 sent 4 knew 11 spent 18 grew 5 saw 12 discovered 19 told 6 went 13 didn’t want 20 trusted 7 formed 14 took7 Get students individually to prepare some questions on paper first before pairwork. Circulate and assist where necessary, ‘The Photocopiable Activity on page 79 provides further speaking practice on the past simple. Extra activity Past tenses can be developed over several lessons by the use of business or general readers. ‘Suggested procedure: Students are assigned readers appropriate to their level and Interest and asked to read short parts of these for homework. Two chapters at pre-intermediate level are sufficient. '@ Asa regular spot to start or end the lesson, ask students to tell the story without referring to the book. In a small-medium sized class you can skip from one student to ‘another at random as the narrative progresses: this ensures the attention of the whole group. Ina larger group, students ‘can tell the story in pais or groups. | In later lessons when the story is more advanced, students can also move away from a strict narrative to give opinions fon the characters and events, YOUR TURN! Using the prompts, invite students to ask you about your first job before they work together in pairs. f students have not been in work, ask them to discuss their frst term as a college student. LANGUAGE FOR pases 1 This is a continuation of the study of language for telephoning, which students began in Unit 4. They can do this matching activity on their own and then check their answers with a partner, Answers 1b 2a 3d 4c (@) Play the recording to check answers and highlight the language used to make requests and offers. Answers 1 requests Can you / Td like to / Could you / Would you 2 offers will i Import-Export a SPEAKING pase 30 1 If you have a monolingual class, discuss the questions with the whole class, otherwise arrange students in pairs. 2 Students work in pairs to expand the skeleton dialogue. Go round the class, monitoring the pairwork and making suggestions if necessary. 3 @ Play the recording for students to compare the conversations they held with the one on the recording. Answers (See Listening script on page 94) WRITING pages 1. Draw students’ attention to the photograph of the lava Jamp. Ask them if they know what this is called in English. Then give them a minute to read the email quickly and compare their answers in pairs. Answers 1. She is the owner of a chain of gift shops. 2. She saw an advertisement in New Ages magazine. 3. Sales brochures and price lists for trade customers. A visit from one of Frada's sales representatives. 2. Go through this vocabulary with the whole class. With students in work, you can relate the words to their own business, eg. What kind of stock do you keep? Where do you keep it? How big is your range of products / services? ‘Answers 1 items 4. stock 2. samples 5 range 3. chain 3. Emphasize to students the importance of using appropriate language in English. Use of words like would and could will make Joyce Mayle’s email seem more professional. Leaving them out may even come across a5 rude or abrupt. Go round the class, asking different students to quote the matching sentences from the ems ‘Answers 1 would like to stock these and similar items 2. Please could you send any sales brochures and price lists 3 would welcome a visit from one of your representatives ...co Import-Export Be 4 Students can prepare the letter collaboratively in class or email you an answer for homework. Model email Dear Ms Gervais, Further to your advertisement in Hotelier Monthly magazine, | am writing to enquire about your range of, leather sofas and armchairs. I would like to buy some high quality leather furniture for my hotel, the Wolfpit Grange Hotel, in Suffolk. Please could you send some catalogues and a price list, together with samples of the leather used, to the following address: Barbara King Wolfpit Grange Hotel Wolfpit Suffolk ‘Tel: 01284 527558 Fax: 01284 527559 would welcome the opportunity of visiting your showroom or some other hotels in Britain which you have supplied, to look at your products. Yours sincerely, Barbara King Manager Wolfpit Grange Hotel Extra activity I students have access to the Internet, they could choose a real product or service that interests them personally and send a ‘mail asking for a catalogue and details of prices and postage costs. They can copy their messages to you.a i el wr Travel ‘This unit focuses on high frequency language in travel situations. Students read about people's different attitudes towards business travel, and compare ordinary tourism and travel for business. They write a travel itinerary, and study the language for checking information. TALKING BUSINESS pase 36 1. Before looking at the extract, introduce the topic of travel by asking the class who thinks they've made the longest trip this year. Ask questions like: Where did you .g0? Why? How did you travel? Was the journey OK? Then ask students to read the text quickly and discuss the questions with the whole class. Possible answers 1. It seems a long way to commute. 2 Perhaps they don't want to leave their hometown, They might not want to live in a city. Living in a city could be too expensive. They might not be able to find any work nearer home. 2. Discuss commuting times with the whole class, then tell students about your own journey to work in some detail, encouraging them to do the same in pairwork. VOCABULARY page 35 1. Go through the sentences with the class and check. students have understood the difference between trip, journey, and travel. Which means: ~ going a long distance from one place to another? (journey) - going a distance and returning, for example to another town on business or for the weekend? (trip) You may also wish to focus on the difference between take time and spend time. You spend time doing something whereas something, e.g. a journey, takes time, journey miss 2 Students can do this matching activity individually, before checking their answers with a partner. Answers Id 2f 3a 4b Se 6e 3 @) Play the recording once for students to listen and repeat the words. Then ask them to practise saying the words again to each other in pairs and discuss what they have noticed about the stress pattern Answer ‘The stress in two-word noun collocations is usually on the first word. This isthe case with all these collocations except for budget airline, 4 @@) Play the recording for students to match definitions. You could ask some further questions to check comprehension: How much did the flight cost? (8600) Were the rooms big or small atthe conference venue? (small) How many people visited the stand? (300) What three facilites does the speaker mention? (swimming, pool, gym, hotel) Answers He 7b 3d 4a Extra activity ‘To personalize this vocabulary section, get students to discuss in pairs the last time they took a flight (or along train journey), Write the following prompts on the board: where /go? how /travel? how long /journey take? what /fare? a lot of luggage? where/stay? what /the hotel lke? what /the facilities like? how long /stay there? enjoy the trip?30 Travel ais ies sea READING pase 37 Lead-in (optional) With students in work, introduce this section by discussing their ‘company's policy on travel in terms of the kinds of travel expenses the company pays for, e.g. three star hotels? economy class air tickets? petrol expenses? diferent expenses for senior staff? With students not yet in work, discuss how they usually travel abroad. A budget airline has recently introduced tights where passengers are only allowed to take hand luggage. Do students think this isa good idea? 1. Put students into pairs to divide the questions between them, before exchanging and checking each other's answers. Answers 1 Julia Burstein 6 David de Souza 2. Peter Grey 7 David de Souza 3 David de Souza 8 Ian Collins 4 Peter Grey 9 Peter Grey 5 Julia Burstein 10 Ian Collins Extra a In Julia Burstein’s text, she mentions the best hotels lke the Ritz {in London and Paris... Below are some other sentences with like which have appeared in ProFile 1 up to Unit 6 1. Ask students which sentences have like as a verb. Ask the difference between Do you like...” and Would you like...? If you have a monolingual class, you could check the translation of ike in each case. What were the facilities like at your hotel? ‘Fd like you to meet Stephanie Gray. Would you feel comfortable working in an organization like this? {In the afternoon, | either go back to the office (like this week), ‘or | go out to meet customers in Barcelona. Do you like your job? ‘She would like a job as a marketing assistant. Its olways been lke this, and it's always worked OK. What's the exchange rate like? Perhaps you'd like to have a look at our catalogue? Did you like the work? ‘And what about things like soles brochures? 1rd like to pay cash, People like ther bill in @ familiar currency. Would you like to leave a message? 2. Divide the class into two groups of A and B. Give each group the following sentences to put in the correct order. A B is/like /the/weather /what? like / what /flat/is / your? at/do/ getting /late /like/ do evening lke /this/t0/ the /up/weekend/you? —__what/would /you? English / grammar / Chinese /do/food /tke / grammar /is/language/ you? lke /of/ the / your? do / evening ke /this /t0/ 0/holiday /like/next/on/ what /would / you? summer /to / where / would / you? YOUR TURN! Students turn to their respective Files and read the texts. Circulate and monitor the pairwork. Invite a pair to come to the board to report back to the class on their proposed budget and the reasons behind it. LISTENING paces wo 5 If you have a single nationality class, elicit answers from, the whole class, otherwise students can discuss in pairs, (Gq Introduce the speakers, and refer students to the acronym MICE. Play part A. Students should be able to answer the questions after listening to the recording once only. Answer 1 Meetings, Incentives, Conferences and Exhibitions. 2 A language course in London, or a weekend's golf. Students can discuss their ideas in pairs or small groups before whole class feedback. Write students’ suggestions on the board. (@) Play the recording once for students to check their answers to 3. You could ask a student to come up to the board and tick every idea that is mentioned in the recording, Then play the recording once more for students to answer the three questions. Answers 1 Twice 2. The first time was for work. The next time was with family, on holiday. 3. The first time they stayed in a beautiful hotel with a view of the Grand Canal. The next time was in a reasonable three star hotel with the meals included. {Ask students to try to answer this question from memory before playing the recording again if necessary.Answer ‘There wasn’t much time for sightseeing, © Again, challenge your students to answer this question from memory first, before playing the recording for a final time for them to check their answer. Answer On business trips, people stay in expensive hotels they couldn't pay for themselves. The average businessperson attending a conference in London spends three times as much as an ordinary tourist on holiday. GRAMMAR 6oage39 1. Students sometimes mistakenly associate the use of the present perfect with unfinished events in contrast with past simple for those completed. This section focuses on the strong tendency for present perfect to be used with events in unfinished time while past simple is used in the context of finished time periods. Students reorder the dialogue in pairs before answering 1-3 asa class activity. Answers Have you ever visited the same place as a tourist and on business? Actually, yes. ve visited Venice twice. Where did you stay? Wel, the first time we stayed in a beautiful hotel 1. Past simple: Where did you stay? / Well, the fist time wwe stayed in a beautiful hotel Present perfect: Have you ever visited the same place as @ tourist and on business? / Actually, yes. P've visited Venice twice. 2 have/ has + past participle 3. The present perfect Concept check the use of tenses in the dialogue in exercise 1: Why is the past simple or present perfect used in each case? 2 First ask students to identify the present perfect sentence (1) and the past simple sentence (2). Then ask them to identify the difference in meaning. Answer I refers to an unfinished time period (present perfect) 2. refers to a finished time period (past simple). 3. Students work in pairs to complete the chart. They can then compare answers with another pair before checking with the whole class. Travel Answers Past simple: last month, from 2001 to 2002, on my first trip, in yesterday's meeting Present perfect: ever, since 1990, this week, this year 4. Ask students to work alone on these, then check to see ‘how much remedial work is necessary. Answers watched an interesting programme last night. Have you ever visited Thailand? ve never eaten a meal as bad as this! Did you discuss the trade fair in yesterday's meeting? We haven't seen each other since the conference last November, T've worked for the same boss since 1995. I worked for Everytalk Consulting from 1996 to 2002, Extra activity ‘Some students will need further practice of present perfect contrasted with past simple. You could use the following report from an HR manager: ‘This year the company made / has made many changes to its, system of paying employees’ travel expenses. In the past, those people who travelled / have travelled abroad could / have been able to fly economy class on scheduled airlines. n recent years however, reliable but cheaper budget airline services became / hhave become available. In order to reduce our travel expenses bill, employees must now, where possible, use budget airlines. This month | also introduced / have also introduced a rule that all employees must present all receipts for the expenses they claim, e.g. taxis, hotels, restaurants, otherwise the company will ‘not pay. Last year alone we paid / have paid more than €7,000 for undocumented expenses ~ there is no excuse for this. Answers hhas made, travelled, could, have become, have also introduced, paid Photocopiable Activity 6 The Photocopiable Activity on page 80 provides more speaking practice on the present perfect. YOUR TURN! Monitor the pairwork and assist where necessary. This activity ‘can be extended to third person question and answer forms by getting students to change pairs and report on their ‘conversations to their new partner. 32 Travel LANGUAGE FOR page.40 11 Lead a brief class discussion on this question as an introduction to the topic. 2. Focus students’ attention on the short text. Give them a ‘minute to read through the text and then use the two questions as a starter point for a discussion about problems with flights and ways of ensuring that travel ‘goes smoothly. 3 @@ Sivdents work in pairs to match the beginnings and ends of the conversation. Play the recording once for students to check their answers. Then ask the pairs to practise the conversation, following the intonation patterns they heard in the recording, Answer ‘A: Excuse me, is the New York flight leaving on time? B: Wel, actually, they've announced a fifteen-minute delay. A: Sorry ... did you say fifty minutes? B: No, fifteen ... that’s one-five. A: Thank goodness, I don't want to miss my flight out of, New York. 4 @)) Ask students to listen for details of flight number and arrival time. Play the recording once only and then check students’ answers. Answer Flight no: GM 4587 Arrival time: 18.30 5 @@) Students work in pairs, using the prompts provided. Play the recording once more for students to check their answers. Answer (See tapescript on page 95) 6 Students look for these phrases in the tapescript on page 95. Students can check their answers in pairs before whole class feedback. Answers 1 Could you speak up, please? 2. Sorry, did you say...25 Did you say ... s Let me read that back t0 you .. 3 I’mafraid I didn’t catch ...; Could you repeat what you said? 7 @)) Play the recording for students to listen to the difference Answer ‘The speaker puts more stress on the stressed syllable and then divides the number into individual digits ‘You could tell students that even English native speakers) often find it difficult to distinguish between 13 /30; 14/40; 15/505 16/ 60; 17/70; 18/80 and 19/90 and will often use one five for fifteen or five zero for fifty, for ‘example, to make the sense absolutely clear. Extra activity ‘ If you think your lass needs further practice with -teen and -ty ‘numbers atthe end of this section, you could do a minimal pairs exercise, List thirteen / thirty, fourteen / forty etc. on the board in two columns headed A and B. As an example, ask a student to say any one number then tell him /her which column sound he/she heard, Students can then continue in the same way in pairs. SPEAKING pace a0 4 Remind students of the language of making and receiving phone calls from Unit 4. Divide students into AB pairs. Give them a few minutes to find their relevant File and read the information, Students now practise exchanging and confirming their information. Arrange students for a back to back telephone conversation simulation. If you have a ‘crowded class, ask pairs to begin with a different situation to their neighbours to avoid confusion. Circulate and monitor students’ use of the Key phrases. When students identify the wrong information, they should take notes to check their understanding at the end of the conversations. WRITING ase: ‘ 1 Give students time to read the email before putting the questions to the class. Answers 1 Poland. 2. The Polish team, other exhibitors, new contacts, lients, people from Radom Technical Works. 3 No, Julia sill has to confirm the fight details with their travel agency and she has to check the cost of, the hotel with Jack Simmons. The Polish office has not yet emailed details of the hotel bookings.2 @) Give students a minute to read through Justine’s notes before playing the recording, Then play the recording two or more times as necessary for students to complete the notes. 3. You could ask students to exchange their books and check each other’s answers with the listening script on page 95. Answers 1 8th 6 glass 11 drinks 2 three 7 supplier 12 Monday 3 inVenice 8 Sunday 13 Tuesday 4 Hotel 9. train 14 farewell 5. dinner 10 three 15 Wednesday 4. Refer students to the email notes in 2 and, if you wish to give this as class work, ask them to work in pairs to prepare the itinerary. Model itinerary Depart Charles de Gaulle Go to Grinta Hotel, Dinner with Sig.ra Ruggieri. ‘th February a.m. visit to Ruggieri glass factory. p.m, meet new supplier G.Giuliani —to be confirmed. oth February Train to Florence. Go to Palazzo Forza Hotel. Evening drinks party Chamber of Commerce Lith February Fair 5.00 arriving Venice 16.00. 12th February Fair Evening: farewell dinner sth February early a.m. flight back ~ times to be confirmed TravelCareer prospects This unit addresses career development, training and leadership. Students discuss their own career prospects, find ‘out about leadership training, and read about networking, ‘They study language for giving advice and warnings. TALKING BUSINESS page Lead-in (optional) Draw a graph on the board showing time in years on the horizontal axis, and achievement satisfaction on the vertical axis. Record on this the highs and lows of your own career and talk about them with the students, for example: exams you passed / didn’t pass, jobs you got / didn't get, promotion, satisfaction with work. Ask students to do the same to compare and discuss their graphs in pairs. Are they happy with the trend? 1 Focus students’ attention on the questions about careers. Give them a couple of minutes to read the questions on their own before they go on to discuss the questions in pairs. VOCABULARY pase «2 1. Ask students to work through these in pairs. Personalize the new words in this section by asking: What kind of training courses have you done? Are the career prospects ‘g00d in the current job or the career you have chosen? What are their long-term goals? Possible answers career prospects long-term goals training course business cards new contacts achieve goals 2 Students can continue to work in pars for this activity. They can then compare answers with another pair before whole class feedback. Answers long-term goals business cards career prospects training course new contacts LISTENING jaceas 1. Read the description of John Culligan's working style with the class. Elicit feedback from the whole class. Ask students if they can think of examples of similar bosses in their own country or even company. Ask students in work about their own boss or previous bosses. What are their strengths or weaknesses? Do they think they are good leaders? Why? Ask students not yet in work about leaders from the world of politics or sport. Possible answer He's a leader who likes to be close to other employees and the company operations. He probably thinks that ‘managing directors who put a distance between themselves and the day-to-day running of a company don't have a good understanding of it. 2 @) Before playing the recording, elicit from the students the adjective forms of strength (strong) and weakness (weak) and the noun forms of develop (development) and achieve (achievement). Introduce Jenny O'Sullivan and go through the questions for part ‘A with the class. Ask them to guess the answers that Jenny might make to these questions, before playing the recording. f necessary, play it more than once, pausing after the relevant information, ‘Answers 1 Jenny thinks leaders can be born and made. 2A manager’ job is to make things work well and achieve short-term goals. Leaders think about the big icture. 3 They think about the direction the organization is going and its long-term goals. 3. Askestudents to study the lst and make their choices in pairs. You could then ask them to feed these back on the board to arive at a cass decision 4 @) Play the recording for students to mark their answers. They can then check their answers in pairs. Answers Jenny mentions 1, 2, possibly 3 and 7. 5 @) Students read the sentences. Play part B again and check the answers with the class, asking students to explain their false answers.Answers 1 E.Ldont think you can learn it from books. 27 3 T 4B Just be yourself. 6 Go through these with the whole class and play the recording, or say the words yourself to check. Answers verbs: lead, communicate nouns. leader, leadership, communicator, communication YOUR TURN! ‘The example given is obviously a very extreme one. Ask students if they know, or have worked for companies with similar working practices. Give students, in their pairs, afew ‘minutes to discuss the questions. Then follow up the pairwork ‘with an open class discussion. Possible answers 1. Everybody wears a suit and te, t depends what kind of a company it is: f this was a financial institution this would be Ok, but not inthe case of an advertising agency, It aso depends on the kind of company culture you want to develop. 2. Allemployees have their own office where they work alone. Employees who need to work together could be grouped. ‘There was a strong trend in the eighties and nineties for ‘open space offices. These are cheaper to build than individual offices and encourage communication. However, they are also noisy and distract employees from their work. 3 They have two weeks’ holiday a year. It depends on the country but in most counties this would be very little, especially if you include one-day national holidays. 4 Employees have half an hour for lunch, This wouldn't be enough for mast employees. 5. Workers call each other by their surname. This is considered ‘very formal these days and doesn’t help communication, READING pace «a 1 Introduce this reading text by eliciting an explanation of networking from the students. (Networking is a way of ‘making new contacts and forming business relationships. This can be done by going to events such as conferences, or social events, to meet people in your field of work) Then go on to discuss the importance of networking. Give an example of your own if possible. Career prospects Possible answer It’s important for: ® contacting people who can give advice on improving the quality of your work m finding clients making yourself known to people who might be able to offer opportunities to improve your career prospects. 2. Give students a few minutes to read through the text quickly. Then focus their attention on the cartoon at the bottom of the text. Elicit ideas from the whole class about the possible mistakes the man is making. Possible answers The man’s mistake is trying to eat, drink, and make conversation at the same time. He’s also probably interrupting a conversation between the other two people, 3. Ask students to read the questions before they read the text again. If they work with a partner, they could divide the questions between them, and then share their answers. ‘Answers 1 To find clients and to improve career prospects. 2 You need to keep one hand free to shake hands and give business cards. 3. At the registration area, so you meet them ‘accidentally. 4. Ask your target atleast three questions. 5 Folding your arms in front of you. Looking over the shoulder of the person you'e talking to for someone ‘more interesting. Spending too long with one person. 6 Afier the event, study the cards you've collected Write when and where you met that person on the back of each one. Cal ‘hot’ contacts a day or two after the event, or write a short note to say how much you enjoyed meeting them and suggest another meeting. Extra activity To encourage critical reading you could ask students what they think of the advice given in the passage, It was once said "There's only one letter difference between networking and not, working’ You could also expand the topic at this point to a discussion of the text's description of networking and the students’ own culture. Is this good advice in their culture? Are there any things a foreigner should know about when meeting in a formal situation in their culture? 35Career prospects YOUR TURN! ‘Ask students to write the imaginary business profile of themselves on a separate sheet of paper. Encourage students to stand up and exchange business cards. Remind them of the language of introductions for when they meet each other: Nice / Pleased to meet you, etc. Go round, ‘monitoring the activity and checking that students are using, appropriate body language as well as appropriate spoken language. GRAMMAR age as 1. Give students a few minutes to look back at the reading text and find the words in italics. They can complete the table individually, and then check their answers in pairs. Answers Making comparisons warm warmer (than) the warmest important more important (than) the most important personal more personal (than) the most personal interesting more interesting (than) the most interesting good better (than) the best big Digger (than) the biggest easy easier (than) the easiest Negative comparisons warm not as warm as the coldest important not as important as the least important personal not as personal asthe least personal interesting not as interesting asthe least interesting good not as good as the worst big not as big as the smallest easy not as easy a8 the hardest 2. Encourage students to use as many words as possible from the tables in 1 as well as other adjectives to make their sentences. Students write their sentences in pairs. You can then invite different pairs of students to come up to the front of the class and write two of their sentences on the board. Ask the rest of the class to correct the sentences if necessary. 3 Students complete these sentences individually, before whole class feedback. Answers 1 worst 6 easier 2. bigger, smaller 7. the most efficient 3 the most important 8 as useful as 4. aswell paid 9 harder 5 the best 10 the least profitable 4. Students should look at the questionnaire individually first, thinking about their answers. Then divide the class {nto small groups of three or four students to discuss their ideas. Go round the class, monitoring the activity and checking that students are forming the comparatives and superlatives correctly Extra activity ‘This section deals with comparatives and superlatives. As a freer spoken follow-up activity students could make comparisons between the following: 1. amanaging director, a new company recruit, a salesman 2. Fiat, Volvo, Ferrari 3. London to Paris, London to Moscow, London to Beijing 4 working in a family business, working for a state business, working for a multinational 5 fast fo0d, eating at home, eating in a famous restaurant 6 beer, whisky, wine 7 travelling by car, travelling by train, travelling by plane 8 English (language), Japanese, Spanish ‘The Photocopiable Activity on page 81 provides further speaking practice on comparatives and superlatives. LANGUAGE FOR page 6 1 Introduce the situation by asking if anyone in the class has travelled to Japan on business or for study. Do they know anything about Japanese ways of doing business? Do they have any tips for the rest of the class? Then focus students’ attention on 1. 1. Give students a couple of minutes to read through the talk and complete it with the expressions. @)) Play the recording just once for students to check their answers.Answers make sure Never, ever Don't forget it’s a good idea you'd better Put this question to the whole class. Answer never, ever SPEAKING page as 1. You could introduce this activity by asking students how ‘many of them use telephone banking, What is their experience of it? Do they think that the call centre employees do their job well? Are there any improvements they could make? Then go through the notes with students, ensuring they understand the key vocabulary. Divide students into pairs to prepare their talks, As students are preparing, go round the class, making sure that they are remembering to include the language from the Language for section and helping with any queries. Once students have given the talks in their pairs, you could ask one or two students to present their talks to the whole class. Ask the rest of the class for feedback on the talk. Ask them to think about: vocabulary, grammar, intonation, and content. Extra activity In-work students could offer advice to somebody new entering their business. You could pair these with students from another business or department, or those not in yet in work. Pre-work students can also offer advice to somebody thinking of starting their course of study. Career prospects WRITING page a7 11 Remind students about the networking tips which they read about in the Reading section on page 44. Explain the situation here: Penny Hogan has made a useful contact at a networking event and is now writing a follow-up email. Give students a couple of minutes to read through the email and fil the gaps with the relative pronouns. Then check students’ understanding of the use of which, who, and when by asking why they made their choices. Students may have queries about other possible answers. In (1), ideas is the subject of the clause so which could be replaced by that but not left out. In (2), when could be replaced by where or in which. In (3) who is keen to meet ‘you is an ‘extra information’ relative clause so who cannot be replaced by that. Answers 1 which 2 when 3 who Extra activity If your students need further practice, get them to complete the following sentences. There was a time when f ‘A woman who I'd like to meet is... ‘A man who I'd like to meet is 1d like to buy something which A problem which | have at the moment is ‘My best memory of last year was when ... ‘My worst memory of last year was when With a large class you could ask the students to write their answers on a piece of paper without their names on. When they've finished, collect them and display them on the wall for the students to read and decide who wrote them. 2 Students can work on the sentences in pairs before checking with the whole class. Answers 1 Please find enclosed our quotation, which is valid for ‘two months. 2. have a meeting with Mrs Hardy, who is one of our most important customers. 3 Call me to arrange a time when we can meet w38 ‘(Career prospects 3. Students can continue to work in pairs for this activity. ‘Ask them to try and match the words without referring to the email first, They can then check their answers by looking back at the email. Answers discuss in more detail create a successful partnership welcome another meeting 4 Students use the email from 1 as a model for this activity. Go round, monitoring the students and checking that they are using the useful expressions from. 3. You could then ask them to exchange their emails with 4 partner and check each other's work for spelling, grammar, vocabulary and punctuation, Model email Dear Ms Powell, Iwas very pleased to meet you last week at the sales conference. You have some strong products which I am_ sure we could help you to sellin Far Eastern markets. I ‘would welcome another meeting when we could discuss these in more detail. I have already spoken to my colleague Susanne Hohn, who is keen to meet you. 1 believe we could work together to create a successful partnership. hope to hear from you soon. Yours sincerely,BPPrPwePeeweeyFy! ee iii *® Time is money This unit focuses on the language of how people in business ‘manage their time. Students evaluate their own time, read about one company’s technological solution to its supply and deadline problems, discuss busy lifestyles and time ‘management, and write an email making future arrangements. They continue their study of language for telephoning from Units 4 and 5. TALKING BUSINESS paces 1. Give students a moment to read about Professor ‘Walker's formula, For students interested in the mathematics of Professor Walker’s formula, it is: V=(W(100-1/100))/C, where V isthe value of an hour, Wis a person's hourly wage, tis the tax rate, and C is the local cost of living. Then lead a brief class discussion on students’ attitudes to time and money. You could ask students to expand the list by adding further daily activities which they would either definitely be prepared or definitely not be prepared to pay someone else to do. VOCABULARY paces 1. Give students a couple of minutes to read about the four people and then quickly go through the questions with the class, Students can check their answers in pairs. Answers 1 Lukas 3 Hanako 2 Taumo 4. Dario To personalize the vocabulary, students can ask each other directly the questions as they apply to their own ‘work or studies. 2 Ask students to try to match these collocations from ‘memory first, before referring back to the text where three of the collocations are used, to check their answers. Answers have a busy lifestyle ‘waste / save time or money ‘meet an urgent deadline invest in new machinery / technology ‘Ask what kind of deadlines the students have to meet, if, they're difficult to meet, what happens if they don't, etc. 3. Give students a minute to find the words in italics in the text and read them in context. Then ask them to do the matching activity in pairs. Next, compare answers with another pair before whole class feedback. ‘Answers 1 lead time 4 dispatch 2 delays 5 process 3 delivery 6 deadlines READING 0page49 1. Students predict the content of the article from the title You could explain to students the importance of using clues ~ pictures titles, captions, etc. to predict the content ofa piece of text. If they have some idea about the topic of the text, they will be better able to understand the gist of it more quickly and efficiently 2 Set atime limit for students to read the questions quickly and skim read the text to find the answers. Answers 1. Obtaining tools from the company’s supplier Switzerland and Austria was a slow process. 2. They decided to invest in new technology. 3 Students work with a partner to order the pictures. ‘When they've finished, ask them to retell the story together from the pictures without looking at the text if possible Answers le 2b 3d 4a Extra activity 1. Give students this summary of the article. Apart from the ‘example, they must find five mistakes to correct. This ‘exercise recycles various tense forms from earlier units. Example: He didn't start Fenn Tool in 1980, he started it in 1982. Peter Fenn started Fenn Too! Ltd in 1980. There were three ‘employees and they worked in an old shop. Their main suppliers were in Switzerland and Australia. They imported tools to the UK, then sold them at a competitive price. The problem was that this was an inefficient and slow procedure.«0 Time is money So they decided to buy a computer design and manufacturing package. They went ahead and spent £25,000. The lead time ‘has been cut from between six and ten weeks to an ‘astounding 12 hours from order to finished product. {In January this year, the company won a £30,000 prize as ‘Small Business of the Year and has a client list that includes Ferrari, Marconi and BAE Systems. Answers ‘They didn't work in an old shop, they worked in an old ‘church ball. They didn't import tools to the UK, they designed tools which were made in Switzerland and Austria. They didn't spend £25,000, they spent £250,000. The lead time hasn't been cut to 12 hours from order to finished product, it has been cut to 48 hours from order to finished product. Their client list doesn’t include Ferrari, it includes Rolls Royce. 2 Put students in small groups to write their own reading ‘comprehension questions on the text. Go round the class, ‘checking that students have formed the questions correctly. Groups can then exchange questions and work out the answers. LISTENING paceso 1. Go round the class, asking different students how often they go out to eat. Ask the whole class if they believe that this saves time. Do students eat out in order to save time ras entertainment? Direct students’ attention to the article, and elicit their opinions on it. 2 Students answer these questions individually about their ‘own lifestyles. They can then compare their answers in pairs or small groups. You could write each category up con the board and ask students to raise their hands if they hhave ticked that category. Write the number of students under each category. As a follow-up activity, you could ask students to create a bar chart to represent this information. Extra activity With students in work lead a short discussion as further preparation for this listening: Is there a control on the amount of time spent on meetings? ‘Do you think you receive too many emails? Do you think you spend too much time replying to emails? ‘email is o problem, how would you deal with i? ‘Do you think you save time or waste time with o mobile phone? Do you often work late? is this normal in your job? 3 DW. = (C@)) Introduce the three speakers and play the recording all the way through once only. Check answers with the whole class. Answers 1 Tom 2 Bohdan 3 Samantha @) Play the recordings one by one while students consult the tapescript on page 97. Blicit answers from the class. Answers Bohdan wastes too much time on emails and meetings. He is constantly interrupted by telephone calls. Samantha spends a lot of time at the office but can also work at home. She can save time with the laptop and mobile. She spends alot of time travelling but she can work while she travels. ‘Tom has to meet very tight deadlines. He tries to plan his time carefully. He can save some time by writing on the laptop. Focus students’ attention on the pie chart. Elicit ideas from the class about ways in which Bohdan can be more efficient with his time. Possible answers He could limit the number of hours per day spent in. ‘meetings. He could hire a personal assistant to answer the phone and read through and prioritize his emails for him. He could possibly do some work from home on some days, reducing his average travel time over the week. You could demonstrate this activity by drawing a pie chart to represent your typical working day on the board. Start with alist of your daily activities and allocate a number of hours to each activity. Ensure that ‘your total is 24! Then transfer the information into a pie chart. Give students @ few minutes to draw up their own pie charts, before dividing them into pairs to compare their answers. Finally, go round the class, asking different pairs of students if they feel that they use their time well and how they might be able to improve their time ‘management. ~| Bwwwrt 1 GRAMMAR poee5: 1. Go through these extracts from the listening with the whole class. If you have a single nationality class, you ‘may find it useful also to ask for translations of the two sentences. Does the students’ language similarly distinguish these future uses? Highlight the ‘thinking now’ aspect of 1a rather than the ‘thinking before’ of 1b. Answers la 2b 2 Students can compare their answers in pairs before checking with the whole class Answers {going to: Is Carol going to come? ‘will Carol will fax it now. Carol won't fax it now. ‘You could point out that the contraction ‘Ilis often used ‘with will especially in spoken English, but that itis hard to pronounce with the name Carol ending in an -L If the name had ended in a vowel, or a different consonant, the spoken sentence would have been Tom'll fax it now or Sandra face it now. 3. Remind students again about the difference between will for spontaneous decisions and going to for planned. decisions, before they begin this activity. Students can ‘work individually to choose the correct forms, and then. ‘compare theit answers in pairs. Play the recording for students to check their answers, then go through them with the class inviting students to explain their choices. Answers 1's going to 5 2 “re going to 6 ‘re going to 3 7 re going to 4am Students sometimes have difficulties forming the going to future, In this case transformation drills can be useful Provide a model sentence, eg. They're going to meet her on Friday. Then give the students prompts to transform the structure: Teacher: he Student: He's going to meet her on Friday. ‘Teacher: see Student: He's going to see her on Friday. Teacher: make a question Student: Is he going to see her on Friday? etc. ie is money 5. There is quite a fine distinction between the use of going to and the present continuous for talking about the future. Generally speaking, the present continuous is used to talk about an arrangement that is more fixed and definite than one described by going to, Some students ‘may have been taught that the difference is in how far ahead in the future the plan is. This is not correct. By changing the verbs in the listening script into present continuous, we are intimating that the plans are very definitely fixed and cannot be changed. So, for example, ‘We're selling our vans may mean that a buyer has already been found, whereas We're going to sell our vans indicates an intention only. Go through the sentences with the students. Answers Lyn's coming from Rome. ‘We're having several meetings on this matter. We're selling our vans. We'e finding another company to take care of delivery. Photocopiable Activity 8 ‘The Photocopiable Activity on page 82 provides further practice on going to and will YOUR TURN! This activity provides more practice in forming sentences with {going to and will, and also in distinguishing the difference between them. Invite two students across the class to ‘demonstrate an exchange from the dialogue then circulate to monitor pairwork. LANGUAGE FOR pazes2 1 @) Remind students of the key phrases for the language of telephoning from Units 4 and 5. Introduce the situation and play the recording once for students to answer the questions. Answers 1 She's flying to Amsterdam. 2 Monday at 2 o'clock. 2_ Students might be able to guess this from the work they have done in exercise 5 of the Grammar section. They can then quickly look at the dialogue and check their ideas. Answer Present continuous 4a2 _Timeismoney SE 3 Students work with a partner to complete the dialogue using the key phrases. 4 @) Play the recording once more for students to check their answers. Answers 1 Plljust check my diary 2... Would tomorrow afternoon suit you? 3... can you make it next Monday? 4... that'll be fine 5 Shall we say after lunch? 6 [ll get back to you ... 5. Students in work can also use the present continuous to discuss their short- and long-term arrangements from their diaries, if possible. Elicit questions about your own arrangements. Ask students not yet in work to write notes about their appointments and activities for the following week. Then interview each other about them: eg. What are you doing on Monday morni SPEAKING pages 1 Divide the class into pairs of A and B students and tell them they're going to have a telephone conversation to make an appointment. Remind students of the language of telephoning from the Language for section on this page as well as those in Units 4 and 5. Refer students to their Files and remind them not to look at each other's before they begin the pairwork activity. Give students sufficient time to read and prepare before starting their conversation. Extra activity Students in work can simulate real telephone cals fom ther job situations 41. With one to one or small groups, use real telephones and recorders if possible. 2. With one to one students or small groups, interview the students to find out what kindof telephone calls they make and receive at work. With larger groups students can interview each other with questions from the board. Enough information needs tobe found to proceed with the simulation: Who do you call? Why do you call them? Do you cal this person directly or speak to a secretary first? Do you use first names? Who calls you? Why? 3. You are now ready to go ahead with at least two simulations ‘of making and receiving calls. WRITING page s3 1. Ask students to look at the email quickly and answer the two questions. They can compare their ideas in pairs before a whole class feedback. Answer Yes — the brief, direct style of the email implies that the people all work for the same company. 2 Students should be able to answer this question quite easily. Emphasize that the use of imperatives is another clue that the email is probably directed to internal employees rather than to someone outside the company. ‘The use of imperatives with clients, or even suppliers could be considered to be very rude. Answer Because they are imperatives, 3. Students can do this matching exercise on their own and then compare answers in pairs again. Answers le 2b Ba 4 If you wish to do this in class, ask students to work in pairs to prepare the email with one student as the writer. Suggest that students read through Elizabeth's notes and underline the information that they want to include in their email, Circulate and assist.Model email From: your name To: Carol Jennings ce: Francesca Cowell Subject: Next year’s prices Attachments: Euro pricelist Dear Carol, Please see attached price list in euros. Sorry about the delay. ‘Tomorrow's meeting to discuss prices has been postponed to 15.00. Can you let us know if this is a problem? If you can come, please bring the suppliers latest price list, or email a copy to me, ‘Thanks, (student's name) pp Elizabeth Curtis, 48“4 The customer This unit looks at the language of identifying and satisfying customer needs in the mass market, and the growing demand for customization. Students read about new product ideas which have failed, discuss the customization of products, and learn about customer relationship marketing. They study the language for making suggestions, and practise writing a fax giving directions to a factory. TALKING BUSINESS pases Lead-in (optional) Put these two sentence openings on the board: The customer is always... The customer is CCan the students complete them? (right and king). Do they agree with these expressions? Do they have similar expressions in their own languages? If you have students in work, is their business focused on the customer? What does their company do to keep the customer satisfied? With students not yet in work, elicit ways a company can improve customer care: staff training, after-sales service, offering Buarantees, online assistance, etc 41 Check that students understand the situations presented here before they continue by answering the questions and discussing their answers with a partner. Then ask for feedback from the whole class on their answers, before a brief discussion of their choices. 2 Students discuss their experiences in pairs. Encourage them to think about how their treatment might have been improved, not just about how it was unfair /impolite VOCABULARY pate 5 1. Students can do this matching activity in pars and then compare answers with another par, before reporting back to the whole class. Answers 1B 2D 3a 4c 2. Give students a minute to read through the article quickly and look at the vocabulary in context. Then check answers with the whole class. Answers 2 customize 3. made-to-measure 4 standard 5 trend Students could then apply the vocabulary items from 1 and 2 to a company of their choice such as IKEA or Apple. Write the following questions on the board for students to discuss in pairs or small groups: Who are their core customers? Whats the trend in this market? Can customers customize the products? What do you know about their customer care? What about their after-sales service? With students in work, ask them to apply these questions to their own company’s customer care policy. READING pages Lea‘ (optional) Write on the board the following products and invite the students’ opinions of them: ‘aerosol toothpaste, clear beer, garlic fruit cake, chocolate-covered ‘onions, beer shampoo ‘What do the students think of these? In fact these are also products from McMath’s museum which, ‘were launched and failed on the American market. Can the students think of any new products in their home | markets which have been a success in ecent years? Why were they so successful? 1 Discuss these two questions with the whole class and ‘write students’ suggestions on the board. Explain that they will find the answers to these questions in the reading text. 2. Remind students to look at the questions first before reading part A of the text. They can compare their answers in pairs before checking with the whole class.Answers 1 He's a marketing expert. His museum contains 65,000 product successes and failures. 2. They can learn from McMath’s long experience and from seeing the vast collection of successful and unsuccessful products in the museum. 3. Give students a couple of minutes to read through part B and check their answers to 1. You could ask different students to come up to the board and tick the correct answers or cross out the incorrect ones. Then ask the ‘whole class if they now want to add anything to the answers on the board. Answers 4 product copying another product: market saturation ~ the market does not have enough room for all of them 4 good product: bad marketing ~ if its launch is poorly hhandled or its message is unclear 4 Students now read the text again in more detail individually and complete the chart. Check answers with the whole class. Answers peanuts sold in a coffee packet the message is not clear; not used correctly by the consumer bottled water for pets: bad idea /too expensive smokeless cigarettes the product ignores why people buy cigarettes YOUR TURN! Put students into small groups or pairs to discuss the propositions before feeding back their ideas to the clas. Possible answers. video phone: market may be too small clear-coloured cola drink: unclear message chocolate spread: a ‘me-too’ product car ol in clear bottle: unclear message Extra activity 1 Briefly discuss with the class what makes a product successful. The Sony Walkman was one of the most successful products ever. What customer need did Sony identity and satsty? 2. Divide students into groups to brainstorm ideas of their own for a product or service launch. Once they have decided, they should consider: the look of the product, the target market, the price, points of sale, and how they would promote it 3 Mix the groups for students to make short presentations of their ideas to other students to comment on, The customer LISTENING jagess 1 Before they read, check students understand the concept of mass production: manufacturers producing large ‘numbers of the same product very quickly, using industrial processes. This helps to reduce the price to the customer, You could also tell students about Henry Ford's production of the Model T Ford in the USA. He {introduced the first ever ‘moving assembly line} or conveyor bet, to his factory in 1913. This revolutionized car production by significantly reducing assembly time per vehicle, thus lowering costs. Go round the class, asking different students to suggest how Renault might have built its cars before mass production. Possible answers using a lot of manual labour, one car at time, a slow and expensive process 2. Students can discuss their ideas in pairs or small groups. before leading on to a whole class discussion. Possible answers customers advantages are. cheaper, more reliable products with more choice disadvantages are: homogeneity of the product; more pollution workers: advantages are: higher profits leading to higher wages; machines doing the hard or boring tasks. disadvantages are. that mass production leads to fewer jobs Extra activity Lead on to a short discussion on the current state of the car industry in their own countries: Which are the most successful manufacturers? Why? Where are the cars produced? Do te students think there wll be any big changes in the future of this industry, e.g. the development of cleaner engines? 3 Ask students for their suggestions about the job of ‘futurologist. You could then find out if any of your students think that it might be an interesting career. Answer Predicting the future of the market. 4 @ Give students a few minutes to read through the questions before playing part A. Be prepared to play the recording again if necessary. 4546 The customer Answers 1 In the past customers bought any car. They are now more demanding. They are also customizing them, 2. Choosing the colour, kind of seats, options such as a DVD player. 3. 1in 100,000. If your students were interested to hear about Henry Ford earlier, you could tell them that he once famously said about his cars Any customer can have a car painted any colour that he wants so long as it’s black’. This is the antithesis of customization! 5 Students can discuss their ideas in pairs or small groups as preparation for the listening Answers in the past: Clothes were made to measure, they cost more. in the future: Some shops scan sizes to their suppliers for made-to-measure clothes. It will be expensive at first but will become cheaper. This method of buying clothes will become more popular outside the USA in the next five or six years. 6 @) Play part B once for students to check their answers to 5. Then play it once more for them to answer these questions. Answers 1 At frst i'l be expensive, but when it becomes more standard, the prices will come down. 2 It’salready started in the USA, and it will become more popular here in the next five or six years. 3 If they don't change quickly, they won't survive. Follow up by asking students if they agree with Ralph Straw’s predictions. YOUR TURN! ‘Students work in small groups or pairs, then feed back their ideas to the class. Possible answers ‘a holiday organized by a travel agent: choice of country, town, type of travel, type of hotel, tours, activities, etc. a language course: ength, general or specific, intensive or mixed with a holiday, class size, se-tudy time, accommodation, etc. GRAMMAR opage57 1 @Y Students can work in pairs to complete these sentences. Ask them to try to guess the words before listening, then play the recording once for them to check their answers. we er oe Answers 1 want / will 2 want/ will 3. don't / won't 2. Highlight the 1* conditional structure on the board: If+ present simple, will. Go through the questions with the whole class. Answers will, order order, 'll give double, will change, ll buy ‘Wbring, arrives don't, ‘look 3. Go through the rubric with the whole class before students work with a partner to rephrase the sentences, With a monolingual class, check the translation of unless Answers 1 The firm will suffer unless we move to the new shopping centre. 2 Production will be delayed unless they provide us with the information we need 3. We won't supply customers unless they send payment with their order. 4. Before students continue with the exercise, write other time expressions on the board which can replace if with the same tense sequence of will + present: when, as soon 1, by the time, the second, 1 begin the meeting when she arrives. 2... well fix it as soon as we receive the spare parts 3... your order will be ready by the time you arrive. 4... well run to the sale items the second the doors open. Photocopiab ‘The Photocopiable Activity on page 83 provides further speaking practice on the 1* conditional. YOUR TURN! ‘Students exchange and compare sentences with a partner. Invite students to read some of their answers to the whole class.LANGUAGE FOR agess Lead-in (optional) Lead into this section by asking students about the chain restaurants or hotels in their own countries. Which are the most popular? What's their appeal? What do the students themselves think of them? 1. Give students a minute to read through the introductory text quickly before putting the question to the whole class. Answer ‘There has been a drop recently in business and bookings. 2) @p) Students can work in pairs, trying to fill the gaps using the Key phrases before listening to the recording, Play the recording once only for students to check their answers, Answers Let's shall we Shall T why don’t we How about couldn't we what if 3 Gq) Play the recording once more, and ask students to focus on the language used for making suggestions. Highlight: ler's+ infinitive without fo and how about + ing. You could also focus on the use of shall here in contrast to will in the previous section. Ask students: What is ‘shall used for? (Making suggestions and offers) 4 @) Students now use the Key phrases to make their ‘own suggestions. Play the recording and elicit answers from the class. Possible answers 1 Shall I give it a push? 2. How about getting a new one? 3. Why don't we ask for some estimates on what it'll cost? 4 Couldn't we arrange a meeting to talk to them about our new catalogue? The customer SPEAKING paces 1. Read through the description of customer relationship ‘marketing with the class, and then give students a few minutes to make their lists, working in pairs or in small ‘groups. Possible answers Make good products. Offer good service. Set the correct price compared with quality. Listen to customers, Provide good after-sales service where necessary. ‘Train their staff in customer care. Keep their employces satisfied, 2 Ask students to work in groups of three to find answers relating to the three types of problem. Then exchange answers. Answers the store: some stores a long way out of town, long waits at the checkout, not good environment for children ‘ordering. people have to wait at home all day for deliveries, sometimes the wrong goods are delivered, rivers are in a hurry and cannot check everything is there, waiting on the telephone to place orders or ask about deliveries the goods: a lot of customers are too busy to construct the furniture themselves, or hate DIY (so don't want to construct the goods themselves) 3. Keep students in their groups and focus again on the expressions in the Language for section. Check: Which is the more positive of the suggestions in Key Phrases? (Let's...) Which is also an offer? (Shall I..2) ‘This exercise also provides an opportunity to recycle the use of the going to future from Unit 8: Students first make suggestions and decide what they can do to improve customer relations. One member of each group can take notes. Circulate and monitor the groupwork. They then explain their decisions and their plans of action to the other groups. a748 The customer WRITING 6paces9 Lead-in (optional) Before beginning this activity, run through the basic language of directions with the class. One way to provide practice of these is to divide the class into pairs or small groups and give each group a copy of the same road map. From an agreed starting point, choose a destination and give directions to the class. Can the class follow your directions and then work out where you finish at? Students can then continue this activity in their pairs ‘or small groups, 1. Read through the situation with the class and then divide students into pairs to do this activity. Students can then compare answers with other pairs before checking with the whole class. Ask why the alternative Turn left past through under into 1 2 3 4 5 along 6 7 8 9 10 opposite 2. Agree on a starting point with the students first. They can then work in pairs to write their own fax message and map. naa:Bwwr Business online This unit focuses on how people in business use the Internet, and why many make the decision to buy and sell online. Students study Internet-related vocabulary, read about how to calculate whether a product/service would sell well online, and learn about different ways in which people use the Internet at work. They study language for explanations and, look at the use of the definite, indefinite, and zero article. TALKING BUSINESS paseo 1 Focus students’ attention on the text about Mr Evans and read it with the class, Students can then work in pairs to discuss the questions, before whole class feedback. Possible answers 1 computer, printer, Internet connection, perhaps a fax and a scanner 2. He thought it would be better for his career. VOCABULARY ace so 1. Students can do this matching activity on their own, then check their answers with a partner. Answers 1 user-friendly 2 set upa website 3 e-commerce 4 access 2. Students continue to work individually for this exercise. Check answers with the whole class before going on to 3. Answers 1 order 2 payment 3 sales 3. Go through the answers with the whole class. Answers 1b 2c 3a a If it is possible for students to use computers with the Internet during the lesson or at home, it would be useful for students to activate the vocabulary of this section by completing online tasks such as the one below: Download the homepage of a hotel. What links are available on the homepage? Ist possible to book online? Is it possible to pay online? What is this hote’s URL? Do you like this website? Why? Why not? READING (paseo: Lead-in (optional) You could begin by brainstorming with the class the reasons they think people buy goods online while others choose not to, Some of these are mentioned in the reading passage, others include technical difficulties making the order, fears about the security of the website so customers don't want to give credit card details, Of ifthe product isn't a brand, the customer doesn't trust it. 1. Go through the pictures of the different products with students and elicit reasons why students think they may oor may not sell well online. Students may be able to name companies which are already very successful in selling these types of products online, for example: Amazon for books, Expedia for travel services, online supermarket services like Tesco or Sainsbury's, Dell for computing equipment, etc. 2 Before students read the article, check that they understand the concept of direct channels. Ask students to decide which of the following are direct channels of sales and which are indirect: selling clothes in a catalogue; selling pet food to a wholesaler; sales over the Internet; selling flowers to a local retailer; providing individuals with financial services. (Direct: selling clothes in a catalogue, sales over the Internet; providing individuals with financial services. Indirect: selling flowers to a local retailer selling pet food to a wholesaler.) Give students a few minutes to read through the article and check their answers to 1.50 Business online Answers ‘Would sell well online Books: Product can be sent easily through the post. Castomers don't need to see many of these before buying. It’s possible to see a sample of pages on some websites Flight ticket service which customers don’t need to see or touch before buying Bottled water: This is something people buy often. It is also something you don't need to see or touch before buyin Compiters Technology product ‘Wouldn't sell well online Furniture: Products that are difficult to ship. Wedding dress Products customers want to see and touch and may want to customize to their own tastes needs. 3. Students read the article again in more detail. They can compare their True / False answers in pairs before whole class feedback. Ask them to justify thei false answers. Answers aT bT eT dE ltsa good sign if your main competitors are already online. € F Look for a niche market... you may be able to compete more successfully. Encourage students to voice their own opinions about the article. Do they agree with the advice it offers? LISTENING p:ce6z 1. If your students are in work, ask them to work in pairs ( small groups to explain how they or their departments make use of the Internet at work, before feedback to the class. Then go through the list with the class. You could write up each category on the board and then call them out, asking for a show of hands each time. Write the number of students under each category. At the end, you could ask students to summarize the results for the class. 2 @@) Play the recording for students to compare their answers with the speakers. Answers a after-sales help for customers job market € research and development; business meetings by video 3 Gq) Ask students to try to complete the sentences from memory before listening to the recording again. ‘Then play the recording once more for them to check their answers. Answers technical help b advertised, apply for video conferencing 4 G@) Give students a few minutes, in pairs, to read ‘through the questions and predict or try to remember the answers. Then play the recording again before checking answers with the whole class. Answers 1. They just scroll down the homepage to find their model and click on the link. 2. You just have to download the application form, fill it in and send it back via email with your CV. 3. She'd prefer to travel to meetings abroad and get out of the laboratory for a change. YOUR TURN! If possible, students can do this by bringing photocopies of their Favourites column into class to present and discuss in groups. To do this on Internet Explorer they will need to complete the following task: 11 Onthe File menu, click on "Import and Export 2. Click ‘Next. 3 Click ‘Export Favourites’ and then click ‘Next. 4 Click ‘Favourites, and then click ‘Next’ 5 Click ‘Export toa File or Address’, type ‘c:\bookmark htm’ in the ‘Export to a File or Address’ box, and then click ‘Next. (Glick ‘Finish, and then ‘OK: Exit Internet Explorer. 8 Double-click ‘My Computer’, double-click ‘drive C’ and then ‘double-click the ‘Bookmark htm’ file. 9 Print. GRAMMAR 6opoce 6s 1. Do this with the class and elicit the full form of the contraction I'd (J would). Note: this is only used in affirmative statements. Answer ‘The correct definition is aaT 2. Continue this matching exercise with the class. Note: In exercise 2.2 there is If it wasn’t so expensive, Tid buy it This is a common way of expressing this conditional, although you can also say If it weren't so expensive.. Answers la rb 3 Blicit the answer to question 1. Ask which tense follows if (Past simple). Ask students to complete the rest of the exercise alone, before checking answers with the whole class. Answers worked, would spend would you do, lost ‘Would you buy, had offered, would wouldn't, offered 4 Put students into groups. Ask them to choose a member of the group to take notes on their decisions to report back to the class at the end of the activity. Circulate and monitor, checking written work. The Photocopiable Activity on page 84 provides further speaking practice on the 2" conditional, YOUR TURN! This activity provides a fun way for students to practise the 24 conditional. Circulate and monitor. Some students may need help with ireegular verb forms. LANGUAGE FOR page 6a 1. Read through the situation with the whole class. Before looking at the conversation, ask students to suggest the kinds of questions that the director might ask the ‘manager. Students can then work in pairs to complete the conversation using the expressions from the table. 2 @®) Play the recording once for students to check their answers. You could then play the recording again, pausing after each speaker, for the students to listen to the sentence stress and intonation patterns used. If you have time, allow students to practise reading out the completed conversation in pairs, focusing on using the correct stress and intonation. Circulate as students work on their dialogues, noting any errors for whole clas feedback later. rw LW VW Business online 51 Answers 1 could you explain why ...2 2 One of the main reasons ... 3 Right. 4 What's the reason 2 5 as 6 Isee. 7. Pdlike to know why .. 8 it’s because of ... 3. Focus students’ attention on the two pairs of sentences and elicit the reason for the word change order. ‘Answer The order changes when there isa clause introducing a direct question, or when you put something in front of a question, Give students a few minutes, in pairs, to make new questions from the expressions in the chart. Possible answers Can you tell me what time they start work? Can you tell me where his office is? Can you tell me how this machine works? Could you explain what time they start work? Could you explain where his office is? Could you explain how this machine works? Do you know what time they start work? Do you know where his office is? Do you know how this machine works? 4. Go through the facts with the whole class, explaining any usually week 2002. (2 marks) es 2 VOCABULARY However, the sale of CD albums 9 doesn't come 1 wip ‘went up between 1998 and 1999 5 2 took (1 mark) but then they too dropped 3 luggage for the next three years (1 mark) 4 missed from twenty-six million in 2000 to 5 foreign curreney nine million in 2002. (1 mark) 6 cash machine 7 cheque 8 receipt02 Tests Answer Key TEST 3 unis7-s ‘The reading and language for sections have 8 marks each, The grammar section has 14 marks, The other two sections have 10 marks. Each answer receives 1 mark unless otherwise stated. ‘The total is out of 50. 4 READING T Ds Daas 2 VOCABULARY process training course trends regular customers business goals invest in customer care wasting deadlines delivery RAMMAR ‘Whave Mask better than higher than look IN see as fast as "re going to spend 3 eNANRUNH | SemvaueunH adjective comparative superlative big bigger biggest interesting more most interesting interesting worse worst warmer warmest better best easier easiest bad good easy 4 LANGUAGE FOR why don’t we meet? How about Y'lljust check my diary would Thursday suit you? Shall we say that'll be fine you'd better make sure 5 WRITING 3 Marks should be allocated as follows. Example answer Dear Mr. Fischer (0.5 marks) Lam afraid I cannot make our ‘meeting planned for Monday 23°4 ‘March (2 marks) and, if possible, ‘would like to postpone it to the following week, Monday 3088, (2 marks) | apologize for any problems this may cause (2 marks), 4 Please confirm if this new arrangement suits you. (1 mark) Jattach the new building project schedule. (1 mark) Could you please forward this to your team members involved in the project? (1. mark) Yours sincerely, (0.5 matks) TEST 4 units 10-12 5 ‘The reading section has 6 marks. The vocabulary section has 14 marks. The other sections all have 10 marks. Each answer receives 1 mark unless otherwise stated. The total is out of 50. 1 READING 1G 2 VOCABULARY 1 e-commerce 2 online 3 set up 4 homepage 5 user-friendly 6 come up with 7 trouble 8 links 9. download 10 payment IL access 12 licking 13 find out 14 complaints — ar a a GRAMMAR wanted would think used to make was formed started bought enjoyed are sold used to sell LANGUAGE FOR 1 What do you think in my opinion because of don't agree Ise you think the problem is ‘The trouble is Instead of Maybe we could 10 Yes, but WRITING Marks should be allocated as, follows. Example answer Employees would like a 15% pay increase but I believe this is too ‘much, (1 mark) I don't think we should offer them more than 6% to begin (1 mark) and if necessary, increase this to a maximum of 9%. (1.5 marks) Employees want a canteen. This ‘would cost about €200,000. This ‘would certainly be a poor investment if the company moved in the near future, (1.5 marks) I think we should postpone a decision until next year. (1 mark) They would like a system of flexitime, We could change to this system (I mark) but it would depend on the production schedule. (mark) ‘They want more parking spaces. We all know this is a problem. We should do something about it. (1 mark) Perhaps we could reserve spaces in the street outside. (1 mark) wovaueen| work on clothes is especially good ~ I sometimes } need to ask people from the clothing industry if | they're real or not’. The problem for the big name Test 1 Units 1-3 1READING Read the newspaper article and answer questions 1-10 | | You can say there are two kinds of fake products. The fist i the product which lies about what it is, | for example, sunglasses with Armani written on them but not made by Armani. A few years ago | these kinds of fakes were usually very poor quality. Some 21st century fakes, however, are of a much higher standard. Ken Pearton, a police officer who | is responsible for investigating these goods in Nottingham, England, says, ‘The quality of some producers fs that the only big difference between some of the fakes and the real product is the price. ‘The second kind of fake is the one called a‘pass off and it's more usual in eastern countries than in the ‘west. It has a name and a package which is nearly the same as a big brand but with just that little difference. Some real examples of these: Colgate toothpaste changed to Goldgate, SONY to SQNY and Channel perfume instead of Chanel. you are the customer, it is again possible to get good value for money, and anyway it’s not the end of the world if you buy the wrong shampoo. One thing to remember, though — be careful about buying ‘unreliable technical goods — even if you didn’t pay ‘much, you won't be very happy if your new Philibs television breaks down after two weeks. \eeermnegentenet erento “ake: something which isn't genuine the following statements about the article are true (1), false (F) or not enough information to say (vs). (1 mark for each correct answer) 1. The article talks about the quality of big brand manufacturers’ products. 2. Inthe past the standard of fakes was much higher. © Oxford University Press Test 1 a 3. Ken Pearton deals with investigating fake products in Nottingham, 4. The price of fakes and real products is now about the same, 5 Some big name producers have gone out of bu: because of fakes. 6 You're more likely to find a ‘pass off” fake in Thailand than in England. 7. ‘Pass off’ fakes look very similar to big brand products. 8 According to the article you never spend your money well when you buy a ‘pass off. = 9) The police don't investigate ‘pass offs. = 10 It’s always a good idea to buy pass off’ technical goods, ess 2VOCABULARY Before starting work for a company with fifty employees, Paul Martinez worked for a large multinational. Underline the correct word or phrase in italics, (1 mark for each correct answer) Large or small? Experience of large and small companies is useful in different ways. [ was just a graduate trainee / graduate trainer when I started work at EMCO with lots of other 2 new workers / new recruits. EMCO is a subsidiary / ‘parent company of a US company. The marketing department ¢ hired / fired me and they decided I should ‘work in sales. [learnt a lot about how to sell but it wasn't difficult. The market was very specialized, our products ‘were very trustable / reliable and we provided them with a high standard / high score of service. Working for J¥G is completely different ~ 1 still work in the marketing” sector / department but I have to do everything — at the moment I'm working on quality problems — trying to make sure our customers get * value {for money / value for cash. Vm visiting the ° factory / farm tomorrow and next week I'm going to help with © the accounts / research and development on future products. In a company this size, there’ always something different to do.Test 1 3GRAMMAR Read the passage about a typical working day of Rosita Pearl, web designer who works from home. Underline the correct verb form in italics. (1 mark for each correct answer) I get up at half past seven, I * have got / havea quick shower and wake up my daughter. At half past eight my husband takes my daughter to school then he ? drive / drives to work. After breakfast * its /its time for me to start work at my computer. This is in the bedroom at the moment, although I * like / would like my own work room. The first thing I do is check my emails and write replies, then I start work. 1 design /’m designing websites and my main employer is @ newspaper group — this week 1 § 'm working / work on a database and some banner advertisements. 17 work usually / usually work till eleven then have a coffee break and I might do some vacuum cleaning. Then it’s back to the computer tll Junchtime when I have an hour off and do some shopping, In the afternoon, I work till four then go ® to / {or get my daughter from school. My husband * doesn’t come / comes not home tll seven thirty " so / because we don’t eat tll quite late. 4LANGUAGE FOR Carmel has just started a new job. One of the ‘managers, Liz, is introducing her to other members of staff. Complete the conversation using the expressions inthe box. (1 mark for each correct answer) Pleased to meet you too I'd like you to meet in charge Nice to meet you Please call me report to responsible so now — first of all Have you got Liz: Well, *__ think you should meet Mr Carew. He's the boss. Carmel: Oh, all right. Liz; Excuse me, John? aminute? John: Yes, of course, Li ee Sammons. She's our new quality control assistant. John: —_. Carmel. That's a big job you've got there. Quality’s very important to this company. -_—- Carmel: * Mr. Carew. John: = ¢_____ John. Well, Liz? Liz: Yes, I'll take Carmel to meet the others ... OK, , T think we should ‘meet Margaret Preston and Peter Chang. Margaret's’ fr sales and Peter's” ___of production. Carmek Qh, Pve already met Peter ~1 him, Liz: Yes, of course! Well, let's go to Margaret. 5 WRITING ‘You have seen the following advertisement for a job in the newspaper. Write a letter and include the following points: why you are writing Mm you are sending your CV with the letter ‘5 you hope to hear from Mr. Gretzky (10 marks in total) INTERNATIONAL TIMES 7th August Vacancies We have a temporary vacancy for a qualified accountant in our Vancouver office from 1st Oct to 22nd Dec. Experience of tourist industry preferred. If you think you are the right person and would like to apply for this position, please e-mail or write us a letter for an application form: pgretzky@snowgo.ca ‘Mr. Paul Gretzky Snowgo Inc. 152 Kenwood Ave, Vancouver, British Columbia Canada rf CEES © oxFord University PressTest 2 Units 4-6 | 1READING Read the article from a marketing magazine and choose the correct answer for each of the questions, 1-6, below. (mark for each correct answer) ee ee The pudding guy Airline companies and other businesses sometimes offer air miles with their products and services Customers can collect these until they have enough for a holiday. David Phillips was pushing his trolley round his local supermarket in Davis, California when he noticed an air miles offer from Healthy Choice foods: “Buy 10 Healthy Choice products and get 500 miles from the airline of your choice 1,000 miles if purchased by June 1.” David then noticed they had individual chocotate puddings for 25 cents each. ‘I started calculating and realized that this was a great deal’ he said. “I wanted to take my family to Europe this summer, and this could be the way.’ He decided to buy 12,150 chocolate puddings to start but then visited ten more stores. In the end he had 2,506 certificates, each good for 500 miles. That made a total of 1,253,000 miles. ‘The strange thing is nobody seemed to lose on the deal. The airlines sold the air miles to Healthy Choice for the promotion for about two cents a mile so they did not make a loss and Healthy Choice probably even made a profit too because of the value of the publicity. ‘And what did he do with all the puddings? After filing his house and garage, he and his family had the idea of giving the whole lot to a local charity apart from about 100 for himself. ‘Actually.’ he said, ‘I really like the stuff.” ne 1 According to the article . A... some products offer customers the chance to travel by ar if they buy their products. B ... customers can buy air miles while they are on holiday. .... some airline companies offer free products to customers who buy air tickets. HEMET © F074 University Press Test 2 2. Healthy Choice foods offered ... A... 500 air miles for 10 purchases after June. B ... 1000 air miles for 500 purchases before June. CC. ... 500 ait miles for 10 purchases before June. 3. David bought .. A... atotal of 12,150 chocolate puddings. B ... alot of chocolate puddings. C ... more chocolate puddings in Europe. 4 According to the article A. the lines bough the ar miles from Healthy Choice. B ... Healthy Choice did not make a loss. C ... the airlines made a big profit. 5. David decided to ... A. ... leave most of the products in his house and garage. B ... eat most of the products. C1. give most of the products to charit 6 The article is about somebody who ... A... won lot of money. B ... used a company promotion to get free travel. C ... used budget airlines to travel free. 2VOCABULARY ‘Tom has just come back to the office after visiting ‘customers abroad, Underline the correct word or phrase in italics (mark for each correct answer) Maria: So how was your‘ trip / travel, Tom? ‘Tom: Terrible! It was snowing when I left so there were traffic jams going to the airport it* spent / took two hours to get there, Fortunately I only had hand * luggage / baggage with me but I nearly “ missed / lost my flight. Then when I arrived I didn’t have any’ foreign currency / foreign cash with me, I couldn't find a § money machine / cash ‘machine and the taxi driver refused to accept my credit card or a” cheque / bank statement ~ 0 I hhad to give him my watch in the end. Maria: Did he give you a bill/ receipt for it? Tom: No, of course he didn't!ca a ca i 3GRAMMAR Read the passage about recent changes in the private ‘banking sector. Underline the correct word or phrase in italics. (1 mark for each correct answer) Many things * changed / has changed / have changed in private customer banking in the last thirty years. In the 1960s the bank * was / were / has been always a busy place with lots of customers and lots of employees. During the late 1970s and 1980s the number of people who actually? went / gone / have been into their banks * has begun / begun / began to fall. This * was / has been / have been mainly because of the introduction of cash ‘machines. Also, around this time the banks * have decided / has decided / decided to close some of their branches to save costs. Since 1995, technology ' was / were / has been the main ‘cause of change again. In 1995 a bank ° offered / has offered / have offered the first Internet banking service and other banks quickly followed. This is not surprising because the cost ofa transaction in the bank is about $1.05 while on the computer itis 1.5 cents, Internet banking is particularly popular in Europe where, in 2004, there ” were / was / have been 57.9 million users compared to 22.8 million in the USA. The increase is still continuing today; as more and more people use the Internet, the numbers opening online bank accounts * grew / have grown / has grown steadily Complete the chart with correct forms of the verbs. (0.5 marks for each correct answer) INFINITIVE PAST SIMPLE PAST PARTICIPLE 4LANGUAGE FOR ‘Complete the telephone conversation below using the expressions in the box. There is one extra expression you do not need to use. (1 mark for each correct answer) Could! speak to Could you ask him to call me back? Hold the line please Imafraid I'm calling about ... 1'm afraid I didn't catch your name put you through Who's calling, please? Could you confirm Would you like to leave a message? Is that Kirsten: Good morning, Rex Electronics. Gerd: Hello, this is Gerd Fischer from Eastern Dairies ‘ Alan Rossi please? Kirsten: ? Could you repeat it for me, please? Gerd: Yes its Fischer. Gerd Fischer Kirsten: Thank you. ? ____ Mr. Fischer. Pl* — Hello, shipping, Hello,* _____ Sam? Speaking eee It’s Gerd Fischer here, Sam. —_____— the meeting on Friday. I wondered if we could change the time. Sam: Oh, good morning, Gerd. Er, seeceeeeebemesenelO Alaris not ti tha} giffice at the moment. { No, ad better speak to him about it. Sam: Yes, of course, Ill tell him as soon as he comes in, Gerd: OK. Thanks, Sam. 5 WRITING —__was/were This graph shows the number of million-selling CD Tost disc singles and albums sold in Japan from 1998 to out 2002. Write short report describing these movements insales. ate —_—_ (10 marks in total) think taken % - q a © Oxford University Press1READING Read the article from a trade journal and answer questions 1-8 below. = as | New workers Robbie worked twenty-four hours a day, seven days week without lunch breaks or holidays and when it | was time to retire he left the company on the back | of a lorry without a pension and without a word of complaint. Robots do not think, they just do, so | these conditions are fine by them. It's not surprising. then, that as these machines are becoming cheaper | and easier to operate, more and more ‘manufacturing companies are employing them to try to save time and money. Holm Bex, a small busi 88 in Trento, have only 60 workers but they have just invested in two robots. They are quite simple; they just pick up 1 bottles of beer, load them into crates and move the crates into place. The Holm factory manager, Peter | | Schlehuber, says that they should pay back the cost | | of investment in eighteen months. The human | workers atthe factory do not have anything bad to say about their new companions either. Marcus Bauer, a union representative at Holm says, These ‘machines do very boring and heavy jobs ~ one of them can pick up 250 kilos every minute of every day |, if you ask it ~ none of us wanted to do these jobs. | efore the robots came, we took it in turns to doit — the kind of work about an hour at a time. Thi robots should do.’ na Decide if the following statements about the article are true (7), false (F) or not enough information to say (Ds). (1 mark for each correct answer) 1 Robbie is a machine. — 2. Service companies do not often use robots. 3. Robots are less expensive than they used to be. 4 More manufacturing companies are using robots to satisfy customer demand. 5. Holm Bex are going to buy two robots. EEE © 0 «ora University Press Test3 o 6 ‘The Holm Bex manager thinks they will see a return on their investment after a year and ahalf. 7 The robots now do some of the jobs the workers did 8 The article is against the idea of using robots in industry. 2VOCABULARY Read the advice below on opening your own restaurant. Underline the correct word or phrase in. italics to complete the text. Opening a restaurant can be a risky and difficult * process option. If you don't have much experience, you should, if possible, take a” training course / training programme, You will need to identify * trends / news in the way people eat out and know how to attract * older customers / regular customers if you want to achieve your * business ‘goals / business activity. Above all, it’s important to * invest for / invest ina good chef but of course the waiting staff must also ensure high quality ” customer care / customisation. You must order in the right quantities of ingredients and avoid * wasting / using money on unnecessary food. Last but not east, you must have reliable suppliers who meet your” deadlines / dates for the ™ delivery / dispatch of fresh food produce. 3GRAMMAR Read the dialogue. Peter is a sales manager for an ‘Australian wine company. He is waiting to talk to Donna ~a buyer for a supermarket chain. Underline the correct verb forms in italics Donna; Hello Peter, sorry to keep you waiting. Would you like a coffee or something? Peter: Yes, thanks." 1 have /’ll have /’m going to havea tea, please Donna: OK, just a minute.1? "ask / m asking / ask ‘Anna to go to the canteen for us ~ the hot drinks there are much * better as / better than / as good as from the machine. Donna: Now, you wanted to talk about your new prices, right? Peter: Yes, Donna. think you got them yesterday Donna: Yes I did and I see they're 10% * as high as / ‘more high than / higher than last year.OOOO OOOO - ee inna a a a a Peter: That's true, but if you *Jook look / looked at Sonja: Yes, 10 o'clock in ‘our new catalogue you ® saw /see /"ll se that ay officet we're offering something completely new here. Marcus: Yes, sure. No other wines’ sales have grown "as fast as / . ; faster / faster ike this Pinoten the Australian Sonja: Actua on second thoughts quite dif murat just wat in reception and I'll come down to Donna: Maybe, but that doesn’t mean i's going to be ae the most successful in the European market tt area Marcus: Right, 'l be there. Peter: Well, we® "il spend / spend / re going to spend a eg co amar oad nae es lot of time and money to promote it ber, 40 we the peaieniniod wehyPou Marcus: Yes, I will. Bye. Complete the chart with correct forms of the comparatives and superlatives. (0.5 marks for each correct answer) 5 WRITING ADJECTIVE COMPARATIVE SUPERLATIVE You have arranged a meeting with Mr Fischer for ig Monday 23rd to discuss the timing of a building interesting project. Write a formal email message to him which ———— eee includes the followin, bad you want to change the date from the 23rd to warm the 30th te —__— 8 apologize for any problems this causes easy send him a copy of the new schedule by attachment ask him to send a copy to everybody else in his 4LANGUAGE FOR team who's working on the project, (10 marks in total) Complete the telephone conversation below using the expressions in the box. There is one extra expression you do not need to use. (1 mark for each correct answer) How about Illjust check my diary make sure Shall we say call me back that'll be fine why don’t we meet? would Thursday suit you? ‘you'd better Marcus: Hello Sonja: Hello, Marcus Pine? Marcus: Speaking. Sonja: This is Sonja Winter from ATP. I was at your presentation last week. I think our company could use some of your ideas for our new advertising campaign, so Marcus: ‘That sounds a very good idea, Ms Winter, next week? Sonja: Yes, maybe. Hold on a moment, please. : Now, let’s see, Marcus: I think so, yes. ‘Thursday morning? © Oxford University PressTest 4 Units 10-12 1READING Read the article from a marketing magazine and choose the correct answer for each of the questions, 1+, below. (1 mark for each correct answer) eBay is an auction website; this means if you wanted to sell something there, you would first register your details then, in minutes, you can make your opening price and offer your product or service for sale to the buyer who offers the best price, Bay was started by Pierre Omidyar in his living, room in San José, USA, in September 1995. From the beginning it was intended to be a marketplace for the sale of goods and services to individuals. ‘They now have several million views on their site per month and a lot of business to business sales. ‘The founders quickly developed a vision for the company that they were in the business of connecting people, not selling them things. So how does eBay makes its profi? In three ways: 2 = When an item is listed on the website the seller ‘must pay a charge between 30c and $3.30 depending on the seller’s opening price. There is an additional charge if you want to especially promote your product on the website. © Atthe end of the seller’s auction there is a charge of between 1.25% and 5% of the final sale price. { 1 Anauction is A... only found on the Internet. B. ... the first person to offer the seller’ price can buy the item for sale .. place where people offer prices to buy something in competition with other buyers. 2 According to the article, Pierre Omidyar .. A... used to run the business in a marketplace. B ... used to run the business from home. G o py _. runs the business from home. Test 4 3. According to the article, the founders’ intention was to set up a site that A... was a successful online shop. B. ... enabled people to make connections with one another. C ... increased business to business sales. 4 eBay now organizes sales A... only between individuals. B ... only between businesses. C. ... between both businesses and individuals. 5. According to the article A... eBay connects people. It does not make a profit. B ... the seller pays up to $3.30 to eBay on each item listed for sale. . ... the buyer has to pay extra if the product is. specially promoted. 6 According to the article, if a sale is made without special promotions ... A... eBay receives two payments. B ... the seller pays 59% extra to eBay. ... eBay receives one payment from the buyer and one from the seller. VOCABULARY Read the passage below on selling on the Internet. Underline the correct word oF phrase in italics. (1 mark for each correct answer) a Many businesses are now entering the world of * e-commerce / e-sales. If you want to sell” online / Internet you'll have to * set up / put up a website, but don't rush into it Before you go ahead, you should prepare it carefully. The ‘front page / homepage will need to be as attractive and ° user-friendly / usable as possible, so you should first meet with your colleagues totry to come round / come up with some ideas for the look ofthe site. Users should have no trouble / ‘question finding * links /joints and it should also be quick and easy to" download / unload any necessary files or programs. There should be an online" credit / payment fecility and users should be able to " access accept the important information just by "hitting / Clicking on the relevant text They should also have the ‘oppartunity to speak to somebody in person to "uncover / find out further information and, if necessary, make " problems / complaints, so give them a phone number to call. a en }© Oxford University Press0 Test 4 3 GRAMMAR Read the passage about the communications company ‘Nokia. Underline the correct verb forms in italics. (1 mark for each correct answer) ne | | | | en ‘There are plenty of forests in Finland and if you * would want / wanted / was wanting to start a ‘company there then perhaps you * would think / thought / were thinking of a forestry business. At the end of the nineteenth century, Nokia did just this and started life in forestry; it ' used to make / was used to make / used to making paper and matches. Then it “ grew / grown / was grown to manufacture rubber, and then cable. In 1967 the Nokia Corporation > was forming / formed / was formed from a merger with Finnish Rubber Works and Finnish Cable. From then, the company “ started / used to start / was started to build on its position in the telecommunications and consumer electronics market During the 1980s, Nokia ’ is bought / bought / was ought several large European electronics companies. In 1994, Nokia * enjoyed / was enjoying / are enjoyed huge success with its 2100 series phone. Nokia's goal ‘was to sell 500,000 units; it actually sold 20 million. Now their mobile phones ” were selling / used to sell / are sold around the world and most recently they have become leading mobile internet sellers ~ quite a change from the days when they "® are sold / were sold / used to sell pape. 4LANGUAGE FOR Complete the conversation below using the expressions in the box. There is one extra expression you do not need to use, (1 mark for each correct answer) because of don'tagree | agree entirely = Yes, but Ise Instead of Maybe we could in my opinion The trouble is What do you think you think the problem is Joanna: Right, our new Hydra computer game — sales have been very slow, haven't they? ese ee apts tha) Kei Keith: Well,” —____ it’s mainly’_____ problems with marketing — we're not promoting it enough Sa Francesco: I stn my opinion it’s simply because the game's not good enough. Joanna: * _ . Well, could you explain what pc exactlyt Francesco: Yes.’ the game's not young enough. By that I mean there's not enough action, + trying to make the games clever, we should concentrate on making them more exciting. y target a game lke Hydra at an older customer and think about a new game for the kids. Keith: * ‘we won't have enough time to bring out a new game in time for Christmas, We have to start ‘marketing Hydra more aggressively now! 5 WRITING You are in a meeting with other managers to give advice on how to deal with complaints by the unions in your manufacturing company. Read the problems and your notes on your opinions. Write a short report explaining these. Use could, would and should. PROBLEM ‘your NOTES Offer them 634? Maximum 9%? ‘The employees want a 15% pay increase. ‘They want a canteen. Cost about €200,000? The company might move in the future. Postpone a decision to next year? They want to choose to start work at 8am or 9am, {and finish at 4pm or Spm. Possible - depends on production schedule? They want more parking Yes - problem for management too. Reserve spaces in the street outside? spaces. (20 marks in total) ENE © x1 0rd University PressGrammar Photocopiable Activities Teacher’s Notes GRAMMAR PHOTOCOPIABLE ACTIVITY 1 Make one copy of Grammar Photocopiable Activity 1 on page 75 for every two students. Cut the page in two. Divide students into pairs of A and B, and give each student half the page. Write on the board: Really!? Are yout Do yout Have you? Arent you? Is she? Are they? ete. Make some true / false sentences about yourself from the Student A and B charts on page 75 and tell the class Elicit responses from the phrases on the board. ‘Check students’ pronunciation (and stress) of the ‘checking phrases on the board. s Invite students to say if they think your statements are truth or lies In pairs students then go on to complete their own, charts and respond to their partner's statements. GRAMMAR PHOTOCOPIABLE ACTIVITY 2 Make one copy of Grammar Photocopiable Activity 2.0, page 76 for every two students. Cut the page in two. Divide students into two groups, A and B. Give an A worksheet to cach A student, and a B worksheet to each B student. Ask all the A students to work together in one group, and all the B students to work together in one group. The groups read their texts and prepare their questions. N Re-divide the class into A / B pairs to ask their questions, find the missing information, and complete their texts. Answers Student A questions: ‘Who does Pete Gomez work for? 2. How many hours does he test video games for? 3. What does Alex Pederson work as? 4 Why doesn't Alex like making buildings? 5. Who does Mara Lu work for? 6 si Why does she get a good salary? 1 What does Pete Gomez test? 2 What does he sometimes get? 3. Where does Lego show the modelst 4 What does Alex prefer making? 5. What does Mara Lu do? 6 How many chicks can she check an hour? GRAMMAR PHOTOCOPIABLE ACTIVITY 3 Make one copy of Grammar Photocopiable Activity 3 on page 77 for every two students. Cut the page in two. Divide students into pairs of A and B and give each student half the page. 1. Pre-teach the following vocabulary: key customers supermarkets, hypermarkets, wholesalers, etc, (a company’s most important customers) test marketing: trying the product in the market to see what customers think in-store promotions: for example, somebody from the company in the supermarket giving customers free samples of the product N Elicit from students ideas for things a company can do before they launch a product in the market.72 Extra Grammar Teaching Notes 3. A company is currently preparing to launch a new breakfast cereal product. Students A and B are two product ‘managers preparing for the launch. They are meeting to compare information on the project so far. They talk to each other to find out the missing information in their charts and check that everything is OK. GRAMMAR PHOTOCOPIABLE ACTIVITY 4 Make one copy of Grammar Photocopiable Activity 4 on page 78 for each student. Cut the page into three. Give the top part of the page to each student. 1 Allow students 1 minute 30 seconds only to read and remember as much as they can, 2 Collect the texts in or ask students to turn them over, 3. Divide students into pairs of A and B, and give an A ‘worksheet to each A student, and a B worksheet to each B student. In their pairs, students ask and answer questions about the texts 4 At the end, students can look at the texts again and check their answers to the questions. Answers Student A questions Is there a restaurant? / a screen with information about arrivals? Are there many people waiting with their passports? people who are waiting to go to Miami? How many security guards are there? / customers are there in the coffee bar? How much money does the man in the bank want to change? Are there lots of people waiting with their passports? / people who are waiting to go to Miami? Student B questions Have the customers in the coffee bar got any bags? ‘What has the man drinking tea got with him? How much time does the man with the boarding card have before his flight? How many customers are there in the bank? Is there a woman who is checking boarding cards? Are there any children in the coffee bar? / many people who are waiting to go to Milan? eS aS a ae GRAMMAR PHOTOCOPIABLE ACTIVITY 5 ‘Make one copy of Grammar Photocopiable Activity 5 on page 79 for every two students. Cut the page in two. Divide students into pairs of A and B, and give each student half the page. Students A and B then choose topics to discuss from their question sheets. GRAMMAR PHOTOCOPIABLE ACTIVITY 6 ‘Try to arrange for two separate rooms to be available for this activity. Make one copy of Grammar Photocopiable Activity 6 on page 80 for every two students. Cut the page in two, Divide students into two groups, A and B. Give an A worksheet to each A student, and a B worksheet to each B student. 1. Tell the A students that they are to be interviewed for the job of tourist guide, and B students that they will be interviewed for the job of travel agent. 2. When they are in their groups, explain to students that they are going to be interviewers as well as interviewees, and that they should prepare the questions for the other job. 3. Ask the A students to prepare their questions for the travel agent interviewees, and the B students to prepare their questions for the tourist guide interviewees. 4. The groups then go to separate rooms to prepare the questions. Students complete the interview questions with two questions of their own choice at the end. 5. Then bring the groups back together. Pair a Student A with a Student B, Student A interviews B first. Then Student B interviews A| = pat : GRAMMAR PHOTOCOPIABLE ACTIVITY 7 Make one copy of Grammar Photocopiable Activity 7 on page 81 for cach student. 1 Check students understand the following from the chart: capacity in main hall the maximum number of people catering on site food and drinks in the conference vente 2 Students work in pairs or small groups to compare the three venues and choose one, using comparatives and superlatives. 3. Pairs or groups explain their choices to the whole cass GRAMMAR PHOTOCOPIABLE ACTIVITY 8 Make one copy of Grammar Photocopiable Activity 8 on page 82 for every two students. Cut the page in two. Divide students into two groups, A and B. Give an A worksheet to each A student, and a B worksheet to each B student. 1. Students in each group work together to decide the answers to their part. 2 Arrange students into pairs of A / B to read the dialogue together and check their answers against each other. 3. You could then extend this activity by putting a skeleton ‘of part of the dialogue on the board for the students to act out ‘Completed dialogue At the coffee bar lisa: What would you like? Marcus: Er... I'll have a coffee, black, please. Flisa: One black coffee and a tea, please Barman: That's £5.20. Marcus: Here ... Blisa: No, 'll pay for these. You paid last time. So, how are things? Marcus: Not bad at all ~ the sales figures for the last six months were very good so we've decided we're going to launch the new Berlin to Rome service in August. Elisa: How many flights @ day? Extra Grammar Teaching Notes 73 Marcus: Well, we're going to start with one a day for the first three months, then maybe think again. Have you heard anything from KT Oil about your job application? Flisa: Yes, they're going to give me an interview! Marcus: Great news~ when? Elisa: Next Friday. I'm going to see the boss after lunch and ask him for two days holiday — ‘Thursday and Friday. Marcus: Why two days? Elisa: ‘The interview’s at 10 o'clock in Frankfurt. I don't want to get there late. The problem is that on Thursday afternoon Helen Grellet is going to come to see me about the new customer care procedures. I suppose I'll have to cancel... Marcus: Well, hold on, that’s not a problem. I'l meet her if you want ~ I helped to write those procedures, so I'd be interested to hear what she says. Blisa: Oh, could you, Marcus? That'd really be a great help. Marcus: Well, I'm about 90 per cent sure —1'Iljust check my diary when we get back to the office. OK? Hlisa: Fine GRAMMAR PHOTOCOPIABLE ACTIVITY 9 Make one copy of Grammar Photocopiable Activity 9 on age 83 for every two students, Cut the page in two. Divide students into pairs of A and B, and give each student half the page. 1 Give students time to read their notes and think about ‘what they're going to say in the meeting. Remind them of the Ist conditional structure: if you + present simple, will+ future, You could arrange the class so that all the A students prepare for the meeting together in one group, and all the B students prepare for the meeting together in one group, before re-dividing students into A / B pairs. 2 Aand B students meet to make a deal. 3. At the end of the activity find out from the whole class who got the best deal."14 Extra Grammar Teaching Notes [i 1 i GRAMMAR PHOTOCOPIABLE ACTIVITY 10 Make one copy of Grammar Photocopiable Activity 10 on page 84 for each student. 1. Students work together in pairs to write the correct forms of the questions. Check these with the whole class. 2 Students answer the questions by themselves. 3. They then guess their partner’s answers to the questions. 4 The winner is the one who guesses the most answers correctly about his / her partner. GRAMMAR PHOTOCOPIABLE ACTIVITY 11 Make one copy of Grammar Photocopiable Activity 11 on page 85 for every three students, Cut the page in three. Divide students into three groups, A, B, and C. Give an A ‘worksheet to each A student, a B worksheet to each B student, and a C worksheet to each C student, 1. Explain to students that the sentences on their worksheet contain some false information. They have to discuss the sentences together and try to correct them. 2. Group the students into A / B / C groups. They now compare their information with the other students’ ‘worksheets and make correct sentences with the information from all three worksheets. Answers Correct version 1 Most oil is produced in Saudi Arabia, Russia, and the USA. 2 Before May 2004, the European Union was composed of fifteen states 3. Hiring and firing staff is usually done by the Human Resources department. 4 If you have a March 15th deadline, it means the work must be finished by that date. 5 In 2003, Chelsea football club was bought by Roman Abramovich, a Russian billionaire. DwewDwPwpP' 6 In.an import document, CIF means that cost, insurance, and freight are included in the price to the importer. 7 About 14 billion spam emails are sent every day. 8 Over one million people are employed by the Indian railway system. 9 The fax machine was invented by Alexander Bain in 1943. 10 The Sony corporation was founded by Masaru Thuka in 1946. GRAMMAR PHOTOCOPIABLE ACTIVITY 12 Make one copy of Grammar Photocopiable Activity 12 on page 86 for every two students. Cut the page in two. Divide students into pairs of A and B, and give each student half the page. 1. With this activity, the idea is for the students to complete their texts using words suggested by their partner. They should not read out the whole sentence, but only ask: their partner for specific words to fill the gaps. The final texts will probably be humorous, strange, even ridiculous, but should be grammatically correct. 2 Student A begins the activity and asks Student B: say the name ofa town. Student B suggests a name. Student A continues: say a job, and so on. Student A completes the text with B's suggestions, however ridiculous they may 3 When Student A has completed his / her text, the students review the text together and decide if they want to make any changes. 4. Student B then completes his / her text, using the same ‘method. Again, at the end of the activity, the students review the text together and decide if they want to make any changes. 5 Finally, go round the class asking students to read out their completed texts, and finding out who has produced the fanniest or strangest result.Extra Grammar Photocopiable 75 GRAMMAR PHOTOCOPIABLE ACTIVITY 1 Truth or lies? 1 Complete these sentences about yourself and people you know. 1 (rue) tm — 2 (false) I'm not 3 (false) I've got 4 (false) I haven't got... 5 (true) My (family member's a 6 false) My (family members got... 7 (false) My boss / teacher is. 8 (false) My boss / teacher isn't 2. Take it in turns to read your sentences to Student B. Reply to B’s sentences like this: Really!? Are you? Do you? Have you? Aren't you? Is she? Are they? etc. 3 Tick (V) for 1-8 if you think they are true. 10 20 30 40 50 60 70 80 a. Truth or lies? STUDENT B 11 Complete these sentences about yourself and people you know. (rue) Fm not (fase) Fn (alse) haven't got (fase) "ve got (alse) My (family members a (true) My (family member) hasn't got (false) My boss / teacher is (alse) My boss / teacher isn’t 2. Take it in turns to read your sentences to Student A. Reply to A’s sentences like this: Really!? Are you? Do you? Have you? Aren't you? Is she? Are they? etc. 3 Tick (V) for 1-8 if you think they are true. 10 20 30 40 50 60 70 80 }© Oxford University Press76 Extra Grammar Photocopiable Le a ng | Ld ke GRAMMAR PHOTOCOPIABLE ACTIVITY 2 Three odd jobs STUDENT A Read your text and prepare questions to ask student B for the information you need. Use the question words below the text. Student B will ask you questions for other information. Three odd jobs Pete Gomez works for ‘Alex Pederson works as a Mara Lu works for (who?) He tests video games for : (how many?) hours a day. Pete says he usually enjoys his job but sometimes he gets headaches. (what?). Lego shows the models in toy fairs and shopping centres. young chickens. She gets a good Alex says, I dont like making salary because buildings because . ‘ (why2). | why2). She says, ‘On a good day | (who?). She identifies the sex of | I preter making things ke people | can do about 1.20 chicks an hour | and animals: renee Se net ee Who 2 Why 7 How many 2 2 Who 2 What 2 Why - 2 STUDENT B Read your text and prepare questions to ask student A for the information you need. Use the question words below the text. Student A will ask you questions for other information. ‘Mara Lu works for a Korean food ‘company. She Pete Gomez works for a Japanese software company. He tests 1 ‘models in * 5 ‘Alex Pederson works as a Lego ‘model maker. Lego shows the | Three odd jobs | (what 1/do?). She gets a good salary because not many people can do her job as quickly as she can. She (what?)." | says, ‘On a good day I can do about (what?).. . (how many?) chicks an hour.’ (what?) for six hours a day. Pete | (where?). Alex says, ‘I don’t like says he usually enjoys his job but] ‘making buildings - they're too | sometimes he gets easy. | prefer making What 2 What What es . 2 What - Where 2 How many EEE © oxFord University PressDw WW c:a.camnar Photocase 77 GRAMMAR PHOTOCOPIABLE ACTIVITY 3 Se Who's doing what? STUDENT A Your company wants to launch a new breakfast cereal. You and Student B are two product managers preparing for the launch. You're meeting to compare information on the project so far. Ask Student B questions to find out the missing information below and check that everything is OK. Example: What are Peter and Katrina doing? Who's doing what? STUDENT B Your company wants to launch a new breakfast cereal. You and Student A are two product managers preparing for the launch. You're meeting to compare information on the project so far. Ask Student A questions to find out the missing information below and check that everything is OK. Example: Who's designing the packaging? wao? waar? wno? WHAT? KT Design Agency designing packaging You ‘organizing promotions for key customers Peter and Katrina designing packaging ‘organizing promotions for key customers Peter and Katrina doing sales training for key customers, Andre eciding production quantities ‘Andre ‘making the advertisements Jones and Jones making the advertisements Agency following the advertising agency's} You following the advertising agency's work work Market Research doing test marketing Market Research department department Maria Maria pricing the product Danita planning TV advertising ©} Dania Sean Sean organizing outdoor advertising Dagmar taking care of the print advertising} taking care ofthe print advertising campaign campaign ‘organizing free gifts promotions You organizing ree gifts promotions in-store promotions Chris "instore promotions HEEL © oxox University Press78 ExaGrammarPhotocopiable I Es? cae ar or oe GRAMMAR PHOTOCOPIABLE ACTIVITY 4 Picture this STUDENTS A AND B You have 1 minute 30 seconds to read and remember this Scene at an airport. : Miami, There's a small coffee bar flight is at 16.00. There's a small At the AILPOLE onthe left with three customers bank. One man is waiting co | He's got a small suitcase. The there are no other customers. At | Im the Departure Hall, there's @ other two customers are women __ the back of the hall a woman is, woman looking at a screen with — _ ¢hey don't have any bags. A checking passengers’ passports. information about departures. security guard is standing next to There isa long queue. A lot of people are waiting t0 the coffee bar. Near the coffee check in for a flight co Milan. Inbar there's a man looking at a another queue there are only five clock om the wall: it says 15.45. Passengers waiting t© go to His boarding card shows that his, a STUDENT A Make questions from the table below to ask Student B. ‘customers are there in the coffee bar? Isthere {a screen with information about arrivals? ve there many money does the man in the bank want to change? SS SL How much people who are waiting to goto Miami? ‘Arethere lots of security guards are there? - a restaurant? oe STUDENT B Make questions from the table below to ask Student A. z ‘@ woman who is checking boarding cards? customers are there in the bank? What any children in the coffee bar? How much ‘many people who are waiting to go to Milan? ‘the customers in the coffee bar got any bags? Is there kik celle Abed de — time does the man with the boarding card have before his flight? ‘Are there ————— has the man drinking tea got with him? EEE © 01004 University PressExtra Grammar Photocopiable 79 GRAMMAR PHOTOCOPIABLE ACTIVITY 5 Chatting about the past STUDENT A Choose some of the topics in the table and ask questions to find out about Student B. SeHoot avs LAST HOLIDAY LAST FILM ‘where / go to school? {6 on holiday last summer? ‘what / the last film you saw atthe cinema? good? lke school? why / why not? — where? what / about? what /Tavourite subject? go on your own? — how / the weather? visit anywhere special? (ast WEEKEND YESTERDAY Tobay ‘what / do last Saturday? what / have for dinner lastnight? good? what time / get up this morning? 9 shopping? watch television or read something? what? what / have for breakfast this morning? what / buy? what /itabout? late for the lesson today? _ hhow / you get to the lesson? ar. Chatting about the past STUDENT B Choose some of the topics in the table and ask questions to find out about Student A. _.. which school you go to? go abroad on holiday last summer? when / the last time you went to the nema? what subjedts /not like? where? what /see? you happy to leave school? stayin hotel? ike ie vy / why not? fo ke ee : spend a lot? ‘what / about? inst weeKeno YESTERDAY Toba what / do last Sunday? ‘where / go yesterday? Sleep well last night? set up late? "what time / finish work yesterday? get up early this morning? oe See any fiends? 0 out lastnight? {eat much for breakfast this morning? where / go? what / do? come here by train today? g0 to bed early? © Oxford University Press80 Extra Grammar Photocopiable aw hhh a > > GRAMMAR PHOTOCOPIABLE ACTIVITY 6 Job interviews STUDENT A Prepare these questions to interview some candidates for the job of travel agent. Why / decide to apply for this job? you / do any training courses to be a travel agent? When / leave college? speak any foreign languages? travel abroad much? Do you think / good at selling? you / ever work / in a travel agency before? ‘work in the travel business at the moment? Why / leave / your last job? 10 When / last time / you got angry? " z 2 : 2 oe Job interviews STUDENT B Prepare these questions to inter some candidates for the job of tourist guide. How many / languages / you speak? you / ever do / this kind of work before? Where / work at the moment? What / your last job? What / do / after you left school? you / ever manage groups of people before? Where / take / a group of tourists in your capital city? Which countries / you visit? ‘What / your biggest fault? 10 Why / we offer you this job? " . 2 2 a : : 2 EEE © 01104 university PressExtra Grammar Photocopiable 81 GRAMMAR PHOTOCOPIABLE ACTIVITY 7 Organizing a conference Work in pairs or small groups. You have invited 900 people to a conference you are organizing in Sydney, Australia. Compare the following venues and choose the one which you think is the most suitable. Blue Mile Hotel R&C CONFERENCE CENTRE PENBURY HALLS location Bondi Beach town centre in a quiet area 15 kms out lof town cost € 25,000 15,000 10,000 attractiveness OO oo 1S 1950 capacity in main 900 1,000 hall distance from 30 kms - no 30 kms - 2 minibuses 4 kms airport transport provided | to provide transport number hotel places |2,000 800 1,000 near (3 - 5 star hotels) parking places near {500 200 2,000 catering on site yes, but extra cost | no drinks and snacks = €10,000 meeting rooms apart {1 8 10 from the main hall technical facilities, e.g. computer projectors ©oO OO© HREEEIENE © Fora University Pressxtra Grammar Photocopiable ‘ mm Dw GRAMMAR PHOTOCOPIABLE ACTIVITY 8 Future talk STUDENT A Read this dialogue between Marcus and Elisa at a travel company. Complete the spaces with the correct form of either will or going to. When you have finished, read the dialogue aloud with your partner, who has your answers. At the coffee bor Lisa: What would you like? marcus: Er... please usa: One black coffee and a tea, please. BARMAN: That's £5.20. marcus: Here usa: No, I'l pay for these. You paid last time. So, how are things? ‘Marcus: Not bad at all ~ the sales figures for the last six months were very good so we've decided we (launch) the new Berlin to Rome service in August. usa: How many flights a day? mancus: Well, we (have) a coffee ... black, (start) with one a day {or the first three months, then maybe think again. Have you heard anything from KT Oil about your job application? usa: Yes, they're going to give me an interview! ‘mancus: Great news ~ when? usa: Next Friday. I'm going to see the boss after lunch and ask him for two days holiday ~ Thursday and Friday. Future talk STUDENT B Mancus: Why two days? uisa: The interview's at 10 o'clock in Frankfurt. | don't want to get there late. The problem is that on ‘Thursday afternoon Helen Grellet is going to come to see me about the new customer care procedures. | suppose Ill have to cancel ‘Magcus: Well, hold on, that's not a problem. | (meet) her if you want — 1 helped to write those procedures, so I'd be interested to hear what she says. usa: Oh, could you Marcus? That'd really be a great, help. mancus: Well, 'm about 90 per cent sure ~ I ust check) my diary when we get back to te office. OK? usa: Fine. Read this dialogue between Marcus and Elisa at a travel company. Complete the spaces with the correct form of either will or going to. When you have finished, read the dialogue aloud with your partner, who has your answers. At the coffee bar «usa: What would you like? ancus: Er... I'l have a coffe ... black, please. cuisa: One black coffee and a tea, please. BARMAN: That's £5.20. mancus: Her... euisa: No, | . time, So, how are things? ‘ancus: Not bad at all - the sales figures for the last six months were very good so we've decided we're going to launch the new Berlin to Rome service in August. usa: How many flights a day? -ancus: Well, we're going to start with one a day for the frst three months, then maybe think again. Have you heard anything from KT Oil about your job application? usa: Yes, they (give) me an interview! marcus: Great news ~ when? (pay) for these. You paid last usa: Next Friday. | (see) the boss after lunch and ask him for two days holiday — Thursday and Friday. ancus: Why two days? usa: The interview's at 10 o'clock in Frankfurt. | don't want to get there late. The problem is that on Thursday afternoon Helen Grellet (come) to see me about the new customer care procedures. | suppose | (have to cancel). ‘mancus: Well, hold on, that’s not a problem. I'l meet her if ‘you want | helped to write those procedures, so I'd be interested to hear what she says. usa: Oh, could you Marcus? That'd really be a great help. ‘mancus: Well, 'm about 90 per cent sure ~ I'l just check ‘my diary when we get back to the office. OK? sa: Fine, © Oxford University PressGRAMMAR PHOTOCOPIABLE ACTIVITY 9 Let’s make a deal STUDENT A You represent a magazine publishing company. If necessary, you can offer them: You want to buy: + 4 free full-page advertisements in your magazine for 8 laptop BAU computers their company at any time 4 laser TY printers + an article in your magazine about their company You're going to speak to a sales representative of a + anew order for atleast 6 more computers after 3 years, computer supplier. For the models you would like, if satisfied. the supplier's catalogue prices are: Talk to the computer company and try to make the B4U computer ~€1,200 best deal you can. Make them offers like: TTY printer - €500 Ifyou... welll You want: + discount of 159% on catalogue prices + 2years free after-sales service. You want free repairs if the computers or printers break down (including parts, e.g. hard disk) + free delivery + free software: 3P Accounts, Axis for off Let’s make a deal STUDENT B ‘You represent a company which sells office Talk to the publishing company and try to make the technology. A magazine publishing company is best deal you can. Make them offers interested in buying some computers and printers. You sometimes advertise in their magazine. For the models they would like, your catalogue prices are: BAU computer —€1,200 TTY printer ~ €500 Ifyou buy ..., well You want to offer: + a discount of 10% for more than 5 computers + 18 months free after-sales service. This includes free repairs but not parts + free software: Axis for office + free delivery if less than 100 kms. |@ Oxford University Press84 Extra Grammar Photocopiable =" oo =a) aw | a a> a GRAMMAR PHOTOCOPIABLE ACTIVITY 10 Scruples game 41 Work together in pairs to write the correct forms of the questions, 1-8, below. 2 Answer the questions by yourself. 3. Then guess your partner's answers to the questions. 4 Ask each other the questions, and check your answers. 5. The winner is the person who guesses the most answers correctly about his/her partner. vou YOUR PARTNER Yes No | Yes No 1 Ifa very important customer for your company (want) £1,000 in cash before he / she gives you their company’s next order : (you, try) to do this for him / her? oOo oO 0 2 Ifyou (see) __. 8 Very 600d job advertised in the newspaper, ‘you, one) for it without teling any of your colleagues at work? oo oo 3. Ifthe tax authority (give) you €2,000 by mistake, (ou tld them? oo oo 4 Ifyou (ind) ‘a mobile phone on the train, (you, iv) it tothe police? oo oo 5 Your boss wants to know who lost the company €10,000 because of an accounting error. You know it was your colleague. (ou, ted your boss? Oo oO0 6 Ifyou Gee) 2 personal report about yourself on your boss's desk, (you, lok) at iif nobody else was there? , Oo oO 7 Ifyou (can) use your office phone for personal calls, (ou. use) it to look for another job? oOo oo 8 Your wife husband is from a different country to you. He/she would lke to go back there to lve but you don't want to. (you, te) your wife husband, if your company (ofer) you ajob inthat country? | (]_C] QO © Oxford Univesity PressGRAMMAR PHOTOCOPIABLE ACTIVITY 11 Get it right STUDENT A Your sentences, 1-10, below contain some false information. Compare your sentences with students B and C, and decide together on the correct sentences. | 1. Most oil is sold in Venezuela, Russia, and the USA. 6 _In.an import document, CIF means that cost, insurance, 2 Before May 2003, the European Union was composed __and freight are included in the price to the exporter. | of fifteen states. 7 About 14 million spam emails are sent every day. 3 Hiring and fring staff is usually done by the Legal 8 Over ten thousand people are employed by the Indian department. railway system. 4 Ifyou have a March 15th hotline, it means the work 9 The computer was invented by Alexander Bain must be finished by that date. in 1943 5 In 2004, Chelsea football club was sold by Roman 10. The Ford corporation was founded by Masaru Ibuka ‘Abramovich, a Russian billionaire. in 1946. Get it right STUDENT B Your sentences, 1-10, below contain some false information. Compare your sentences with students A and C, and decide together on the correct sentences. 1 Most oil is sold in Saudi Arabia, Norway, and Iran. 7 About 14 million spam emails are sent every 2 Before May 2004, the European Union was composed week. of twelve states 8 Over one million people are employed by the 3. Hiring and taking on staff is usually done by the Human Chinese railway system. Resources department, 9 The mobile phone was invented by Sinjou and Doi 4 If you have a March 15th deadline, it means the work in 1987, must be started on that date. 10 The Sony corporation was founded by Henry Ford 5 In 2004, Real Madrid football club was bought by Roman in 1986, Abramovich, a Russian billionaire. 6 Inan import document, CIF means that cost, inflation, and freight are included in the price to the exporter. Get it right STUDENT C Your sentences, 1-10, below contain some false information. Compare your sentences with students A and B, and decide together on the correct sentences, 41 Most gas is produced in Norway, Russia, and the USA. 7 About 14 billion spam emails are written every 2 Before May 2003, the Soviet Union was composed of day. fifteen states. 8 Over half a million people are employed by the 3. Hiring and firing staff is usually done by the suppliers. British railway system. 4 Ifyou have a March 15th deadline, it means the 9 The fax machine was invented by Roger Federer telephones don't work on that date. in 1987, 5 In 2003, Chelsea football club was bought by Roman 10 The Honda corporation was founded by Masaru Abramovich, a Polish billionaire. Ibuka in 1976. 6 Iman import document, CIF means that cost, inflation, and freight are included in the price to the importer. REIN © ovF0r4 University Press86 Extra Grammar Photocopiable nar GRAMMAR PHOTOCOPIABLE ACTIVITY 12 A strange working life STUDENT A 11 Ask Student B for words to fill the gaps in your text. For example: Give me the name of a town. 2. Then give Student B words to complete his / her text. i np | My first job was in {name of a improve my career prospects. | stayed there for | town). | used to work as a {a job) in (a number) years. Soon after a hotel but | resigned because | hated the qualifying, | was looking in the (noun). After that | got a job as (name of a newspaper) one day when | saw an advertisement for the job | used to dream of (a job). | applied and they interviewed me in... (a place). ‘Anyway, | got the job, and have been very (adjective) ever since { { (a job) working for | Game of @ company) in (namoofa having } city). Unfortunately, | was fired because one day the boss came into my office while | (past continuous verb). He wasn't very pleased. Then I decided to go to college to A strange working life STUDENT B 11 Give Student A words to complete his / her text. 2. Then ask Student A for words to fill the gaps in your text. For example: Give me the name of a person. person). He / She is a very (a language) fluently. My name is (name of a person) and (adjective) person and he / she offered me a job Twas born in (place) in (a country). It took me (number) years ago. I used to go to school in (a period of time) to get there but I (a town). After that, I went to ‘enjoyed the experience a lot. From university where I studied (plurat (2 year) to (another year) I worked | noun). When I left university, I got a job with asa __.. (@ job) in @ | (name of a company) where I place). While I was working there, I did several | worked as a (a job). While I was (an adjective) courses in | working there, I met {name of a (a subject) and can now speak |OZLD) Business Englis) Improve your English .. by looking at business PLOFIE 1 prorieiss:nccieve cous tor oop wo wan to discuss different areas of business ~ and improve their business English Pee ee ee eae uae cs ee Nag ee en Cee they need to communicate with colleagues, customers, and clients ~ and a broader understanding of the world of business EPEC e ees ey In ProFile 1 you'll find 12 units dealing with a range of business topics: Oma Organizations Cry on Porenetei Travel PI ee ro a iM Crete sd Peay 8 Ef meron) Pa Profile 1 Student’s Book includes a video CD-ROM with 12 authentic PJ video interviews with professionals from a variety of different F Cee nea cy ES ates gc eR cae Sire en een oy Teacher's Book with tests and photocopiable activities Dome Ome cg Class Audio CD or cassette Online resources at wwwoup.com/elt/profile Mire enna Ram Se ae eC ee ee Uy photocopiable grammar activities for further practice of new grammar cae OXFORD OXFORD ENGUISH ISBN 0-19-457587-X Par Seems NN 75874 8019) faprer ace} Se Ree